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- Aldrin, Viktor, 1980, et al.
(författare)
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Högskolepedagogik
- 2014
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Ingår i: Nationalencyklopedin. - Malmö : Nationalencyklopedin.
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Forskningsöversikt (refereegranskat)
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| 2. |
- Bolander Laksov, Klara, et al.
(författare)
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Akademiskt lärarskap
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I den här texten introducerar vi idén om akademiskt lärarskap. Akademiskt lärarskap kan bäst beskrivas som ett förhållningssätt där lärare kontinuerligt och systematiskt reflekterar över, utforskar och utvecklar den egna pedagogiska praktiken och dess inverkan på studenters lärande. Vi utforskar de olika dimensioner som bidrar till att forma ramarna för ett fruktbart lärarskap. För det första undersöker vi den individuella dimensionen av akademiskt lärarskap, där den individuella lärarens reflektioner över personliga erfaren-heter av olika undervisningssammanhang är en viktig plattform för utveckling av den egna pedagogiska praktiken och identiteten som professionell lärare i högskolan. För det andra uppmärksammar vi den kollegiala dimensionen av det akademiska lärarskapet, som handlar om hur lärare i högskolan synliggör reflektioner och argument kring den egna pedagogiska praktiken i dialog med kolleger, och för det tredje utforskar vi den institutionella dimensionen av det akademiska lärarskapet. Det handlar då om de institutionella ramar som en avdelning, institution eller lärosäte skapar för att stimulera ett kontinuerligt och systematiskt utforskande av utbildningsverksamheter.
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| 3. |
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| 4. |
- Bonnevier, Anna, et al.
(författare)
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Potentialities for learning in medical students' ways of approaching a diagnostic task
- 2012
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 64:3, s. 371-384
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Tidskriftsartikel (refereegranskat)abstract
- The study investigates medical students' ways of approaching a medical task. Fourteen medical students in their clinical years responded to a written patient case on chest pain. Variations in the students' responses to the task were analysed from a contextual and linguistic perspective. Students approached the task in two distinctly different ways. Either they treated the task as a problem situated within a purely academic context-listing concepts relevant to the symptom, applying the steps in the diagnostic process only once-or dealt with the task as a problem contextualised within a hypothetical clinical situation-testing alternative meanings of the symptom, elaborating on implications for the patient. It is not students' conceptualisations of medical theory that explain these outcomes but rather how students construct contexts in which these conceptualisations are embedded. The results highlight the importance of being sensitive to what students make of a given task, how their interpretations relate to what was intended by the teacher, the desired outcome of the curriculum, and the influences exercised upon students by the various educational settings confronting them in their studies.
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| 5. |
- Bonnevier, Anna, 1970-
(författare)
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Understanding learning and learning for understanding : Exploring medical students' personal understandings of learning tasks and experiences of learning and understanding in medicine
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The central concern of the thesis is to problematise the complexity of the relationship between student learning and the teaching-learning environment in medicine as experienced by students. The thesis argues that learning material presented to students offers only potential for learning. What students make of that potential is influenced by a number of different variables and as such this needs to be investigated empirically. High-quality learning is an important goal for all higher education and previous research together with the empirical findings presented in this thesis convey the importance for students to seek a holistic approach to learning. Such a learning approach encompasses not only learning of facts and theories but also includes exercising an ability to reflect and reason, to organise facts and theories into wholes, and to explore how they relate to each other. Most importantly, it involves the ability to understand the grounds on which facts and theories are chosen for specific purposes depending on context. The thesis explores these issues by drawing on findings from three studies of medical students’ experiences of learning and understanding and how students’ personal understandings of subject content in medicine come to the fore in their work on learning tasks. By applying a context-oriented methodological perspective on learning, focusing on what students actually do in a learning situation, the thesis enables an in-depth investigation of relationships between aspects of content, context and the individual. The results show that the learning environment in the medical programme to a large extent does not make sufficient room for students to express understanding of this dynamic character. In the thesis it is argued that to facilitate such an understanding it is necessary for both students and teachers to increase awareness of the context-dependency of subject content, facts and theories, and the different meanings content takes depending on context of use.
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| 6. |
- Bälter, Olle, et al.
(författare)
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Student approaches to learning in relation to online course completion
- 2013
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Ingår i: Canadian Journal of Higher Education. - : The Canadian Journal of Higher Education/la Revue canadienne d'enseignement superieur. - 0316-1218 .- 2293-6602. ; 43:3, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short version of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics course, a combination of deep and strategic approaches correlates positively with course completion. In the programming course, students who demonstrate a surface approach are less likely to complete. These results are in line with the intentions of the course designers, but they also suggest ways to improve these courses. Furthermore, the study demonstrates that ASSIST can be used to evaluate course design.
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| 7. |
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| 8. |
- Conte, Helen, et al.
(författare)
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Exploring teams of learners becoming WE in the Intensive Care Unit - a focused ethnographic study
- 2015
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 15
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Tidskriftsartikel (refereegranskat)abstract
- Background: Research about collaboration within teams of learners in intensive care is sparse, as is research on how the learners in a group develop into a team. The aim of this study was to explore the collaboration in teams of learners during a rotation in an interprofessional education unit in intensive care from a sociocultural learning perspective. Methods: Focused Ethnographic methods were used to collect data following eight teams of learners in 2009 and 2010. Each team consisted of one resident, one specialist nurse student and their supervisors (n = 28). The material consisted of 100 hours of observations, interviews, and four hours of sound recordings. A qualitative analysis explored changing patterns of interplay through a constant comparative approach. Results: The learners' collaboration progressed along a pattern of participation common to all eight groups with a chronological starting point and an end point. The progress consisted of three main steps where the learners' groups developed into teams during a week's training. The supervisors' guided the progress by gradually stepping back to provide latitude for critical reflection and action. Conclusion: Our main conclusion in training teams of learners how to collaborate in the intensive care is the crucial understanding of how to guide them to act like a team, feel like a team and having the authority to act as a team.
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| 9. |
- Conte, Helen, et al.
(författare)
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Get it together : Issues that facilitate collaboration in teams of learners in intensive care
- 2016
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Ingår i: Medical teacher. - 0142-159X .- 1466-187X. ; 38:5, s. 491-497
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: The study describes issues that facilitate collaboration in teams of learners in an interprofessional education unit in intensive care.Methods: A descriptive qualitative study design was applied using semi-structured interviews based on the critical incident technique and qualitative content analysis. Nineteen participants, eight learners in their specialist training, nine supervisors and two head supervisors in Sweden identified 47 incidents.Result: Teams of learners having control was the core issue. Motivation, time, experiences and reflection were central issues for facilitating collaboration.Conclusion: Efficiently training teams how to collaborate requires learners having control while acting on their common understanding and supervisors taking a facilitating role supporting teams to take control of their critical analysis.
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| 10. |
- Curtis, Reed T., 1984-
(författare)
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Without mast, without sails, without compass : Non-traditional trajectories into higher education and the duality of the folk-market
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In 1809, the trajectory of Swedish history and the identities associated with the country changed after Finland was lost to Russia. Swedish General von Döbeln explained that the loss left the nation "without mast, without sails, without compass." The research within this dissertation is not of war but of a similar sense of loss. The loss of the folk-home.Through an abductive case-study of present-day students entering higher education, the author explores the sociocultural history of Sweden, the Swedish education system, student self-efficacy beliefs, and the educational trajectories students experience on their way into higher education. This research uses a mixed methods design where a quantitative survey and qualitative narrative interviews complement each other. First, students within an introduction to university learning summer course at a large research university in Sweden completed a psychosocial survey measuring their self-efficacy beliefs about their academic skills and career decision making abilities. A statistically significant correlation was found between the two measures. Second, 11 students from the same course participated in narrative interviews where they detailed their educational trajectories between upper-secondary education and higher education. The author constructed, analyzed, mapped, and discussed each narrative using careership and social cognitive theory. Students within this study suggest that their transition between compulsory education and upper-secondary education was particularly impactful and shaped their self-efficacy beliefs and educational trajectories into higher education. Students describe a lonely process of upper-secondary education decision making at the age of 15 when they were sent to market without preparation, without support, and without the necessary tools. The majority eventually changed academic programs and schools during upper-secondary education. This led to lengthy ruptures outside of formal education that significantly delayed their progress towards graduation. Students only later decided to pursue a non-traditional trajectory into higher education after the negative self-efficacy beliefs they developed during these ruptures were challenged externally.Lastly, previous research, theory, and the empirical findings were systematically combined through an interactive process of abduction. First, the author developed the concept of the folk-market, which better represents the current neoliberal welfare model present in late modern Sweden. The folk-market must be understood as a duality. The folk-market is both a market for folk and a market of folk. Citizens are both the consumers and the consumed. Second, the author presents folk-market theory, which suggests that neoliberal reforms that embed markets within welfare systems alter transition regimes, redirect state responsibility, and distance the connections citizens have with the state. Therefore, the findings suggest that notions of statist individualism misrepresent late modern Sweden. The relationships individuals and families have with the state are now indirect and filtered through the folk-market. This study also indicates that though Swedish, neoliberal, and adolescent narratives of "autonomous youth" are unrealistic, they directly shape educational policy in Sweden. As such, many students in Sweden are left navigating a competitive folk-market without mast, without sails, without compass.
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