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- Bernhard, Jonte, 1953-
(författare)
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Distans- och hemlaborationer : vad säger den ämnesdidaktiska litteraturen?
- 2022
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Ingår i: Bidrag från 8:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. - Karlstad, Sweden : Karlstad University Press. - 9789178672714 - 9789178672813 ; , s. 56-61
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Konferensbidrag (refereegranskat)abstract
- Laborationer ses vanligtvis som ett väsentligt inslag i teknisk- och naturvetenskaplig utbildning. Ett av de många syftena med laborationer är att stärka, utveckla och fördjupa studenternas förståelse av verkliga fenomen (det vill säga objekt och händelser) och sambandet mellan verkliga fenomen och teoretiska modeller och teorier. Ett annat huvudsyfte med laborationer är att utveckla studenternas förmåga att samarbeta i experiment och empiriskt undersöka och beskriva tekniska system, naturliga och tekniska föremål och naturliga och artificiella fenomen.I samband med distansutbildning är det generellt en utmaning att utforma laborationer på ett bra sätt så att de avsedda lärandemålen uppnås. Detta gäller inte bara specifikt situationen med ”påtivingad” distansundervisning som uppstod i samband med COVID-19-pandemin, utan det gäller i allmänhet alla typer av av undervisning "off campus".I denna artikel beskrivs preliminära resultat från en litteraturstudie i syfte att få en översikt av vad som rapporteras i den ämnesdidaktiska forskningslitteraturen om laborationer som utförs som distanslaboratorier eller som hemlaboratorier inom naturvetenskapliga och tekniska utbildningar. Det finns en rätt omfattande litteratur som beskriver fjärrlaboratorier och onlinelaboratorier. Men, med få undantag är litteraturen främst inriktad på de tekniska aspekterna av att fjärrstyra laborationer och mindre på den pedagogiska utformningen och studenternas lärande. Förutom olika former av ”onlinelaboratorier” och fjärrstyrda laborationer lyfts olika former av hemlaborationer och laborationer med digital utrustning som kan införskaffas till en så låg kostnad att studenterna själva kan äga eller låna den som intressanta alternativ för framtiden.
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- Frost, Anna E., 1988-, et al.
(författare)
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Do pre-recorded lessons in combination with formative assessments fulfil the learning necessity of engineering students?
- 2022
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Ingår i: Bidrag från 8:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. - : Karlstads universitet. - 9789178672813 ; , s. 21-25
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- As an effort to increase digitization of education during the ongoing pandemic in Spring 2021, the course ”Electromagnetism II with electric circuits” at Uppsala University has been conducted in a blended form with both pre-recorded sessions and live online sessions. About half of the lectures were live sessions, and the rest were pre-recorded. Among the lessons, more than 75 % were pre-recorded. When the teaching is pre-recorded, the teachers do not get reactions directly from the students, either verbally or from facial expressions. Therefore,self-correcting quizzes were implemented for every lecture, and short formative evaluations were implemented for every lesson. The main objective was to increase the number of students participating in the lessons, which hopefully would lead to more students passing the course. More students watched the pre-recorded lessons than attended the lessons on campus previous years on the course. More students passed the exam on the course compared to previous years, but it cannot be excluded that this is partially or completely due to the exam being different due to the pandemic. The short formative evaluations had at least seven respondents during the first four lessons, but from lesson five and onward, the number of respondents was two or fewer. The quizzes which most students attempted were right after or right before the pre-exams (”duggor” in Swedish), but otherwise relatively few students answered the quizzes. When asked in the course evaluation, it varied a lot whether the students liked, disliked, or were neutral to have pre-recorded lessons, with slightly more students saying they preferred live sessions.
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- Ognissanti, Damiano, 1990
(författare)
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A study of involuntary distance teachers’ experiences
- 2021
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Ingår i: Bidrag från 8:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. - 9789178672813 ; , s. 118-130
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Konferensbidrag (refereegranskat)abstract
- In the spring of 2020, a study was made on university teachers in mathematics who, at very short notice, were forced to change their teaching to distance education due to the Covid-19 restrictions. Five teachers who had not planned to teach at a distance have been interviewed and their views on, and experience of, distance learning have been analysed. The social interaction between teacher and student was important not only for the students’ well-being but also for the teacher’s and that it influenced the teacher’s decision-making during the lesson. The lack of visual and audial input from the students affected the teachers’ decision-making process. The teachers perceived the technology as something problematic or limiting. Since not just the tool itself affects the user, but also the user’s knowledge and skill affect how the tools is used, it is hard to say whether their ability to teach would either benefit or be disadvantaged in the long run by the change of tools. In some cases, the teachers were, by the circumstances, forced to retain a teacher-focused teaching instead of a student-focused one, which could affect their relationship with the students in the long run. The attitude towards distance education slowly became more positive, given that the form of teaching they were used to was still at the centre and that the goal was not to completely replace the way a teacher communicates with a student.
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- Åkesson Nilsson, Gunilla, et al.
(författare)
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Exploring the use of Basic Scientific Concepts in Higher Education
- 2021
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Ingår i: Bidrag från 8:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. - : Karlstad university. - 9789178672714 - 9789178672813 ; , s. 10-17
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Konferensbidrag (refereegranskat)abstract
- The purpose of this study was to exploreengineering students’ ways of solving problems specific formaterial technology and thermodynamics. A writtenquestionnaire was used for data collection. Results show thatestablishing an understanding for fundamental scientific conceptsis a process that takes time. The concepts in focus have been partof the school curricula since the compulsory school level, and formany of the students the concepts were still not established. Theamount of time required to acquire concepts becomes especiallyimportant for discussions concerning a broadened studentrecruitment, where a change in prerequisites for university leveleducation may lead to students who have less understanding forfundamental concepts, and thereby contribute to a reduction in thequality of higher education.
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