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Designing courses and programs in Higher Education for changing, analysing and implementing student oriented course design.
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
2017 (English)In: Designing courses and programs in Higher Education for changing, analysing and implementing student oriented course design., 2017Conference paper, (Refereed)
Abstract [en]

Research topic/Aim: This is a case study testing a model for designing courses and programs in Higher Education for changing, analysing and implementing student oriented course design. The model addresses processes necessary to activate to diminish the gap between what students bring to learning and course objectives.

The model is the product of a fourVyear project with the aim to enhance teachers competences on student activity and support students’ knowledge building processes influencing goal fulfilment and completion rates. The model is now implemented also outside teacher training for independent courses in Pedagogy.

Theoretical frameworks: The model is framed by theories of meaning making identifying three main areas of research in Higher Education Pedagogy important to address as didactic considerations when trying to make a stand against more deterministic and neoVliberal influences on education that view students as more passive recipients of knowledge. The three areas with consequences for student meaning making as course design are:

  • Student expectations and experiences

  • A multimodal turn

  • Knowledge as socially constructed

    Methodology/research design: This project is action research based in that sense that teachers have been researching their teaching practice constructing the preliminary empirical data (onVgoing project). GoalVfulfilment (retention rates), focusVgroups interview with students and survey data constitute this preliminary empirical data package. Courses studied are courses in preVschool teacher training (campus and flexible) and Pedagogy A (webVbased).

    Expected conclusions/Findings: Teaching today means spending more time geographically separated from students. We therefore need to create rich learning cultures to promote student activities, initiatives and meaning making processes. Previous research shows that students’ expectations and previous experience colour and orient their actions in a course environment. The design process therefore has to consider student attitudes to and previous expectation of content and higher education studies. At our disposal is a wide range of multimodal technology that should be used to keep student at task and not by teachers to produce knowledge object for consumption. These technologies should also be used for sharing, objectifying and discussing course content, decreasing a pedagogical distance.

    Here digital media and a careful communication strategy has been used to align student expectation with course managements and used for establishing an understanding for theories and common terms necessary as a foundation for reading course literature and passing exams. In one completely webVbased course 50% of the students passed the first exam compared to 29% of registered students before course development. Developed courses scored high among students in terms of stimulating creativity and critical thinking, feedVback, assessment supporting course aims and information during course.

Relevance for Nordic Educational Research: This presentation wish to make a stand in favour of the concept of student oriented learning and not student centred learning. There is a difference between acting from students’ expectations and wishes and acting with student goal fulfilment in focus. A student oriented learning process in Higher Education, instead use what we know about how student learn to make sure that the learning environment offers these keyVcomponents.

Place, publisher, year, edition, pages
2017.
National Category
Social Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-65958OAI: oai:DiVA.org:lnu-65958DiVA: diva2:1117517
Conference
NERA, Copenhagen
Available from: 2017-06-29 Created: 2017-06-29 Last updated: 2017-06-29

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Citation style
  • apa
  • harvard1
  • ieee
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  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NB
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  • Other locale
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Output format
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