| 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. |
- 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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| 3. |
- 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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