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| 2. |
- Bergman, Becky, 1970, et al.
(författare)
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Individual experiences of intercultural group work in engineering education over time: beyond 'home' and 'international' labels
- 2023
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 48:1, s. 143-156
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Tidskriftsartikel (refereegranskat)abstract
- Intercultural group work (IGW), where students from different nationalities work together, is one important way to develop intercultural competence, a key skill for engineering students. This longitudinal, qualitative study of five master's engineering students follows their individual experiences in IGW and the affordances and challenges this way of working provides. In particular, the study problematises the use of the terms 'home' and 'international', often used to differentiate student experiences in IGW, by highlighting the range of student backgrounds and experiences which can be encompassed within them. The results show that the students' self-positioning in their group and their sense of belonging to it are affected by a range of factors including previous experience, the nature of the group work and personal aspects such as openness and adaptability. In addition, belonging to the group can be a transient process influenced in part by critical incidents during the group work process.
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| 3. |
- Bergman, Becky, 1970, et al.
(författare)
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Integrating Home and International Students in HE: Academic and Social Effects of Pair Work PBL Assignments Online
- 2024
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Ingår i: Journal of Studies in International Education. - : SAGE Publications. - 1028-3153 .- 1552-7808. ; 28:2, s. 240-258
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Tidskriftsartikel (refereegranskat)abstract
- Integration is vital to student well-being in higher education but integrating new students from different countries can be challenging. To ascertain students’ integration into their new environment, this mixed method study combined the data collected from weekly diary entries of home and international students at the start of one engineering program, with follow-up interviews. These students studied primarily online due to the pandemic. The diary entries focused on their adjustment to the program from an academic, social and pair work perspective. Results show that the students reacted slightly negatively to the academic experience but very positively to their pair work. It seems that the teacher-formed pair work helped to bridge the academic and social gap and not only alleviate some of the stress caused by assignments, but in some cases, provided new social contacts. The article concludes that structural factors within the course can facilitate interaction and thus support integration.
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| 4. |
- Cervin-Ellqvist, Maria, 1994, et al.
(författare)
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Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science
- 2021
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 1573-174X .- 0018-1560. ; 82:3, s. 477-498
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Tidskriftsartikel (refereegranskat)abstract
- Knowing how students approach learning in higher education contexts is key to promote learning strategies that are effective in the long run. Previous research has concluded that students often use ineffective learning strategies but believe them to be effective—a phenomenon known as metacognitive illusion. In a bid to broaden the perspective on students’ use of learning strategies, this study draws on the notion of self-regulated learning as a theoretical lens. A questionnaire, comprising both open-ended and closed-ended questions, was developed to gather data from 416 engineering students. The questionnaire was geared towards (1) mapping what learning strategies students use in a real-world setting, in real courses, (2) probing their metacognitive awareness of the effectiveness of various learning strategies and (3) investigating why students choose certain learning strategies. We also compared which learning strategies the engineering students chose across programs and types of courses. The findings reveal a complex picture of why students sometimes use seemingly ineffective learning strategies, and we conclude that this is not always due to metacognitive illusion. It is instead often linked to attempts to regulate behaviour, motivation and/or learning context, sometimes in response to the context. This study adds to the current HE research investigating students’ abilities to reflect on, assess and take control of their learning in an effective way, confirming that students need explicit guidance.
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| 5. |
- Kuteeva, Maria, 1972-, et al.
(författare)
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Graduate students’ genre knowledge and perceived disciplinary practices: Creating a research space across disciplines
- 2016
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Ingår i: English for Specific Purposes. - : Elsevier BV. - 0889-4906 .- 1873-1937. ; 41, s. 36-49
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Tidskriftsartikel (refereegranskat)abstract
- Disciplinary differences in academic writing have been addressed in applied linguistics from multiple perspectives. This article focuses on the rhetorical strategies used by multilingual graduate students from the sciences, the social sciences, and the humanities to create a research space in academic introductions. Adopting an in-depth qualitative approach, we draw on three data sources: graduate learners’ analyses of model texts, their reflections on their own writing strategies, and a textual analysis of their introductions, tobetter understand how genre knowledge is connected to perceived disciplinary practices. Our findings indicate that the students’ formal and rhetorical knowledge of genre is linked to their perception of knowledge-making practices in their respective disciplines. We discuss pedagogical implications for EAP professionals working with students from different disciplines in multilingual contexts.
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| 6. |
- Malmström, Hans, 1980, et al.
(författare)
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Akademiska uppdrag måste förenas med hållbart arbetsliv
- 2022
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Ingår i: Universitetsläraren. - 0282-4973. ; 2022:3, s. 34-35
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Många akademiska uppdrag ryms inte i bemanningsplaner och utförs därmed på fritiden. Därför vill Hans Malmström och Raffaella Negretti införa en modell som bygger på SMART bemanning – syftesdriven, medveten, ansvarsfull, realistisk och transparent.
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| 7. |
- Malmström, Hans, 1980, et al.
(författare)
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Exploring and supporting metacognitive awareness and disciplinary literacy during laboratory work
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Summary The the objective of this research is: (i) to explore how physics students employ metacognition during lab note taking and (ii) to conduct a quasi-experiment testing the hypotheses that supporting students’ metacognitive awareness concerning disciplinary literacy will further their understanding of physics and writing knowledge. Context and justification Undergraduate courses involving experimental work standardly require students to record their work using laboratory notes. Rarely, however, is lab note-taking recognized or used as a meaningful opportunity for developing students’ disciplinary literacy/learning. The course “Fysikingenjörens verktyg” (TIF275) is a case in point. Students are effectively told to “Keep a log”. Students receive no support or training regarding note taking (or how they might fruitfully recontextualize knowledge gained during the lab in the subsequent laboratory report), nor are they made aware of the disciplinary learning associated with the note writing process itself. Objective and hypothesis The objective of the proposed research is twofold. First, we explore how first-year physics students activate, reflect on and monitor their evolving physics knowledge and knowledge about writing during unaided lab note taking, and how they go about “transferring” that knowledge from the lab notes to the laboratory report. Second, we conduct a quasi-experiment testing the hypotheses that: Supporting students’ activation of and reflection on physics and writing knowledge during the lab (e.g. by highlighting strategies for writing lab notes that support physics learning), will (i) improve the quality of the writing and (ii) further students’ physics understanding. Theoretical framework This research relates both to disciplinary genre-oriented writing and disciplinary learning through writing; the theoretical framework underpinning it will thus scaffold both of these elements. The design, exploration, analysis, and intervention in this project will be informed by several reciprocal theoretical concepts, most notably disciplinary discourse and disciplinary literacy [1], genre awareness and recontextualization [2], metacognition and self-regulation [3]. Execution The objective of this study will require several methodologies. A first, explorational, phase will rely on (i) genre-oriented content analysis of students’ lab logs and their lab reports [4], and (ii) semi-structured (stimulated-recall) interviews with students and lab assistants [5]. The second phase will adopt a quasi-experimental design [6]. Half of the student group will constitute the treatment group. These students will be invited to participate in a pedagogical intervention designed to support the writing of lab notes and to highlight similarities and differences between the lab log and the lab report, while maintaining a focus on key physical concepts. The second half of the student group (including students who do not wish to participate in the intervention) will make up the control group. Genre-oriented content analysis of the lab reports—supplemented by “regular” criteria-based assessment—will be used to determine any impact from the intervention. Interviews with students from the treatment group will provide further depth to the analysis. The quasi-experimental design does not allow a definitive confirmation or contradiction of the hypotheses; however, it will provide reasonable evidence for whether any observed changes in physics understanding/writing quality might be attributable to the intervention [7]. Significance The contribution of this research is the advancement of theory (primarily relating to disciplinary (physics) literacy, and metacognition and self-regulation) but also the furthering of physics pedagogy. If the hypotheses are correct, the intervention used in this course can easily be modified to fit other learning contexts, for the betterment of both disciplinary writing and disciplinary learning. As such, it will be of particular interest for teachers of courses involving laboratory work. References [1] J. Airey and C. Linder, “A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes,” Journal of Research in Science Teaching, 46(1), 27-49, 2009. https://doi.org/10.1002/tea.20265 [2] C. Tardy, B. Sommer-Farias, and J. Gevers, “Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework,” Written Communication, 37(3), 287-321, 2020. https://doi.org/10.1177/0741088320916554 [3] R. Negretti, “Metacognition in student academic writing: A longitudinal study of metacognitive awareness and its relation to task perception, self-regulation, and evaluation of performance,” Written Communication, 29(2), 142-179, 2012. https://doi.org/10.1177/0741088312438529 [4] A.F. Selvi, Qualitative content analysis. The Routledge handbook of research methods in applied linguistics. New York: Routledge, 2020. [5] S. Kvale, Interviews: Learning the craft of qualitative research interviewing. London: Sage, 2004. [6] J. Rogers, and A. Révész, Experimental and quasi-experimental designs. The Routledge handbook of research methods in applied linguistics. New York: Routledge, 2020. [7] S. Graham & K.R. Harris, ”Conducting high quality writing intervention research: Twelve recommendations,” Journal of Writing Research, 6(2), 89-123, 2014. Available: http://dx.doi.org/10.17239/jowr- 2014.06.02.1
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| 8. |
- McGrath, Lisa, et al.
(författare)
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Embedding students’ academic writing development in early-career disciplinary lecturers’ practice
- 2023
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Ingår i: Journal of Academic Language and Learning. - 1835-5196 .- 1835-5196. ; 17:1, s. 134-151
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Tidskriftsartikel (refereegranskat)abstract
- This study proposes a theoretically grounded and resource-efficient triadic model with the aim of supporting early-career subject lecturers in learning how to understand discipline-specific academic writing and teach it to their students. The model constitutes a ‘bottom-up’ collaboration process among a subject lecturer, an English for Academic Purposes (EAP) lecturer, and an academic developer. Adopting a case study approach, qualitative data were collected at multiple points in the process and were analysed using both thematic and linguistic analysis. Results indicate that the collaboration's genre-based, dialogic and egalitarian nature enabled the subject lecturer to grow her understanding of students’ writing development. She acquired some metalanguage to conceptualise and articulate her expectations in terms of her students’ assignments and was able to co-create learning tasks. Our study contributes novel insights into debates around where and how students’ academic writing development should be delivered, and, importantly, early-career lecturers’ role in that delivery. Finally, we propose an extension of the EAP lecturers’ remit to encompass working with early-career subject lecturers in a developmental role.
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| 9. |
- McGrath, Lisa, et al.
(författare)
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Hidden expectations: scaffolding subject specialists’ genre knowledge of the assignments they set
- 2019
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 1573-174X .- 0018-1560. ; 78:5, s. 835-853
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Tidskriftsartikel (refereegranskat)abstract
- Subject specialists’ knowledge of academic and disciplinary literacy is often tacit. We tackle the issue of how to elicit subject specialists’ tacit knowledge in order to develop their pedagogical practices and enable them to communicate this knowledge to students. Drawing on theories of genre and metacognition, a professional development activity was designed and delivered. Our aims were to (1) build participants’ genre knowledge and (2) scaffold metacognitive awareness of how genre knowledge can enhance their pedagogical practices. The findings reveal that participants built a genre-based understanding of academic literacy and that the tasks provided them with an accessible framework to articulate and reflect upon their knowledge of disciplinary literacy. Participants gained metacognitive awareness of misalignments between what they teach and what they expect from students, their assumptions about students’ prior learning and genre- based strategies to adapt their practice to students’ needs. Our approach provides a theoretically grounded professional development tool for the HE sector.
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| 10. |
- McGrath, Lisa, et al.
(författare)
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Introduction to the special issue: Innovation in L2 writing task design
- 2023
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Ingår i: Journal of Second Language Writing. - 1060-3743. ; 62
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This article is the introduction / editorial to the Journal of Second Language Writing Special Issue on "Innovation in L2 writing task design": https://doi.org/10.1016/j.jslw.2023.101073 The introduction offers an overview of the trends in L2 writing research in the past 10 years, and points to potential valuable areas of further research with a focus on task. In this special issue, we reinstate and refresh Swales’ argument of the centrality of tasks in L2 writing (Swales, 1990). Our focus on innovation highlights the need to continue to develop tasks not only as pedagogical tools, but also as opportunities for theoretical exploration, methodological innovation, and even interdisciplinary integration.
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