Råd og indsigter fra tidligere semesters studerende hjælper nye studerende til at lære mere i forbindelse med digital undervisning

Line Palle Andersen

    Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskning


    This paper is concerned with student engagement in online environments. Much research on students’ engagement in physical environments has been done, but an equal body of research on engagement in digital learning environments in Higher Education still needs to be developed.
    The paper will show and discuss how the use of an adapted version of Frigga Haug’s Collective Memory Work (CMW) method, can give new insights into the barriers of engaging in online learning activities and help the new students engage better with the digital learning environments.
    The data presented is based on three CMWs applied on three successive semesters where students were asked to write about their experiences of advantages and barriers for exclusively studying and learning online for a week. When returning to class, teacher and students discussed their experiences and formulated advice to be passed on to next semester’s students about how to overcome the challenges of the online week.
    CMWs revealed that when students are asked to study and learn exclusively in an online environment they meet different types of barriers:
    1. Missing the teacher as curator of materials
    2. Change of study environment from public to private space
    3. Missing academic reassurance
    4. Missing reassurance of social acceptance
    5. The feeling of having ones personal boundaries overstepped
    Each semester the findings and reflections from the students’ CMWs were passed on to the new students the following semester in the form of advice. Students’ advice included e.g.: Allocating time for social activities, working at the same time as at least one other group member, frequent meetings and short deadlines, defining own learning objectives and if necessary work outside home, e.g. in a library.
    The conclusion is that students clearly followed the advice, which led to increased learning each semester. The most decisive increase in student learning happened when they were advised to develop their own learning objectives, which gave them a stronger sense of control and added more meaning to the project. From the teachers point of view the CMWs were informative about the learning obstacles students were facing and a helpful tool when meeting the students pedagogically.
    Bidragets oversatte titelRåd og indsigter fra tidligere semesters studerende hjælper nye studerende til at lære mere i forbindelse med digital undervisning
    Publikationsdato14 jun. 2019
    Antal sider6
    StatusUdgivet - 14 jun. 2019
    BegivenhedEuro SoTL: European Scholarship of Teaching and Learning - The University of the Basque Country, Bilbao, Spanien
    Varighed: 13 jun. 201914 jun. 2019


    KonferenceEuro SoTL
    LokationThe University of the Basque Country


    • Læring, pædagogik og undervisning