| 1. |
- Adawi, Tom, 1970, et al.
(författare)
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A university wide action research project to enhance teaching and learning through constructive alignment
- 2011
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Ingår i: Proceedings, SUHF konferens "Att leda högre utbildning".
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Konferensbidrag (refereegranskat)abstract
- We report on a campus-wide educational development project at Chalmers where 35 courses were redesigned using constructive alignment as a conceptual tool. Scaffolding involved workshops, peer and facilitator assessment, and discipline-specific supervision. Increased constructive alignment competence and improved scholarship of teaching and learning practice are the main results. Weaknesses involved accessing literature, doing action research, and designing evaluation.
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| 2. |
- Adawi, Tom, 1970, et al.
(författare)
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Characterizing Software Engineering Students' Discussions during Peer Instruction : Opportunities for Learning and Implications for Teaching
- 2016
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Ingår i: International Journal of Engineering Education. - 0949-149X. ; 32:2, s. 927-936
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Tidskriftsartikel (refereegranskat)abstract
- Peer instruction is a method for activating students during lectures, which has gained a considerable amount of attention in higher education due to claims of dramatic improvement in learning gains. The purpose of this qualitative research study is to investigate what types of discussions engineering students engage in during a peer instruction session and what learning possibilities that are enabled by these different types of discussions. We observed twelve students during six separate and simulated peer instruction sessions and the students were interviewed individually after the sessions.Ananalysis of the data revealed that the students engaged in three qualitatively different types of discussions: affirmative discussions, motivating discussions, and argumentative discussions. We characterize these different types of discussions in terms of the number of alternative answers the students discuss, the extent to which they draw on prior knowledge and experiences, as well as the fundamental difference between an explanation and an argument. A good opportunity for learning is opened up when students are aspiring to find the truth, not simply being satisfied with what they believe to be true. We conclude that students do not always engage in discussions that support their learning in the best way, and we discuss implications for using peer instruction as a teaching method.
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| 3. |
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| 4. |
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| 5. |
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| 6. |
- Adawi, Tom, 1970, et al.
(författare)
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Goldstone tensor modes
- 1998
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Ingår i: J. High Energy Phys. 9902:001,1999.
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Tidskriftsartikel (refereegranskat)abstract
- In the context of brane solutions of supergravity, we discuss a general method to introduce collective modes of any spin by exploiting a particular way of breaking symmetries. The method is applied to the D3, M2 and M5 branes and we derive explicit expressions for how the zero-modes enter the target space fields, verify normalisability in the transverse directions and derive the corresponding field equations on the brane. In particular, the method provides a clear understanding of scalar, spinor, and rank r tensorial Goldstone modes, chiral as well as non-chiral, and how they arise from the gravity, Rarita-Schwinger, and rank r+1 Kalb-Ramond tensor gauge fields, respectively. Some additional observations concerning the chiral tensor modes on the M5 brane are discussed.
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| 7. |
- Adawi, Tom, 1970, et al.
(författare)
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How mathematical is conceptual understanding?
- 2005
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Ingår i: Physics Teaching in Engineering Education PTEE 2005, Brno University of Technology, June 29 – July 1, 2005, Brno, Czech Republic.
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Konferensbidrag (refereegranskat)abstract
- Conceptual understanding has widely been suggested as the key first link to gain a solid physicsunderstanding. By the means of empirical data from interviews with first year university studentsaround force and friction problems, we argue that conceptual understanding has to be developed inconjunction with a structural understanding of the potential mathematical solution to master the areamore thoroughly. Such structural understanding does neither necessarily seem to follow or precede aconceptual understanding.
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| 8. |
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| 9. |
- Adawi, Tom, 1970, et al.
(författare)
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On context in phenomenographic research on understanding heat and temperature
- 2001
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Ingår i: The 9th EARLI conference, Fribourg, August 2001, Fribourg, Switzerland.
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Konferensbidrag (refereegranskat)abstract
- Starting from an empirical study of lay adults' everyday understanding of the scientificconcepts of heat and temperature, we have found it necessary to distinguish betweendifferent meanings of the notion of context in phenomenographic research.In order to reveal interesting and important differences in the ways in which aphenomenon is experienced, the phenomenographic researcher relegates experience ofthe context to the background. To confuse the variation in ways of experiencing thecontext(s) of the study with the variation in ways of experiencing the phenomenon ofstudy is to risk losing fundamental insights.This does not mean, however, that the researcher can neglect the context(s), even if it isnot of main interest. Since the research object of a phenomenographic study is "variationin ways of experiencing something", we discuss context as experienced and interwovenwith the experience of the phenomenon. We argue that the experienced context, thecontext as created and understood by the researcher, and the relation between these arerelevant to varying degrees and in varying ways at different stages of the research project.In our paper we see the experienced context from the perspective of "who isexperiencing" the context: the individual, the collective, or the researcher (whether asphenomenographer or as physicist). This will be illustrated from the empirical data.The proposed distinctions provide a better ground for generalising the results of thestudy, since they help us to understand the differences between the research situation(s)and the research object(s).
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| 10. |
- Adawi, Tom, 1970, et al.
(författare)
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Phenomenography for physicists
- 2006
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Ingår i: Shifting perspectives engineering education.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 11. |
- Adawi, Tom, 1970, et al.
(författare)
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Superembeddings, nonlinear supersymmetry and five-branes
- 1997
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Ingår i: Int.J.Mod.Phys.A13:4691-4716,1998.
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Tidskriftsartikel (refereegranskat)abstract
- We examine general properties of superembeddings, i.e., embeddings of supermanifolds into supermanifolds. The connection between an embedding procedure and the method of non-linearly realised supersymmetry is clarified, and we demonstrate how the latter arises as a special case of the former. As an illustration, the super-5-brane in 7 dimensions, containing a self-dual 3-form world-volume field strength, is formulated in both languages, and provides an example of a model where the embedding condition does not suffice to put the theory on-shell.
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| 12. |
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| 13. |
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| 14. |
- Adawi, Tom, 1970, et al.
(författare)
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The role of computer simulations in university students’ reasoning about physics
- 2006
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Ingår i: the third Scandinavian Symposium on Research in Science Education, Karlstad, February 2006.
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to describe the different roles that a computersimulation of a physics phenomenon plays in university students’ reasoning aboutphysics. In this way, the paper strives to illuminate the potential value of computersimulations as a tool in students’ learning, as their reasoning around physics problemsimplies possible learning outcomes. Four different ways of using the computer simulationwere discerned from data collected from students working with a simulation of Bohr’smodel of the hydrogen atom. The four categories are distinguished by their characteristicsof Answering, Implying, Interacting and Opening. We describe the categories in moredetail, illustrate them from the empirical data and analyze each of them according to ananalytical model of learning, with a motive, an act and an object of learning. We alsodiscuss the categories in terms of design of pedagogical settings with simulations.
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| 15. |
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| 16. |
- Adawi, Tom W., 1970-
(författare)
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From Branes to Brains : On M-theory and Understanding Thermodynamics
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is concerned with research in both physics and physics education, and is divided into two parts.Part IString theory has been the leading candidate over the past few years for a theory that unifies all the fundamental forces of nature. The fundamental objects are one-dimensional strings whose vibrational modes should correspond to the usual elementary particles. However, the recent discovery of the profound role played by extended solitonic objects in string theory, referred to as p-branes, has questioned the foundational position of the string itself. A key ingredient in these developments is the notion of duality, a symmetry which provides a handle on non-perturbative physics. As a result, all five string theories, as well as eleven-dimensional supergravity, are but special limits of a conjectural theory, referred to as M-theory. In this part of the thesis, various aspects of p-branes with relevance for M-theory are investigated. Special emphasis is given to the interpretation of p-branes as solitons. Furthermore, some of the features of the superembedding approach to describe p-brane dynamics are examined.Part IIThere is now a consensus among educational researchers that it is essential to gain a better understanding of how people understand key concepts in physics in order to improve teaching and learning in physics. This part of the thesis reports on a phenomenographic study investigating the qualitatively different ways in which lay adults, taking an introductory overview course in physics, understand the concepts of heat and temperature. Implications for teaching the topics in higher education forms an essential component of the analysis. This is followed by a theoretical component that draws on the empirical analysis as a contribution to the development of the notion of context in phenomenographic research.
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| 17. |
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| 18. |
- Berge, Maria, 1979, et al.
(författare)
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Comparing group and individual problem solving: A case study from Newtonian mechanics.
- 2012
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Ingår i: SEFI 40th Annual Conference 2012; Thessaloniki; Greece; 23 September 2012 through 26 September 2012. - 9782873520052 ; , s. 176-177
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Konferensbidrag (refereegranskat)abstract
- Previous research has demonstrated that many students not only emerge from their studies of physics with serious gaps in their conceptual understanding but that they also experience serious structural difficulties when solving physics problems, such as being able to see the structure of possible solutions and answers before actually solving the problem [1, 2]. One commonly implemented instructional strategy to bridge these two types of gaps is to let students solve problems in groups, as this leads to better conceptual understanding and students are able to solve more complex problems in groups than individually [3,4]. There has, however, been very little research focusing on how the problem solving process changes when students solve physics problems together rather than individually. In this case study, we explore differences and similarities in how students formulate and solve physics problems in groups and individually. The empirical data comprised video-recorded sessions of students solving problems in groups [5] and semi-structured interviews with other students solving the same set of problems individually [2]. All students were enrolled in Engineering Physics at Chalmers University of Technology in Gothenburg, Sweden. The problems were drawn from Newtonian mechanics and the solution to the problems required an understanding of basic notions such as force, friction, acceleration and system. Success on the problems also required an understanding of basic mathematical notions such as functions, systems of equations and derivatives. An analysis of the video-recordings and the interviews revealed how the students struggled with both near- and far transfer [6, 7], i.e. transfer to a similar and a different context. Moreover, different patterns of problem solving that were connected to the social context, i.e. if the problems were solved in groups or individually, became apparent. A comparison between these contexts illustrates some of the benefits of collaborative learning. Some implications for instruction are also discussed in the paper.
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| 19. |
- Burden, Håkan, 1976, et al.
(författare)
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Assessing individuals in team projects: A case study from computer science
- 2011
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Ingår i: Conference on Teaching and Learning - KUL.
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Konferensbidrag (refereegranskat)abstract
- In this paper we describe an ongoing action research (Kember & Gow, 1992) project to improve teaching andlearning in the course “Model-driven software development” given by Computer Science and Engineering. It isa project-based course and after taking the course the students should be better able to analyse and specifysoftware through models.There were two drivers for the course reform. Before the reform in 2009, the software models were used in aninformal way and therefore it was hard to validate the correctness of the system from them. The students wereinstead assessed through a final written exam even if most of the work was done in the team project. But fromcontacts with industry, we got hold of a tool that enables testing and verification of model behaviour. So it wasnow possible to assess the teams by testing their models. The second driver for the reform was John Biggs’ ideaof constructive alignment (Biggs, 1996). The idea is that there should be a consistency between the learningobjectives, the teaching methods and the assessment methods. If the assessment methods, in particular, donot match the learning objectives students tend to take a surface approach to learning. Since this was a projectcourse we wanted our assessments to be more focused on the project, so we dropped the written exam.The question then became: How can we assign fair grades to individual members of the teams? We introduceda variety of new assessment methods in order to better judge the contribution of each student and what theyhad learned during the course. These methods comprised: voluntary written exams, peer assessment (gradingand ranking of team members, and mid-course review of a report by another team), self assessment and anoral group exam at the end of the course. By introducing these new assessment methods, the purpose ofassessment in the course shifted from being only summative (i.e. assigning a grade at the end of the course) toalso being formative (i.e. helping the students to learn during the whole course).From the course evaluations we could draw several conclusions. Overall, the students were satisfied with thenew assessment package. Only a few of them wanted a written exam at the end. This is encouraging since itwas the first time the reformed course was given and many things were new both to the students and theteachers. Most of the students found the voluntary exams to be helpful, but the peer assessment part turnedout to be more controversial. The mid-course review of reports by other teams was only mentioned in positiveterms, while all the comments on peer grading/ranking were negative. The students did not mind criticizingeach other face-to-face but found it disturbing to grade each other anonymously. In general, they also found itdifficult to evaluate team members and the reports by other teams. And most of them believed that they weredoing the job of the teacher when grading/ranking the team members.From a teacher's point of view, the new assessment package is more efficient. We are now more confident inthe grades we are giving. Moreover, it did not take more time to use the new assessment methods comparedto using the written exam. Finally, the work we put into assessment is now done during the course, not after.Action research consists of a spiral of cycles, where each cycle involves a new process of problem solving,generated by the previous cycle. We have only completed the first cycle. A key lesson from the first cycle is theimportance of making the assessment process and criteria clear to the students at the beginning of the course.In the next cycle, we will address the following questions: What models have other teachers used for assigninggrades to individual students in team projects? Is it possible to improve the peer assessment part? How can wegive more rapid feedback on the voluntary exams? How can we make the most of the oral group exam? Thereview by Segers et al. (2003) will provide us with a starting point for a more extensive exploration of theliterature in the area.ReferencesBiggs (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 347-364.Kember & Gow (1992). Action research as a form of staff development in higher education. Higher Education, 23, 297-310.Segers, Dochy & Cascallar (2003). Optimising new modes of assessment. Kluwer Academic Publishers.
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| 20. |
- Burden, Håkan, 1976, et al.
(författare)
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Mastering model-driven engineering
- 2014
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Ingår i: 2014 Innovation and Technology in Computer Science Education Conference, ITICSE 2014; Uppsala; Sweden; 21 June 2014 through 25 June 2014. - New York, New York, USA : Association for Computing Machinery (ACM). - 9781450328333
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Konferensbidrag (refereegranskat)abstract
- The challenge of transforming the understanding of a problem into a validated solution is not a trivial task. Using the conceptual framework of cognitive apprenticeship we show two ways to guide novices towards becoming masters in model-driven engineering.
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| 21. |
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| 22. |
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| 23. |
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| 24. |
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| 25. |
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| 26. |
- Cervin-Ellqvist, Maria, 1994, et al.
(författare)
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Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science
- 2021
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 1573-174X .- 0018-1560. ; 82:3, s. 477-498
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Tidskriftsartikel (refereegranskat)abstract
- Knowing how students approach learning in higher education contexts is key to promote learning strategies that are effective in the long run. Previous research has concluded that students often use ineffective learning strategies but believe them to be effective—a phenomenon known as metacognitive illusion. In a bid to broaden the perspective on students’ use of learning strategies, this study draws on the notion of self-regulated learning as a theoretical lens. A questionnaire, comprising both open-ended and closed-ended questions, was developed to gather data from 416 engineering students. The questionnaire was geared towards (1) mapping what learning strategies students use in a real-world setting, in real courses, (2) probing their metacognitive awareness of the effectiveness of various learning strategies and (3) investigating why students choose certain learning strategies. We also compared which learning strategies the engineering students chose across programs and types of courses. The findings reveal a complex picture of why students sometimes use seemingly ineffective learning strategies, and we conclude that this is not always due to metacognitive illusion. It is instead often linked to attempts to regulate behaviour, motivation and/or learning context, sometimes in response to the context. This study adds to the current HE research investigating students’ abilities to reflect on, assess and take control of their learning in an effective way, confirming that students need explicit guidance.
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| 27. |
- Christie, Michael, 1946, et al.
(författare)
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A model for the supervision of PhD students
- 2006
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Ingår i: Shifting paradigms in Engineering Education / publ. by Chalmers Strategic Effort on Learning and Teaching (C-SELT), Chalmers University of Technology, Chapter 28. ; , s. 289-298
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 28. |
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| 29. |
- Christie, Michael, 1946, et al.
(författare)
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Cross disciplinary research in engineering and educational sciences. A Swedish case study
- 2009
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Ingår i: Proceedings of the 37th SEFI Annual Conference, Rotterdam, The Netherlands, 1-4 July, 2009.
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Konferensbidrag (refereegranskat)abstract
- In this position paper the authors argue the benefits and the pitfalls in carrying out cross disciplinary PhDs thatcombine studies in the Engineering sciences with pedagogical studies. The paper traces the history of suchstudies in Sweden and provides a specific case study to illustrate key aspects of their argument. In 2002 the thirdauthor defended his thesis, half of which was a conventional physics study and half a pedagogical analysis of aspects of physics education. In 2005 the second author successfully defended her thesis which also comprisedtwo parts. The first part, defended at the licentiate level, consisted of research into InAS quantum dots for laser applications. The second part was an analytical, critical, reflective study of the pedagogical, gender andmulticultural issues that confronted her as a woman migrant studying to be an engineer. Both theses began asconventional physics theses but for professional and personal reasons the candidates to focus on engineeringeducation. They received assistance from pedagogical experts who in fact, if not on paper, became their mainsupervisors. The resultant PhDs caused a good deal of controversy. This was partly because they were unconventional and crossed the science/social science boundaries. In Ferdos case there was another element. Thepedagogical part of her thesis included a critique of sexism within engineering education and was reported in thepress. Her findings contributed to a reform of workplace practices, especially in the area of doctoral studies atChalmers. Those who felt threatened by some of the findings sought to discredit the work by arguing that the thesis lacked rigor. The fact that both theses were ‘hybrids’ assisted those who were opposed to the mixing ofscience and humanities at the doctoral level in an engineering university. Their opposition, and the assumptions underlying it, highlights the need for a more carefully structured engineering education research process, one that, hopefully, will open up a career path for engineers who are interested in improving engineering education by carrying out research into how engineers learn best. This paper offers some possible ways of solvingproblems that arise when new and innovative PhDs, such as mixed engineering and education PhDs are attempted.
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| 30. |
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| 31. |
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| 32. |
- Christie, Michael, 1946, et al.
(författare)
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Promoting constructive aligment in engineering education at Chalmers
- 2006
-
Ingår i: Shifting paradigms in Engineering Education; ed. Michael Christie; Publ. Chalmers Strategic Effort on Learning and Teaching (C-SELT), Chalmers University of Technology, Göteborg. ; , s. (Chapter 23), 250-256
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The project that this paper refers to focused on an engineering education degree offered by the Chalmers University of Technology, situated in Gothenburg on the west coast of Sweden. Chalmers has the reputation of being one of Scandinavia’s best technical univer-sities and is particularly strong in the research area. However, in recent years it has come under fire for perceived shortcomings in the area of pedagogy (Medun, 2000) and gender awareness (Göteborg Posten, 2001). In response to this criticism, Chalmers embarked on an ambitious educational reform program: the Chalmers Strategic Effort on Learning and Teaching, or the C-SELT project (Olsson et al., 2001).Chalmers set aside SEK 50 million over five years for pedagogical projects. A consulta-tion process using external experts such as John Bowden, co-author of The University of Learning, identified several areas that stakeholders at Chalmers believed were a priority. Assessment of learning was one of them. Gender equity was another. In the first round of C-SELT, 22 projects were funded (for an overview of aims and results, see Adawi, 2003). The second author of this paper led a project called “Appropriate ways of assessing student learning”. It was a project that involved teachers and students from every section in Chalmers. A series of case studies provided examples of best practice in assessment and argued for more continuous and more varied forms of assessment at Chalmers (Christie and Nordlund, 2001). The final report of this project made a number of recommendations for future action. One of them was that in the second phase of C-SELT a special project should look at the extent to which the curriculum at Chalmers was constructively aligned. That recommendation was acted upon. This paper details some of the results of a project that is led by the first author of this paper, and called “The constructive alignment of teaching and learning at Chalmers”.
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| 33. |
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| 34. |
- Demaziere, Christophe, 1973, et al.
(författare)
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Does participation affect performance in a flipped online course?
- 2018
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Ingår i: International Conference on Physics of Reactors, PHYSOR 2018: Reactor Physics Paving the Way Towards More Efficient Systems. ; Part F168384-4, s. 2372-2381
-
Konferensbidrag (refereegranskat)abstract
- In this paper, the relationship between student participation and performance in an online flipped course in nuclear reactor modelling is analyzed. In this course set-up, students follow pre-recorded (asynchronous) lectures on the internet before attending on-line (synchronous) sessions twice a week during a seven-week period. Two types of on-line sessions are organized: tutorials and wrap-up sessions. Attendance at these sessions is not compulsory. The tutorials aim at helping the students solve home assignments (on which the students are assessed), whereas the wrap-up sessions are structured around active student participation in the form of discussions. A cross-correlation analysis between results on the home assignments and attendance at the asynchronous pre-recorded lectures or the synchronous tutorials revealed no significant correlation. There is, however, a significant correlation between results on the home assignments and participation in the synchronous wrap-up sessions. This suggests that the wrap-up sessions help students to develop higher order thinking skills. This study highlights the importance of in-class active learning in a flipp ven if in the present case the in-class activities were organized on-line.
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| 35. |
- Demaziere, Christophe, 1973, et al.
(författare)
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En hybrid miljö – interaktion, lärarstöd och fördjupat lärande
- 2022
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Ingår i: Använd rummet - Högskolepedagogiska metoder för aktiva lärsalar. - 9789144157795 ; , s. 73-80
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I det här kapitlet beskriver vi utveckling och utvärdering av en modul i beräkningsfysik som genomfördes i en hybrid lärmiljö. Det pedagogiska upplägget bygger på en kombination av det flippade klassrummet och en webbaserad programmeringsmiljö. Kapitlet illustrerar hur man kan få en hybrid lärmiljö att fungera väl. Vår viktigaste lärdom är att en väl förberedd programmeringsstruktur och ett tydligt kursupplägg skapar utrymme för mer interaktion mellan studenterna och läraren. Det leder till en djupare förståelse av beräkningsprinciper. ALC-rummet och dess virtuella motsvarighet bidrar avsevärt till ett mer individanpassat stöd och bättre lärande.
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| 36. |
- Demaziere, Christophe, 1973, et al.
(författare)
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Flipping an online module in computational physics
- 2021
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Ingår i: Designing Courses with Digital Technologies: Insights and Examples from Higher Education. - New York : Routledge. ; , s. 100-104
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter describes an attempt to extend the flipped-classroom approach to the online realm. This somewhat novel pedagogical approach was used when running a module in an online master's course on computational physics. During the online class meetings, students worked to solve a set of computational physics problems, using a web-based platform for coding. Based on an evaluation of student perceptions, performance and engagement, we conclude that the online flipped classroom is a promising alternative to online courses relying only on asynchronous learning activities. In the same vein, students placed great value on the interactivity during the online class meetings, meaning that teachers are well advised to do more than just lecture during online class meetings.
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| 37. |
- Demaziere, Christophe, 1973, et al.
(författare)
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Omvänt klassrum på distans i kärnreaktormodellering
- 2018
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Ingår i: Digitalisering av högre utbildning. - 9789144119724 ; , s. 169-173
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I detta kapitel diskuteras sambandet mellan studenters resultat och deras grad av engagemang och deltagande i en nätbaserad kurs i kärnreaktormodellering som anpassats efter modellen omvänt klassrum. Studenter tittar på digitala föreläsningar innan de deltar i nätbaserade, synkrona träffar i ett nätbaserat klassrum.
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| 38. |
- Demaziere, Christophe, 1973, et al.
(författare)
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Setting up a room to cater to online learners’ needs
- 2017
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Ingår i: Proc. Conf. Nuclear Training and Education (CONTE 2017). - 9780894487361 ; , s. 97-98
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Konferensbidrag (refereegranskat)abstract
- This paper reports on the setting up of an innovative teaching room at Chalmers University of Technology. The incentive to the establishment of the room lies with the lack of face-to-face interactions in virtual learning environments. The room allows mixing on-site and off-site students while preserving full interaction possibilities between the on-site and off-site participants. In addition, the room can be combined with the use of student-centered pedagogical approaches (such as a flipped classroom) that have been demonstrated to improve student learning outcomes.
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| 39. |
- Demaziere, Christophe, 1973, et al.
(författare)
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Students' "resonance broadening" to teaching or how to improve students' learning using flipped classrooms
- 2016
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Ingår i: Proceedings of PHYSOR 2016: Unifying Theory and Experiments in the 21st Century, Sun Valley, Idaho, USA, May 1-5, 2016. - 9781510825734 ; 3, s. 1471-1482
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Konferensbidrag (refereegranskat)abstract
- In this paper, the effect of flipping the classroom on two courses in nuclear engineering is analyzed. These courses were previously given in a traditional campus-based format, before being converted to a flipped classroom format. One of the courses is in addition using a pure web-based set-up, in which the students and the teachers never meet face-to-face. In both courses, the students watch pre-recorded lectures, answer on-line quizzes, and provide feedback to the teachers on a voluntary basis, before attending wrap-up sessions and tutorials. Compared to the previous teaching format, the conversion to flipped courses resulted in in-creased student-teacher asynchronous and synchronous interactions, as well as enhanced understanding of the course concepts. These results are demonstrated both in a qualitative and a quantitative way. The qualitative analysis relies on the categorization of the questions received by the teachers using Bloom’s revised taxonomy for the cognitive domain and on the teachers’ perceptions of students’ understanding during the synchronous sessions. The quan-titative analysis relies on data provided by the learning management platform, by the asyn-chronous viewing system for the pre-recorded lectures, and by the synchronous viewing system (in the case of the web-based course). By flipping the classroom and using on-line quizzes, the students come much better prepared to the synchronous sessions, which, in itself, also results in increased interactions between the students and the teachers during such ses-sions. Another main advantage of this teaching format is the enhanced learning that results when students monitor their thinking and are actively involved in their own learning.
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| 40. |
- Demaziere, Christophe, 1973, et al.
(författare)
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The effect of introducing on-line quizzes in a virtual learning environment and implications for the flipped classroom
- 2015
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Ingår i: Proc. 43rd SEFI Annual Conference 2015 – Diversity in engineering education: an opportunity to face the new trends of engineering. - 9782873520120
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Konferensbidrag (refereegranskat)abstract
- This paper reports on an action research project to improve teaching and learning in an applied physics course, given to master students and in a purely virtual learning environment. Before the reform, the course was designed around pre-recorded lectures available for on-demand viewing, as well as tutorials live-broadcasted with the possibility for synchronous interaction between students and teachers. The teachers were also available to answer questions during dedicated sessions, to which the students had to register in advance.However, none of the students ever registered for these synchronous sessions. The question driving the reform then became: How could we increase the interaction between the students and the teachers?Drawing on the idea of just-in-time teaching (JiTT), the course was redesigned to also include the following elements: on-line quizzes embedded in the pre-recorded lectures and focusing on conceptual understanding; the possibility to pose questions to the teachers while watching the lectures; easy and rapid rating of the lectures and the possibility for students to provide more specific feedback on the lectures; regular synchronous wrap-up sessions designed to address the students’ needs and based on the input from the students; and discussion fora.One interesting effect of introducing on-line conceptual quizzes, together with the possibility to pose questions while watching the lectures, was the dramatic increase in the number of questions posed by the students. Using the revised version of Bloom’s taxonomy for the cognitive domain to classify the questions, we found that the level or quality of the questions also increased, reflecting a deeper understanding of the contents. This was also noticed during the wrap-up sessions. Moreover, the conceptual nature of the questions in the quizzes triggered more across-the-course integrative questions from the students compared to the questions by the students when solving the home assignments. In the paper, we will support these findings with data collected from two iterations of the course, and via a learning management system.This study highlights, in particular, the importance of using on-line quizzes in tandem with the pre-recorded lectures to encourage students to take a deep approach to learning when implementing flipped classroom models. To better handle and make use of the large number of questions generated in the redesigned course, we will, in the next iteration of the course, let the students discuss selected questions in the discussion fora to also strengthen the element of peer interaction.
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| 41. |
- Demaziere, Christophe, 1973, et al.
(författare)
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Using learning analytics in virtual learning environments
- 2015
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Ingår i: Proceedings från 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. - 1404-3203. ; 5, s. 121-125
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Konferensbidrag (refereegranskat)abstract
- This paper discusses the use of learning analytics in virtual and blended learning environments. We take a course given in a 100% web-based format as an illustrative example of the potentials and pitfalls of learning analytics. More precisely, we monitored and analyzed student data on attendance of pre-recorded lectures, attendance of synchronous sessions, on-line quizzes activities, feedback on and rating of the pre-recorded lectures and finally the discussion fora. We demonstrate that, despite the expected benefits of learning analytics to improve students’ learning, large efforts with respect to the integration of various IT systems are necessary. We conclude that the ease-of-use of the learning analytics modules of such IT systems is a prerequisite for bringing learning analytics to a mature state. This will also make data cross-correlation possible, and will lead to more reliable assessments of students’ learning.
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| 42. |
- Eriksson, Thommy, 1967, et al.
(författare)
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Learners engagement with recorded lectures in MOOC’s – results from interviews with participants.
- 2016
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Ingår i: MOOCs in Scandinavia 2016.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We report on the results of interviewing 36 learners that participated in two of the first MOOCs at Chalmers University of Technology. The learners reported that they engaged very actively with the video material, and that they did not watch the recorded lectures “on the run” as many anticipates.
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| 43. |
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| 44. |
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| 45. |
- Eriksson, Thommy, 1967, et al.
(författare)
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"Time is the bottleneck": a qualitative study exploring why learners drop out of MOOCs
- 2017
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Ingår i: Journal of Computing in Higher Education. - : Springer Science and Business Media LLC. - 1867-1233 .- 1042-1726. ; 29:1, s. 133-146
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Tidskriftsartikel (refereegranskat)abstract
- Why do over 90% of the learners in Massive Open Online Courses (MOOCs) never finish the course? There is a need for further studies focusing on the learners' experiences of participating in MOOCs and factors that influence the decision to complete or drop out of the course. To deepen our understanding of why learners complete or drop out of MOOCs, we report on a qualitative case study based on in-depth interviews with 34 learners with different degrees of course completion for two MOOCs. A qualitative analysis of the interviews led to the identification of four main factors influencing dropout: (1) the learner's perception of the course content, (2) the learner's perception of the course design, (3) the learner's social situation and characteristics, and (4) the learner's ability to find and manage time effectively. How the learners conceptualized a MOOC had a strong impact on how they engaged with the contents. We discuss the implications of our results for MOOC practice in terms of time, openness and accessibility and provide recommendations for future research.
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| 46. |
- Gran, Ulf, 1973, et al.
(författare)
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Getting at the learning in active learning
- 2015
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Ingår i: Proceedings från 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar.
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Konferensbidrag (refereegranskat)abstract
- We describe the efforts made to improve teaching and learning – and hence the pass-rate – in an introductory mechanics course, and the results thereof. The unifying theme of the changes made to the course is to introduce active learning, which has a well-documented positive effect on learning. During the first iteration of the course the new course elements did not increase learning, and we analyze why this was the case. Based on this analysis we made a few changes for the second iteration of the course, and then learning did increase substantially. The basic takeaway is that just giving the students access to elements of active learning is not enough, we must ensure that they use them as intended.
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| 47. |
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| 48. |
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| 49. |
- Gårdebjer, Sofie, 1985, et al.
(författare)
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The Babushka concept – An instructional sequence to enhance laboratory learning in science education
- 2017
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Ingår i: Journal of Education in Science, Environment and Health. - : ISRES Publishing. - 2149-214X. ; 3:2, s. 213-222
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Tidskriftsartikel (refereegranskat)abstract
- This paper deals with a novel method for improving the traditional “verification” laboratory in science education. Drawing on the idea of integrated instructional units, we describe an instructional sequence which we call the Babushka concept. This concept consists of three integrated instructional units: a start-up lecture, a laboratory session and a wrap-up lecture. Like the Russian nested doll, the sequence has a nested conceptual structure, moving from “bigger” questions to “smaller” ones. The students are actively involved during the lectures by answering reflective questions. This careful sequencing of ideas and activities aims to help the students to relate new ideas to prior knowledge, and to understand the purpose of the laboratory activity. The Babushka concept was implemented in a master’s course in pharmaceutical technology and its impact was evaluated using both qualitative and quantitative methods. The evaluation focused on the students’ perceptions of the intervention as well as their learning gains. A majority of the students found the Babushka concept helpful for their learning and agreed that this concept should be used in other courses. Moreover, the number of correct answers on the final written exam increased by 10%. We briefly discuss one way to enhance the Babushka concept.
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| 50. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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Authenticity work in higher education learning environments: a double-edged sword?
- 2022
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 84, s. 67-84
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Tidskriftsartikel (refereegranskat)abstract
- Educational authenticity occupies a strong position in higher education research and reform, building on the assumption that correspondence between higher education learning environments and professional settings is a driver of student engagement and transfer of knowledge beyond academia. In this paper, we draw attention to an overlooked aspect of authenticity, namely the rhetorical work teachers engage in to establish their learning environments as authentic and pedagogically appropriate. We use the term “authenticity work” to denote such rhetorical work. Drawing on ethnography and critical discourse analysis, we describe how two teachers engaged in authenticity work through renegotiating professional and educational discourse in their project-based engineering course. This ideological project was facilitated by three discursive strategies: (1) deficitization of students and academia, (2) naturalization of industry practices, and (3) polarization of the state of affairs in academia and in industry. Our findings suggest that authenticity work is a double-edged sword: While authenticity work may serve to bolster the legitimacy that is ascribed to learning environments, it may also close down opportunities for students to develop critical thinking about their profession and their education. Based on these findings, we discuss implications for teaching and propose a nascent research agenda for authenticity work in higher education learning environments.
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