| 1. |
- Ahlborg, Helene, 1980
(author)
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Stakeholder-student interactions in engineering education: involving busy experts in project-based courses
- 2023
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In: Proceedings Chalmers Conference on Teaching and Learning 2023. - 9789188041548 ; , s. 38-45
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Conference paper (peer-reviewed)abstract
- Project based learning (PjBL) is increasingly used in engineering courses as a student-centred approach for designing and improving solutions for real-world problems. A key feature of PjBL is the interaction between the problem “owner” and the students who work with the given task. Previous literature documents these interactions primarily from the perspective of students and teachers, leaving us ignorant of the stakeholders’ experience. Undertaken within a larger development process of creating an entirely new project-based Bachelor course at Chalmers, the aim of this study is to better understand how to work with city official as stakeholders and owners of the complex real world problems in the course. The process entailed negotiations with the city government officials, ensuring their participation and engagement in the course. Qualitative data collection provides the basis for comparing expectations of stakeholders, students, and teachers with outcomes. Three components ensured long-term stakeholder involvement: relevant projects; clear rules of engagement for student-stakeholder interaction and; a final conference where students present results to stakeholder.
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| 2. |
- Bengmark, Samuel, 1965, et al.
(author)
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Pragmatic Research on Educational Practice
- 2023
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In: Proceedings Chalmers Conference on Teaching and Learning 2023. - 9789188041548 ; , s. 56-59
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Conference paper (peer-reviewed)abstract
- During a round table discussion at a collegial conference on teaching and learning, a focus group with 12 teachers from a technical university discuss challenges with studying their own teaching practice. Furthermore, a concept called PREP – Pragmatic Research on Educational Practice, with the goal of engaging engineering educators in studying, documenting, and sharing their initiatives to improve teaching practices, is introduced and discussed. Among the main obstacles to researching their own teaching practice, the participants pointed to a lack of time, know-how, and motivation. They expressed that there is potential in the collegial part of PREP and the time efficiency of using what can be studied during a course. The role of PREP studies, in relation to regular educational research, is also discussed, and that PREP may be perceived as a devaluation of educational science was problematized. Some participants felt that it was very likely that they would participate in a PREP group next academic year if given the opportunity.
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| 3. |
- Benjaminsson, Daniel, et al.
(author)
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Advanced study techniques for university students
- 2023
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In: Proceedings Chalmers Conference on Teaching and Learning 2023. - 9789188041548 ; , s. 61-67
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Conference paper (peer-reviewed)abstract
- The students starting at the Engineering Physics and Engineering Mathematics educations at Chalmers face challenges in terms of greatly increased workload and complexity of the subject matter compared to their previous education. Based on the experiences from teaching an introductory course in mechanics for nearly ten years (Ulf), the lack of efficient study techniques for a large number of students was identified. We have this year therefore offered the students a course in advanced study techniques (Daniel) tailored for university students, and also for their specific educations. We will here briefly describe the contents of the course and the preliminary impact on student learning.
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| 4. |
- Demaziere, Christophe, 1973, et al.
(author)
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Monitoring and supporting students in their learning – Example of a flipped hybrid course
- 2023
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In: Proceedings Chalmers Conference on Teaching and Learning 2023. - 9789188041548 ; , s. 17-23
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Conference paper (peer-reviewed)abstract
- This paper describes and evaluates an open advanced computational nuclear reactor physics course for students and professionals, offered in a flipped online and hybrid format. The preparatory phase consists of reading a handbook, watching short, pre-recorded lectures, and answering online quizzes. This is followed by a week-long set of synchronous, interactive sessions, during which the students discuss and reflect on various problems/questions and complete several hands-on assignments. Student participation, performance and satisfaction were analyzed. It is demonstrated that, thanks to the course design, high student engagement, performance and satisfaction are achieved. Significant differences in engagement and performance can nevertheless be noticed depending on whether the students participate in the synchronous activities onsite or remotely.
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| 5. |
- Duvignau, Romaric, 1989
(author)
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How to Better Teach Computer Networks to First Year Engineering Students Post-pandemic, A Case Study
- 2023
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In: Proceedings Chalmers Conference on Teaching and Learning 2023. - 9789188041548 ; , s. 11-16
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Conference paper (peer-reviewed)abstract
- The COVID-19 pandemic has significantly impacted the higher education sector, leading to changes in the way courses are taught. In this study, we explore how the transition from remote learning to in-person classes can be leveraged to enhance teaching and learning in the post-pandemic era. Specifically, we present a case study that evaluates the implementation of post-COVID changes in a large computer networking course. We demonstrate that a switch from remote to physical labs, along with an increase in active learning and spaced practice, can yield positive results. Our findings indicate that while the overall impact on performance may be limited, the time spent on lab activities and student satisfaction improved in our case study.
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| 6. |
- Fainsilber, Laura, 1965, et al.
(author)
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Group assignments improve an online course
- 2023
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In: Proceedings Chalmers Conference on Teaching and Learning 2023. - 9789188041548 ; , s. 32-37
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Conference paper (peer-reviewed)abstract
- We study the effects of a set of group assignments in an introductory mathematics course taught online. An analysis of the assignments that students turned in, of peer reviews and of answers to a questionnaire about the students’ experiences with the group assignments shows that the aims that the instructors had set for the assignments were fulfilled to a great extent. More specifically, the students appreciated social contact, they felt that they learned meaningful course content, and the socio-mathematical norms promoted in the assignments, where discussion and communication are rewarded, were accepted by the students. The answers also indicate frustration towards peers who are not participating actively, difficulties discussing material without having time to process it alone first, and difficulties communicating mathematics online.
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| 7. |
- Gremyr, Ida, 1975, et al.
(author)
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Småskaliga live case för att integrera livslångt lärande och arbetslivsanknytning
- 2023
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In: Proceedings Chalmers Conference on Teaching and Learning 2023. - 9789188041548 ; , s. 47-50
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Conference paper (peer-reviewed)abstract
- I detta projekt utvecklas en live-case-modell som stödjer utbildningssamverkan och arbetsintegrerat lärande inom ramen för existerande universitetsutbildning och kurser för livslångt lärande (LLL). I denna modell får ingenjörsstudenter och LLL-studenter från vården arbeta tillsammans med ett verkligt problem från LLL-studenternas organisation. Den småskaliga live-case-modellen är resurseffektiv eftersom den är starkt avgränsad i tid (varaktighet: en vecka), dessutom är den unik då den inte bara fokuserar ingenjörsstudenternas, utan även praktikernas (LLL-studenternas), lärande.
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| 8. |
- Hollberg, Alexander, 1985
(author)
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Does a flipped classroom approach help? – Experiences from a project-based engineering course
- 2023
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In: Proceedings Chalmers Conference on Teaching and Learning 2023. - 9789188041548 ; , s. 24-31
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Conference paper (peer-reviewed)abstract
- Many project-based courses start with theoretical background lectures. However, the application of this knowledge in the students’ projects is often limited. This paper explores the research question: Does a flipped classroom approach improve the connection between theoretical lectures and the practical project? The method consists of converting four conventional lectures into a flipped classroom approach and posing surveys to the students. Furthermore, the teachers reflect on the outcomes in comparison to previous years. The results show that the exercises after the pre-recorded flipped lectures are appreciated by the students. However, the quality of their final project reports and observations during supervision meetings do not show clear results. As the project was carried out in 2021 during the pandemic, the results might be overshadowed by the impact of the remote teaching situation. Finally, the continued work on the flipped classroom approach led to high quality reports and improved course evaluations in 2023.
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