| 1. |
- Erikson, Malgorzata, 1960, et al.
(författare)
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Reading Fiction as a Learning Activity in Clinical Psychology Education: Students’ Perspectives
- 2020
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 32:2, s. 171-179
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Tidskriftsartikel (refereegranskat)abstract
- The use of fictional literature as “case studies” in psychology education has a potential to support students' learning in various ways. To further the understanding of such applications of fiction, we investigated how clinical psychology students perceived reading fiction as a learning activity. The participants saw benefits for their clinical training, theoretical understanding, and self-awareness. They also saw use of fiction in their education as predominantly beneficial for their learning environment. How the present findings support our understanding of fiction as an educational device is discussed in light of previous studies about the potential of fiction in higher education.
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| 2. |
- Falkner, Kajsa, et al.
(författare)
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Meanings of Authentic Learning Scenarios: : A Study of the Interplay Between Higher Education and Employability of Higher Education Graduates
- 2023
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 35:2, s. 171-182
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Tidskriftsartikel (refereegranskat)abstract
- The study is a part of the Erasmus+ project Skill-UP: Matching graduates’ skills and labour world demands through authentic learning scenarios. Higher education provides many different opportunities for students’ learning, though there are limited possibilities for them to learn through collaboration in authentic learning experiences. The article reports on a study which investigates meanings of authentic learning scenarios in higher education in relation to the employability of higher education graduates in a course within the bachelor’s programme in study and career guidance at Stockholm University, Sweden. Pre- and post-questionnaires on the employability skills of new graduates were completed by final year students. In a focus-group interview, higher education teachers discussed how they achieve authenticity in these learning scenarios. The course helped the students improve their employability skills such as creative thinking, teamwork, subject-specific skills, communication and interpersonal skills, and analytical thinking. The teachers’ conclusion was to keep the authentic learning scenario in the course and further develop the teaching instructions. We consider that authentic learning scenarios are of considerable benefit to higher education in relation to the employability of graduates. The conclusions drawn from the study are that the intervention with authentic learning experiences supports students to improve several employability skills. The teachers’ deduction is to keep the authentic learning scenarios in their teaching at university and further develop the teaching instructions which shows that the authentic learning scenarios can support university teachers to improve their course design in higher education by incorporating the model of authentic learning.
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| 3. |
- Filippou, Kalypso
(författare)
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Students’ academic self-efficacy in international master’s degree programmes in Finnish universities
- 2019
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Ingår i: International Journal of Teaching and Learning in Higher Education. - : International Society for Exploring Teaching and Learning. - 1812-9129. ; 31:1, s. 86-95
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Tidskriftsartikel (refereegranskat)abstract
- This study analyzes students’ academic self-efficacy while studying in international master’s degreeprograms in Finland. The primary aim is to determine if students’ self-efficacy varies depending ontheir field of study and nationality. This study contributes to the research on students’ self-efficacy in aninternational academic context with a special focus on social and course performance tasks. The resultsindicate some variations in students’ self-efficacy, particularly in students from different fields of study.Recommendations for activities supporting students’ self-efficacy are provided based on the results ofthe analysis. Implications for future research, as well as limitations of the study, are discussed
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| 4. |
- Kalman, Hildur, 1955-, et al.
(författare)
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Reflections on learning in interdisciplinary settings
- 2010
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Ingår i: International Journal of Teaching and Learning in Higher Education. - Fort Collins : International Society for Exploring Teaching and Learning. - 1812-9129. ; 22:2, s. 204-208
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Tidskriftsartikel (refereegranskat)abstract
- In the present article, we reflect on some didactic challenges and possibilities that emerge when teaching in interdisciplinary settings. We argue that teaching in interdisciplinary studies rests on movements between different understandings, and that it gives ample opportunities for beneficial learning processes. This does not only apply to interdisciplinary studies. The metaphor of taking a journey can be used to illustrate thelearning process and the dimension of personal change associated with moving between different understandings and discourses of knowledge. Some of the questions we raise in this article are: In what ways can differing disciplinary backgrounds be of help or create a hindrance? What are the specificdidactic challenges one faces? What happens to one’s understanding of one’s own subject afterhaving been confronted with something new and different?
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| 5. |
- Knutsson, Hans, et al.
(författare)
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Reality- Based Learning: How to get Business Students Down to Business
- 2010
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 22:3, s. 277-286
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Tidskriftsartikel (refereegranskat)abstract
- Reality-Based Learning, RBL, is a teacher-driven initiative introducing the core business administration subjects to first-year business students by means of making business plans. This paper empirically accounts for the development of RBL over three years. RBL is scrutinized for pros and cons by a proposed education development framework. When the educational change is dissected and related to prevailing teaching contexts, areas prone to further development are identified. Results indicate that RBL has been developed by a few teachers, both in spite of and due to the lack of longterm pedagogical strategy and development incentives at the department and school levels. This paper concludes with the suggestion that the education development framework is apt for both ex ante design stages and ex-post evaluation of course parts, courses and entire programs.
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| 6. |
- Malm, Joakim, et al.
(författare)
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Supplemental Instruction: Whom Does It Serve?
- 2011
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 23:3, s. 282-291
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Tidskriftsartikel (refereegranskat)abstract
- Supplemental Instruction (SI) is today a well-known academic assistance program that provides help for students in "difficult" courses. SI has repeatedly been shown to decrease the percentage of failures in the course as well as increasing course grades for students who attended SI sessions. Although SI is open for all students, its main objective is to come to terms with students' high failure rates and retention problems. And even if SI has been shown to reduce failure rates and increase re-enrollment figures, surprisingly few studies have been devoted to determine how well it benefits students with different prior academic ability. These studies tend to show that "weaker" students benefit from SI. The results for "average" and "strong" students are not as clear. The present study focuses on the benefit of SI for "weak", "average," and "strong" first-year engineering students in a calculus course. The results show that all three groups benefit from SI and that the failure rates among students with low prior mathematics achievement who had high SI attendance are almost as low as for students with high prior mathematics achievement who do not attend SI. (Contains 4 tables and 2 figures.)
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| 7. |
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| 8. |
- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Exploring Students’ Choice of Theories as Tools in Problem-Solving: A Pilot Study
- 2022
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 33:2, s. 225-234
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to explore why work-experienced students with up to 20 years of experience may not change their perception of professional practice when subsequently participating in practice-based learning programmes in higher education. We investigated the role of the degree of codification as operationalisation in how students choose theories to solve a practical management problem. When selecting a theory, work-experienced students may overlook the degree of codification in the theory that enables its use as an analytical tool. Previous research on novices or work-experienced students has not investigated their learning outcomes considering the features of theories students need to apply. Research findings indicate that students’ understanding of theories affects their selection of theories and their problem-solving practice. This study extends previous research on work-experienced students’ learning and contributes to the international discussion on why work-experienced students encounter difficulties in professional and practice-based learning in higher education.
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| 9. |
- Rovio-Johansson, Airi, 1939
(författare)
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Students’ Knowledge Progression: Sustainable Learning in Higher Education
- 2016
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 28:3, s. 427-439
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this phenomenographic study is to examine students’ knowledge progression in a three-year Bachelor programme in Business Administration. Theoretical sampling was used to select nine students from a group of 200 university students admitted to the programme. The students were interviewed on three occasions: Year 1, after their Management Accounting course; Year 2, after their Financial Accounting course; and Year 3, after they had written their thesis. The interviews focused on the same financial concept presented in various ways, with increasing complexity, in each of the three years. This longitudinal study analyses the students’ knowledge progress in terms of sustainable learning. The findings reveal that knowledge progression was very good by the end the programme for one-half of the students; one-third of the students did not achieve satisfactory knowledge progression. The study’s research methods and its findings contribute to education and international studies on students’ sustainable learning in higher education. The study suggests a model for future research in ascertaining how higher education students learn as well as in examining issues and areas for further research and development.
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| 10. |
- Wolff, Krister, 1969, et al.
(författare)
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Balancing Theory and Practical Work in a Humanoid Robotics Course
- 2010
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Ingår i: International Journal of Teaching and Learning in Higher Education (IJTLHE). - 1812-9129. ; 22:1, s. 80-88
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we summarize our experiences from teaching a course in humanoid robotics at Chalmers University of Technology in Göteborg, Sweden. We describe the robotic platform used in the course and we propose the use of a custom-built robot consisting of standard electronic andmechanical components. In our experience, by using standard components, the students obtain a deeper understanding of robotics hardware than would be possible with the use of (some) commercially available robot kits such as e.g. Boe-Bot or Lego Mindstorms. Furthermore, we propose a division between time spent on teaching the theoretical background and time spent on robot assembly and programming, which, in our view, provides the optimal balance between theory and practical work. Summarizing briefly, for a seven-week course, we propose two weeks oftheoretical background lectures, followed by five weeks of practical work, in which each practical session starts with a brief theory demonstration.
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