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- Mattisson, Jane, 1953-, et al.
(författare)
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A guide for teachers and students in a cross-cultural context
- 2014
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Rapport (populärvet., debatt m.m.)abstract
- A Guide for Teachers and Students in a Cross-cultural Context addresses important aspects of cross-cultural education primarily in relation to China and Sweden though much of what is written here also applies to other nationalities. Our observations are based in part on our experience of teaching Chinese students both in China and in Sweden and on six workshops held at Linnaeus University, Sweden, Kristianstad University, Sweden, and Beijing Normal University, China.Our handbook is divided into three sections: practical information; oral interaction in the cross-cultural classroom; and writing in the cross-cultural classroom. The three sections point to potential problems and misunderstandings between China and Sweden and provide practical advice and tips for students and teachers.We welcome Chinese and other international students to Kristianstad University. They enrich our classrooms and stimulate new thinking as well as new teaching practices. It is our hope that readers of our handbook will contact us, providing comments and suggesting additions to the three sections. All comments and suggestions can be sent by e-mail to the contributors.
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| 6. |
- Fjelkner, Annika
(författare)
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Business students’ perceptions of their readiness for higher education studies and its correlation to academic outcome
- 2020
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Ingår i: Journal for advancing business education. - 2638-8065. ; 2:1, s. 74-92
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Tidskriftsartikel (refereegranskat)abstract
- This longitudinal study explores the link between students’ ex ante (n=184) and ex post (n=113) appraisals of readiness and outcomes in a business program. Results indicate that perceived readiness does not predict outcome. GPA is the strongest predictor for native Swedish speakers but not for non-native speakers in this sample. All students felt well prepared for HE studies, whereas academic outcome in nominal time indicated many were not. One implication is that teachers need to be aware of student overconfidence and early on show what is expected of them performance wise. This is especially important for underprivileged groups.
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| 7. |
- Fjelkner, Annika, et al.
(författare)
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Do personality traits matter? : a comparative study of student preferences for TLAs and assessment modes in two different majors
- 2019
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Ingår i: Teaching & Learning Inquiry. ; 7:1, s. 78-102
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Tidskriftsartikel (refereegranskat)abstract
- What, then, do we need to know about our students to better provide for more equitable outcomes? Who will succeed depend on many factors, and student personality traits is one factor less discussed in the engagement and First year experience literature. The aim of this study is to add to the teaching in higher education discussion by exploring how student differ regarding personality traits profile (IPIP-NEO-PI test; Goldberg, 1999), approaches to learning (R-SPQ-2F test; Biggs, Kember & Leung, 2001), and preference for teaching and learning activites and assessment modes. The on-line survey study was carried out in a small, teaching intensive Swedish university on students in a Business (n=144) and Pre-school teacher education program (n=179). Findings were that there seem to be systematic differences between the types of modes preferred, and also significant differences between the two majors regarding learning approach, motive and strategy. Findings are discussed in relation to Jarvis’ (2010) model of learning and disjuncture, Biesta’s (2005) discussion on educational relationships and risk, and Trowler’s (2008) concept of teaching and learning regimes (TLRs). There are two clear risks that teachers and curriculum developers face. First, teachers who are new or come from a different TLR may face the risk of alienating students and exposing them to extreme anxiety if using TLAs and assessment modes students are uncomfortable with and unused to. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.
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| 8. |
- Fjelkner Pihl, Annika Maria
(författare)
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Building study-related relationships : How student relationships and readiness affect academic outcome in higher education
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present dissertation explores students’ perception of their own readiness for higher education and students’ study related relations and the effect on academic outcome. The complexity of student engagement and academic success means that it is relevant to conduct in-depth studies of particular student populations, to explore how certain factors play out in that specific context. First, students’ perceptions of their readiness for HE studies in relation to academic outcome and socioeconomic and academic background factors were explored. Then, threepapers focused students’ study-related networks: how students form working, learning and friendship relations and to what extent these overlap in multiplex relations, and how these relations relate to academic outcome; howstudents perceive their study-related networks, in relation to academic outcome; and, how the emergency transition to online teaching during the Covid-19 pandemic affected students’ study-related networks.The research presented in the dissertation has a mixed-method approach and applied both quantitative and qualitative data collection methods. Three studies were based on responses from a cohort of business students ata teaching intense Swedish university. The fourth study explored responses from students from two different types of institutions, one teaching intensive and one research intensive university. One important finding was that there was a gap between self-perceived readiness and actual readiness (PaperI), and results indicated no correlations between readiness and academic outcome. Students were confident in their own skills at the beginning of the semester and did not modify their perception after one semester of studies. Thus, academic staff with teaching responsibility must be more explicit about what is expected of students. Furthermore, student multiplex relations were found to correlate significantly with academic outcome. This finding was further supported by research presented in both Paper III and IV, where students reported that their multiplex relations were important for both social and academic success, as well as well-being. According to the students, it was here the main work with assignments and learning was done (Paper III). These interactions helped studentsremain engaged in their studies. It was the multiplex relations that remained when learning transitioned online during the Covid-19 pandemic (Paper IV). Many students had only a small number of multiplex relations (1-5 students) and this pattern is consistent with patterns found in Paper II and in the comparative study (Paper IV). Commuter students had fewer relationships than campus students. Finally, there was also a strong tendency toward social homophily in the networks, which could be negative for knowledge development. At the same time,the coexistence of affective and instrumental ties in one relation creates beneficial synergies. In conclusion, the multiplex networks could be seen as semi-professional work groups based on trust. Like in a workplace, many had their main social life elsewhere, but were joined in the shared enterprise of completing an education. The pooling of skills and knowledge helped students accomplish their goals. One important implication is that education programs and academic teachers need to create relationship rich environments in the classrooms to enable students to work together to create productive and supportive networks and learn to work together with mutual respect. A strategic framework for relationship building is discussed.
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- Fjelkner-Pihl, Annika
(författare)
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The constructive overlap : A study of multiplex ties in students’ study-related networks and academic performance
- 2021
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Ingår i: Innovative Higher Education. - 0742-5627 .- 1573-1758.
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Tidskriftsartikel (refereegranskat)abstract
- This article adds to a growing body of literature on how various types of social relations can work synergistically to promote students’ academic success. Students’ study-related social networks afect academic outcome in higher education. The network literature in education generally explores students’ various relations separately, rather than their multiplex relations or when individuals share several relations. This approach risks missing the full complexity of the student experience. The aim of the present study is to add to the discussion on student social networks and attainment in higher education by further exploring multiplex relations maintained in a specifc study program, in which a large share of students in the cohort commute. A survey was distributed to students in one cohort (n=146). The fndings revealed that, in this cohort, students’ friendship, working and learning networks overlap substantially, and that centrality in the friendship and in the student multiplex networks was positively and signifcantly related to academic outcome, whereas centrality in the working and learning networks was not. Points for future research are suggested, and practical implications for those supporting student learning in higher education are discussed.
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| 10. |
- Fjelkner, Annika, et al.
(författare)
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Do personality traits matter? A comparative study of student preferences for teaching and learning activities and assessment modes in two different majors
- 2019
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Ingår i: Teaching and Learning Inquiry. - : International Society for the Scholarship of Teaching and Learning. - 2167-4779. ; 7:1, s. 78-102
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Tidskriftsartikel (refereegranskat)abstract
- What do we need to know about our students to better provide for more equitable outcomes? Who will succeed depends on many factors, and student personality traits constitute one factor that has received less attention in the engagement and teaching literature. The aim of the present study is to add to discussions on teaching in higher education by exploring how students differ on personality trait profiles (IPIP-NEO-PI test), approaches to learning (R-SPQ-2F test), and preferences for teaching and learning activities and assessment modes. The online survey study was carried out at a Swedish teaching university on students in a business (n=144) and preschool teacher education program (n=179). The findings revealed systematic differences between the types of assessment modes preferred and significant differences between the two majors regarding learning approaches, motives, and strategies. The findings are examined in relation to models of learning and disjuncture, discussions of educational relationships and risk, and concepts of teaching and learning regimes. Teachers and curriculum developers face two issues. First, teachers who are new or come from a different teaching and learning regime may run the risk of alienating students and causing them extreme anxiety if they use teaching and learning activities and assessment modes students are uncomfortable and unfamiliar with. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.
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