Danish didaktik methods and the impact of COVID-19 on summative assessments at UCL College Denmark

Master's research project for the University of Edinburgh: a qualitative assessment of the examination environments online at UCL during the COVID 19 move online, and the impact that Danish didaktik methods had on the lecturers and their formation of the online exams.

Abstract: This thesis explored the rapid move of summative assessments online due to COVID-19, at UCL university-college in Odense Denmark in June 2020-June 2021. Using grounded theory through 11 semi-structured interviews with lecturers at UCL, findings showed how assessments were conducted online, how the move affected lecturers, censors, and staff, and found that results on grades, groupwork and learning outcomes were on the same level as previous in-person assessments. Using the framework of Danish didaktik design, it was also found that moving assessments online has potential to alter their original purpose and structure. These findings suggest the Danish higher education institutions should re-examine the entire learning activity, using didaktikal relationship models, if they aim to conform with traditions in Danish pedagogy and teaching practice in online environments in the future.