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  • Resultat 1-6 av 6
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1.
  • Kalman, Hildur, 1955-, et al. (författare)
  • Reflections on learning in interdisciplinary settings
  • 2010
  • 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
  • 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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2.
  • Knutsson, Hans, et al. (författare)
  • Reality- Based Learning: How to get Business Students Down to Business
  • 2010
  • Ingår i: International Journal of Teaching and Learning in Higher Education. - : International Society for Exploring Teaching and Learning. - 1812-9129. ; 22:3, s. 277-286
  • 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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3.
  • Malm, Joakim, et al. (författare)
  • Supplemental Instruction: Whom Does It Serve?
  • 2011
  • Ingår i: International Journal of Teaching and Learning in Higher Education. - : International Society for Exploring Teaching and Learning. - 1812-9129. ; 23:3, s. 282-291
  • 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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5.
  • Rovio-Johansson, Airi, 1939 (författare)
  • Students’ Knowledge Progression: Sustainable Learning in Higher Education
  • 2016
  • Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 28:3, s. 427-439
  • 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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6.
  • Wolff, Krister, 1969, et al. (författare)
  • Balancing Theory and Practical Work in a Humanoid Robotics Course
  • 2010
  • Ingår i: International Journal of Teaching and Learning in Higher Education (IJTLHE). - 1812-9129. ; 22:1, s. 80-88
  • 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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