Publications by Stefan Stenbom
Peer reviewed
Articles
[1]
Stenbom, S. & Geijer, L. (2024). Primary school teachers’ perception of digital transformation and their teaching role. Scandinavian Journal of Educational Research, 1-14.
[2]
Riese, E. & Stenbom, S. (2023). Engineering Students’ Experiences of Assessment in Introductory Computer Science Courses. IEEE Transactions on Education, 66(4), 350-359.
[3]
Hrastinski, S., Stenbom, S., Saqr, M., Jansson, M. & Viberg, O. (2023). Examining the Development of K-12 Students' Cognitive Presence over Time : The Case of Online Mathematics Tutoring. ONLINE LEARNING, 27(3), 252-270.
[4]
Gulliksen, J., Lilliesköld, J. & Stenbom, S. (2022). The 'New' New Normal-Digitalization and Hybridization of Work and Education Before, during and after the Covid-19 Pandemic. Interacting with computers.
[5]
Jansson, M., Hrastinski, S., Stenbom, S. & Enoksson, F. (2021). Online question and answer sessions : How students support their own and other students' processes of inquiry in a text-based learning environment. The Internet and higher education, 51.
[6]
Hrastinski, S., Stenbom, S., Benjaminsson, S. & Jansson, M. (2019). Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics. Interactive Learning Environments, 1-13.
[7]
Stenbom, S. (2018). A systematic review of the Community of Inquiry survey. The Internet and higher education, 39, 22-32.
[8]
Hrastinski, S., Cleveland-Innes, M. & Stenbom, S. (2018). Tutoring online tutors : Using digital badges to encourage the development of online tutoring skills. British Journal of Educational Technology, 49(1), 127-136.
[9]
Vaughan, N., Reali, A., Stenbom, S., Jansen Van Vuuren, M. & MacDonald, D. (2017). Blended Learning from Design to Evaluation : International Case Studies of Evidence-Based Practice. Online Learning, 21(3), 103-114.
[10]
Stenbom, S., Cleveland-Innes, M. & Hrastinski, S. (2016). Emotional presence in a relationship of inquiry : The case of one-to-one online math coaching. Online Learning, 20(1).
[11]
Stenbom, S., Jansson, M. & Hulkko, A. (2016). Revising the Community of Inquiry framework for the analysis of one-to-one online learning relationships. International Review of Research in Open and Distance Learning, 17(3), 36-53.
[12]
Hrastinski, S. & Stenbom, S. (2013). Student-student online coaching : Conceptualizing an emerging learning activity. The Internet and higher education, 16(1), 66-69.
[13]
Stenbom, S., Hrastinski, S. & Cleveland-Innes, M. (2012). Student-Student Online Coaching as a Relationship of Inquiry : An Exploratory Study from the Coach Perspective. Journal of asynchronous learning networks, 16(5).
Conference papers
[14]
Richardson, J., Fiock, H., Stenbom, S., Alsup, J. (2024). Designing Communities of Inquiry using Evidence-Based Practices. In Proceedings of the 12th International Conference on Human Interaction and Emerging Technologies, IHIET 2024..
[15]
Stenbom, S., Karunaratne, T., Enoksson, F. (2024). Enhancing University Digital Learning Environments Through Research-Driven Development. Presented at AECT Virtual & International Convention 2024, Kansas City, US, Oct 1st - Oct 23rd, 2024.
[16]
Richardson, J. C., Stenbom, S., Fiock, H., Lowenthal, P. (2024). Implementing Evidence-Based Practices for Designing Communities of Inquiry in Online Environments. Presented at AECT International Convention, Kansas City, US, October 19-23 2024.
[17]
Stenbom, S., Gulliksen, J., Thuresson, B. (2023). Blended Synchronous Learning in Voluntary Education. Presented at 29th ICDE World Conference 2023, San José, Costa Rica, 6-10 November 2023.
[18]
Kjellberg, T., Stenbom, S., Enoksson, F. (2023). Complexities of Educational Culture for Integrated Campus and Digital Education. Presented at 29th ICDE World Conference Costa Rica Joining Hands in Peace for the Futures of Education, November 6-10 2023.
[19]
Jansson, M., Stenbom, S. (2023). Students’ Teaching presence : How students organize, facilitate, and direct online tutoring. In ICDE World Conference..
[20]
Riese, E., Stenbom, S. (2020). Experiences of Assessment in Introductory Programming From the Perspective of Non-Computer Science Majors. In 2020 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE 2020). IEEE.
[21]
Stenbom, S., Cleveland-Innes, M. (2019). Online tutoring and the Relationship of Inquiry survey. Presented at World Conference on Online Learning.
[22]
Jansson, M., Stenbom, S., Enoksson, F., Hrastinski, S. (2019). Students’ engagement in their own and other students’ process of inquiry. In Proceedings of the ICDE World Conference on Online Learning..
[23]
Stenbom, S. (2019). Teachers' perception of the digital development of primary schools. Presented at World Conference on Online Learning.
[24]
Vaughan, N., Armatas, C., Jing Zhou, L., Jansen Van Vuuren, M., Stenbom, S., Brown, M., MacDonald, D. (2016). Blended Learning From Design To Evaluation : International Case Studies Of Evidence-Based Practice. Presented at Online Learning Consortium Accelerate Conference.
[25]
Stenbom, S., Benjaminsson, S., Hrastinski, S., Cleveland-Innes, M. (2016). Digital badges for in-service training of online tutors. Presented at Online Learning Consortium Accelerate conference.
[26]
Cleveland-Innes, M., Stenbom, S., Hrastinski, S. (2015). Faculty change in engineering education : Case study of a blended course about blended and online learning. In ASEE Annual Conference and Exposition, Conference Proceedings..
[27]
Stenbom, S., Cleveland-Innes, M., Hrastinski, S. (2014). Online Coaching as a Relationship of Inquiry : Mathematics, online help, and emotional presence. Presented at The Canadian Network for Innovation in Education Conference, May 13-16, 2014.
[28]
Stenbom, S. (2014). Online learning support using a Relationship of Inquiry framework. Presented at The Canadian Society for the Study of Higher Education Conference. 2014 Annual Conference.
[29]
Cleveland-Innes, M., Stenbom, S. (2014). Teaching blended learning through a blended community of inquiry : A course for faculty in Sweden. Presented at 2014 Canadian Network for Innovation in Education Conference. CNIE.
[30]
Cleveland-Innes, M., Stenbom, S., Hrastinski, S. (2014). The Influence of Emotion on Cognitive Presence in a Case of Online Math Coaching. In Challenges for Research into Open & Distance Learning: Doing Things Better – Doing Better Things. Proceedings of the European Distance and E-Learning Network 2014 Research Workshop . (pp. 87-94). Oxford.
[31]
Stenbom, S., Hrastinski, S., Cleveland-Innes, M. (2014). The relationship of Inquiry – a framework for design and analysis of online coaching. In NGL 2014: Next Generation Learning Conference..
[32]
Stenbom, S., Cleveland-Innes, M., Hrastinski, S. (2012). Examining a learning-driven relationship of inquiry : Discerning emotional presence in online math coaching. Presented at The 7th EDEN Research Workshop, 22-23 October 2012, Leuven, Belgium. Leuven.
[33]
Stenbom, S., Hrastinski, S. (2012). How to setup a student-student online coaching project at teacher education in Sweden. Presented at Next Generation Learning Conference, NGL 2012. Falun, Sweden. February 21-23, 2012.
[34]
Hrastinski, S., Stenbom, S. (2011). Student-student online coaching : The case of math coaching. In Proceedings of the 17th Sloan-Consortium International Conference on Online Learning: The case of math coaching..
[35]
Books
[36]
Cleveland-Innes, M., Stenbom, S. & Garrison, D. R. (2024). The Design of Digital Learning Environments : Online and Blended Applications of the Community of Inquiry. New York: Routledge.
Chapters in books
[37]
Cleveland-Innes, M. & Stenbom, S. (2024). Conclusions and further directions. In Cleveland-Innes, M.F., Stenbom, S., & Garrison, D.R. (Ed.), The Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry (pp. 293-304). New York: Routledge.
[38]
Enoksson, F. & Stenbom, S. (2024). Digital meetings guided by the Community of Inquiry Framework. In Cleveland-Innes, M.F., Stenbom, S., & Garrison, D.R. (Ed.), The Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry (pp. 256-273). New York: Routledge.
[39]
Richardson, J. C., Fiock, H., Olesova, L. & Stenbom, S. (2024). Evidence-based practices for developing a community of inquiry. In Handbook of Research in Online Learning: Insights and Advances (pp. 276-306). Brill Academic Publishers.
[40]
Stenbom, S. & Cleveland-Innes, M. (2024). Introduction to the Community of Inquiry theoretical framework. In Cleveland-Innes, M.F., Stenbom, S., & Garrison, D.R. (Ed.), The Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry (pp. 3-25). New York: Routledge.
Non-peer reviewed
Chapters in books
[41]
Stenbom, S. (2016). Online Coaching as Teacher Training : Using a Relationship of Inquiry Framework. In Ostashewski, N.; Cleveland-Innes, M.; Howell, J. (Ed.), Optimizing K-12 Education through Online and Blended Learning. Hershey, PA: IGI Global.
Theses
[42]
Stenbom, S. (2015). Online coaching as a Relationship of Inquiry : Exploring one-to-one online education (Doctoral thesis , KTH Royal Institute of Technology, Stockholm, TRITA-ECE 2015:04). Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166652.
Other
[43]
Riese, E., Stenbom, S. (). Engineering Students' Experiences of Assessment in Introductory Computer Science Courses. (Manuscript).
[44]
Jansson, M., Enoksson, F., Hrastinski, S., Stenbom, S. (). Students as spontaneous tutors : How students take responsibility for their own and their peers’ problem-solving in online chat. (Manuscript).
Latest sync with DiVA:
2025-04-13 04:25:53