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- Bolander Laksov, Klara, 1973-, et al.
(författare)
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Responses to emergency remote teaching at Stockholm University - the teacher perspective : Summary Report
- 2021
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Rapport (populärvet., debatt m.m.)abstract
- Teachers and students at Stockholm University quickly had to adjust to online course delivery in response to the Covid-19 Pandemic. Despite the challenging circumstances, the spring term 2020 provided an opportunity to collect data on how both students and teachers experienced an emergency transition to online teaching. This report provides a summary of findings and recommendations of the “Impact of the Covid-19 Pandemic Crisis on teaching and learning” project delivered by researchers at the Department of Education, Stockholm University. The questionnaire originated from Stanford university, and was translated and adapted to Stockholm University conditions. The findings suggest course teachers and leaders devote particular attention to issues regarding student participation, both in the formal context of the course and informally, in connection with the course. Additionally, university management is encouraged to include time for educational development for teachers to enable purposeful and research-based teaching as well as hinder stress and fatigue among teachers.
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| 2. |
- Bolander Laksov, Klara, et al.
(författare)
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Tensions affecting law teachers’ collaborative practice around teaching : a study of beliefs and practices
- 2024
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Ingår i: Law Teacher. - 0306-9400 .- 1943-0353.
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Tidskriftsartikel (refereegranskat)abstract
- Collaborative practice among teachers, where teachers collaborate around their teaching practice, is known to optimise student learning in primary and secondary schools, where they are encouraged to create shared conceptions of vision, purpose and means. In higher education, however, studies on teachers working as teams and abandoning traditional norms of isolation and individualism around teaching are scarce. This study examines law teachers’ perceptions about teaching collaboration and the value of the collaborative process, as well as how and to what extent their beliefs are reflected in workplace practices. The study adopts a mixed method approach with a survey questionnaire and follow-up interviews with course directors at a large research university in Sweden. The findings show a mismatch between the espoused values and tacit assumptions regarding collaborative practice in relation to teaching, and they are discussed in relation to systems theory and literature on teaching teams and collaborative practice in higher education. The study provides important guidance for future leaders of higher education who are interested in the development of teaching and learning.
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| 3. |
- Ismayilova, Khayala, et al.
(författare)
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Teaching Creatively in Higher Education : The Roles of Personal Attributes and Environment
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; , s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore university teachers’ perceptions of creative teaching and other factors that may influence academics’ efforts to teach creatively in higher education in Sweden. A qualitative case study was employed, interviewing 14 university teachers in three focus group interviews. The results show that the university teachers’ perceptions of creative teaching differed slightly, yet were interconnected. They perceived creative teaching as an ability to engage students in learning, to solve problems in challenging teaching situations and introduce innovation or novelty into their teaching. The results also show that apart from personal attributes (e.g., imagination), environmental factors (e.g., departmental structure and culture) play an important role in enabling creative teaching practices.
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| 4. |
- Salehi, Shima, et al.
(författare)
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Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education
- 2023
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 18:12 December
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Tidskriftsartikel (refereegranskat)abstract
- The COVID-19 pandemic required higher education institutions to rapidly transition to Emergency Remote Instruction (ERI) with little preparation. Discussions are now underway globally to learn the lessons of COVID-19 and to use this knowledge to shape the future of learning science in higher education. In this study, we examined the experiences of instructors and students to ERI in three universities across three continents-America, Europe, and Australia. We measured the instructional strategies used by instructors including assessment types, and interaction opportunities during and outside class schedules. We also measured the learning challenges experienced by students including planning, distractions, technology, learning resources, their views on educational quality and what characterized quality interactions during ERI. Our findings suggest that most instructional strategies used by instructors changed little during ERI, although the nature of instructor and student interactions during class relied more heavily on technology. Students reported significant learning challenges which included distractions from their physical and social media environments and access to technology. Both instructors and students reported that interactions with each other and their peers were concerningly low, albeit similar to pre COVID-19 pandemic levels. There were differences in the perceptions of instructors and students on whether instructor-student interactions were better or worse online. Common among all universities, there was a large proportion of students reporting mental health and work-related stress. Lessons to be learned from the COVID-19 pandemic include ensuring more support for instructors to implement effective and equitable pedagogies and an increased recognition of the importance of practicals, and the social, interactive and hands-on aspects of learning science in higher education. We predict that the incorporation of active learning pedagogies and strategies which increase student engagement and foster a sense of belonging will be ongoing global challenges for learning science in a post COVID-19 campus.
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