Pub Date : 2023-06-01DOI: 10.3167/latiss.2023.160201
Mette Lund Kristensen, Ingo Winkler, Elke Weik, Richard Mee, Simon Jebsen
This Special Issue emerged as a reaction to changes in the organisation of academic work that authors variously refer to as the managerial university (e.g., Laiho et al. 2022; Lea 2011), the McUniversity (e.g., Nadolny and Ryan 2015; Parker and Jary 1995), the neoliberal university (e.g., Davies et al. 2006), the corporate university (e.g., Angus 2007) or the entrepreneurial university (e.g., Marginson and Considine 2000; Slaughter and Leslie 1997). Following the neoliberal idea of a smaller state and more market in conjunction with New Public Management ideology, universities are increasingly managed along the lines of marketisation, hierarchising, measurement, auditing and control. In that regard it is powerful external stakeholders (e.g., politicians, industry, media, general public) and internal stakeholders (e.g., management and administration) rather than academics that debate and decide the legitimacy of higher education or make various claims about the purposes and the preferred outcomes of academic work (Weik et al. 2022). At the same time, the perspective on academic work has shifted from a validation and certification by peers (Huff 2000) towards a validation focusing on the practical usability of academic knowledge production (Grey 2001; Gulati 2007; Learmonth et al. 2012).
本期特刊的出现是对学术工作组织变化的反应，作者将其不同地称为管理大学(例如，Laiho等人，2022;Lea 2011)， McUniversity(例如，Nadolny和Ryan 2015;Parker and Jary 1995)，新自由主义大学(例如，Davies et al. 2006)，企业大学(例如，Angus 2007)或创业大学(例如，Marginson and Considine 2000;Slaughter and Leslie 1997)。随着新自由主义关于更小的国家和更多的市场的思想与新公共管理思想相结合，大学越来越多地按照市场化、等级化、衡量、审计和控制的方式进行管理。在这方面，是强大的外部利益相关者(如政治家、行业、媒体、公众)和内部利益相关者(如管理层和行政部门)辩论和决定高等教育的合法性，或对学术工作的目的和优选结果提出各种主张的学者(Weik et al. 2022)。与此同时，对学术工作的看法已经从同行的验证和认证(Huff 2000)转向了对学术知识生产的实际可用性的验证(Grey 2001;Gulati 2007;Learmonth et al. 2012)。
{"title":"Introduction to the Special Issue","authors":"Mette Lund Kristensen, Ingo Winkler, Elke Weik, Richard Mee, Simon Jebsen","doi":"10.3167/latiss.2023.160201","DOIUrl":"https://doi.org/10.3167/latiss.2023.160201","url":null,"abstract":"This Special Issue emerged as a reaction to changes in the organisation of academic work that authors variously refer to as the managerial university (e.g., Laiho et al. 2022; Lea 2011), the McUniversity (e.g., Nadolny and Ryan 2015; Parker and Jary 1995), the neoliberal university (e.g., Davies et al. 2006), the corporate university (e.g., Angus 2007) or the entrepreneurial university (e.g., Marginson and Considine 2000; Slaughter and Leslie 1997). Following the neoliberal idea of a smaller state and more market in conjunction with New Public Management ideology, universities are increasingly managed along the lines of marketisation, hierarchising, measurement, auditing and control. In that regard it is powerful external stakeholders (e.g., politicians, industry, media, general public) and internal stakeholders (e.g., management and administration) rather than academics that debate and decide the legitimacy of higher education or make various claims about the purposes and the preferred outcomes of academic work (Weik et al. 2022). At the same time, the perspective on academic work has shifted from a validation and certification by peers (Huff 2000) towards a validation focusing on the practical usability of academic knowledge production (Grey 2001; Gulati 2007; Learmonth et al. 2012).","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"25 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136350957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students' practical skills must be cultivated during undergraduate dental teaching and traditional theoretical examinations do not necessarily evaluate the relevant understanding and the application of knowledge. The current study aimed to produce a template with the potential for wider application for the improvement of practical dental teaching by applying a four-step approach to evaluating progress on an Endodontics course. Practical and theoretical examinations after one year's study via the four-step approach indicated significantly improved practical scores and no difference in theoretical scores compared with students taught by traditional methods. The suitability of the four-step approach, which incorporates continuous assessment and puts emphasis on practical skills, for dental education is discussed.
{"title":"The \"Four-step Approach\" for Delivery of the Undergraduate Endodontics Experimental Course","authors":"Yao Wang, Hengyuan Zheng, I. S. Zhao","doi":"10.5430/ijhe.v12n3p33","DOIUrl":"https://doi.org/10.5430/ijhe.v12n3p33","url":null,"abstract":"Students' practical skills must be cultivated during undergraduate dental teaching and traditional theoretical examinations do not necessarily evaluate the relevant understanding and the application of knowledge. The current study aimed to produce a template with the potential for wider application for the improvement of practical dental teaching by applying a four-step approach to evaluating progress on an Endodontics course. Practical and theoretical examinations after one year's study via the four-step approach indicated significantly improved practical scores and no difference in theoretical scores compared with students taught by traditional methods. The suitability of the four-step approach, which incorporates continuous assessment and puts emphasis on practical skills, for dental education is discussed.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"35 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82801911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1080/00221546.2023.2216611
George Spencer, Janine de Novais, Emily C. Chen-Bendle, Elizabeth Ndika
{"title":"A Dream Deferred: Post-Traditional College Trajectories and the Evolving Logic of College Plans","authors":"George Spencer, Janine de Novais, Emily C. Chen-Bendle, Elizabeth Ndika","doi":"10.1080/00221546.2023.2216611","DOIUrl":"https://doi.org/10.1080/00221546.2023.2216611","url":null,"abstract":"","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72936745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The results of the study indicate that the more social support a student gets, the higher the interpersonal trust, the more harmonious interpersonal relationship, and the higher the willingness to conduct prosocial behavior. The objective of this study is to examine the sense of social connectedness (SSC) and prosocial behavior (PB) of students in Guangxi higher education institutions in China and to further understand the factors influencing PB of students in higher education. In this study, a total of 1,007 students were sampled from eight Guangxi higher vocational schools through purposive sampling using questionnaires, of which 676 (67.1%) were male students and 331 (32.9%) were female students. This study further enriches self-determination theory by exploring the effects of teachers’ character, teaching behaviors, and social support on PB, using SSC as an intrinsic motivation. In addition, the study results revealed that SSC, perceived teacher character, teaching behaviors, and perceived social support (PSS) were positively related to students’ PB. SSC affects PB not only directly but also indirectly through the mediating role of perceived teacher character teaching behavior and perceived teacher support. Teacher character, teaching behaviors, and PSS also play a chain mediating role in the relationship between SSC and PB. Finally, this study provides strategies to optimize school character management for higher education students to meet their basic psychological needs and thus promote the production of PB.
{"title":"The Influence of Social Connectedness Stimulation on Prosocial Behavior Based on Hierarchical Linear Model-Taking Universities in Guangxi, China as an Example","authors":"Nanguang Su, Hsuan-Po Wang","doi":"10.5430/ijhe.v12n3p11","DOIUrl":"https://doi.org/10.5430/ijhe.v12n3p11","url":null,"abstract":"The results of the study indicate that the more social support a student gets, the higher the interpersonal trust, the more harmonious interpersonal relationship, and the higher the willingness to conduct prosocial behavior. The objective of this study is to examine the sense of social connectedness (SSC) and prosocial behavior (PB) of students in Guangxi higher education institutions in China and to further understand the factors influencing PB of students in higher education. In this study, a total of 1,007 students were sampled from eight Guangxi higher vocational schools through purposive sampling using questionnaires, of which 676 (67.1%) were male students and 331 (32.9%) were female students. This study further enriches self-determination theory by exploring the effects of teachers’ character, teaching behaviors, and social support on PB, using SSC as an intrinsic motivation. In addition, the study results revealed that SSC, perceived teacher character, teaching behaviors, and perceived social support (PSS) were positively related to students’ PB. SSC affects PB not only directly but also indirectly through the mediating role of perceived teacher character teaching behavior and perceived teacher support. Teacher character, teaching behaviors, and PSS also play a chain mediating role in the relationship between SSC and PB. Finally, this study provides strategies to optimize school character management for higher education students to meet their basic psychological needs and thus promote the production of PB.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"30 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83308650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1080/00221546.2023.2203631
Heather N. McCambly
{"title":"Rising Tides Don’t Create Racialized Change: Analyzing Institutional Change Projects in Postsecondary Philanthropy’s College Completion Agenda","authors":"Heather N. McCambly","doi":"10.1080/00221546.2023.2203631","DOIUrl":"https://doi.org/10.1080/00221546.2023.2203631","url":null,"abstract":"","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"18 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82556791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1080/00221546.2023.2203627
Christina W. Yao, Simone Gause, K. Hall, Jingtong Dou
The purpose of this study was to examine international students’ racial sensemaking and perceptions of race, racism, and racial conflict in the United States in the years 2020/2021. The past year was one filled with contention, including the politiciz-ing of a global virus and racial conflict from anti-Blackness and anti-Asian violence. Although racism felt far removed from many participants’ personal sphere until the arrival of the pandemic and racial conflicts in the year 2020, George Floyd’s murder served a critical incident that elicited reactions to U.S. racial dynamics, the Black Lives Matter movement, and racial protests. The participants’ experiences challenged what they thought they knew about race and shaped how they moved forward while living and learning in the United States.
{"title":"“Why is This Still Happening?”: International Students of Color’s Racial Sensemaking and Perceptions of Racial Conflicts and Racial Movements in 2020","authors":"Christina W. Yao, Simone Gause, K. Hall, Jingtong Dou","doi":"10.1080/00221546.2023.2203627","DOIUrl":"https://doi.org/10.1080/00221546.2023.2203627","url":null,"abstract":"The purpose of this study was to examine international students’ racial sensemaking and perceptions of race, racism, and racial conflict in the United States in the years 2020/2021. The past year was one filled with contention, including the politiciz-ing of a global virus and racial conflict from anti-Blackness and anti-Asian violence. Although racism felt far removed from many participants’ personal sphere until the arrival of the pandemic and racial conflicts in the year 2020, George Floyd’s murder served a critical incident that elicited reactions to U.S. racial dynamics, the Black Lives Matter movement, and racial protests. The participants’ experiences challenged what they thought they knew about race and shaped how they moved forward while living and learning in the United States.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"22 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84423913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Syftet med denna reflektion är att fokusera på universitetslärarens roll samt att reflektera över hur denna kan arbeta med gestaltande pedagogik inom traditionellt teoretiskt ämne. Teoretiskt grundar vi oss på vikten av kritisk visuell metodologi (Rose 2012), reflexivt görande (Dewey 1916; Schön 1987), konstnärlig pedagogik (Bornemark 2018), akademiskt risktagande (Biesta 2014) och multimodal didaktisk design (Selander, Kress 2010). Vi har applicerat våra teorier på en teoretisk kurs Det föränderliga medielandskapet på ett kandidatprograms första termin. Utifrån det reflekterar vi över vad som krävs av universitetslärare som vill arbeta med gestaltande metoder inom teoretiska ämnen samt vilka utmaningar de möter. Våra slutsatser är att mycket krävs av dessa universitetslärare. Den nödvändiga multikompetensen menar vi möts bäst genom att arbeta i lärarlag, där olika kompetenser och perspektiv representeras. Lärarlaget stöder också varandra i att våga utmana akademiska traditioner och att arbeta på nya sätt, att utmana studenter. En tredje utmaning ligger i att våra studenter inte (nödvändigtvis) har en konstnärlig bakgrund och att vi därför pratar gestaltande kunskapande, och att det är svårt att bedöma på dessa premisser. Vi vet att det också tar tid att uppnå gestaltande kunskap och därför startar vi vår didaktiska design redan i programmets första kurs.
{"title":"ATT VARA LÄRARE I GRÄNSLANDET MELLAN TEORI OCH GESTALTNING","authors":"Kajsa Lindskog, Margareta Melin","doi":"10.24834/jotl.4.1.892","DOIUrl":"https://doi.org/10.24834/jotl.4.1.892","url":null,"abstract":"Syftet med denna reflektion är att fokusera på universitetslärarens roll samt att reflektera över hur denna kan arbeta med gestaltande pedagogik inom traditionellt teoretiskt ämne. Teoretiskt grundar vi oss på vikten av kritisk visuell metodologi (Rose 2012), reflexivt görande (Dewey 1916; Schön 1987), konstnärlig pedagogik (Bornemark 2018), akademiskt risktagande (Biesta 2014) och multimodal didaktisk design (Selander, Kress 2010). Vi har applicerat våra teorier på en teoretisk kurs Det föränderliga medielandskapet på ett kandidatprograms första termin. Utifrån det reflekterar vi över vad som krävs av universitetslärare som vill arbeta med gestaltande metoder inom teoretiska ämnen samt vilka utmaningar de möter. Våra slutsatser är att mycket krävs av dessa universitetslärare. Den nödvändiga multikompetensen menar vi möts bäst genom att arbeta i lärarlag, där olika kompetenser och perspektiv representeras. Lärarlaget stöder också varandra i att våga utmana akademiska traditioner och att arbeta på nya sätt, att utmana studenter. En tredje utmaning ligger i att våra studenter inte (nödvändigtvis) har en konstnärlig bakgrund och att vi därför pratar gestaltande kunskapande, och att det är svårt att bedöma på dessa premisser. Vi vet att det också tar tid att uppnå gestaltande kunskap och därför startar vi vår didaktiska design redan i programmets första kurs.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"95 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85261071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Trafiken är den farligaste miljön för poliser att arbeta i, sett både till antal som förlorar sina liv i tjänsten och skador på både personer och fordon. Därför är förarutbildning en viktig del av polisutbildningen på grundnivå och fortbildningsnivå. Sådan utbildning är dock resurskrävande och vissa förmågor är därför svåra att öva på. För att skapa en effektiv, trygg och säker utbildningsmiljö testades körsimulatorer som del av förarutbildningen vid Polisprogrammet vid Malmö universitet. 83 studenter som genomgick termin två och sedan termin tre deltog i en studie där grupper som fick olika typer av undervisning och sedan samma examination jämfördes för momenten lågfartsmanövrering och landsvägskörning. Resultaten visar att det inte finns några signifikanta skillnader i hur studenterna presterar på praktisk examination beroende på om de tränat i simulator, både simulator och i polisbil eller endast i polisbil. Implikationer av resultaten och framtida forskning diskuteras.
{"title":"KÖRSIMULATOR SOM PEDAGOGISKT VERKTYG I POLISUTBILDNING","authors":"Joakim Ingrell, Caroline Mellgren","doi":"10.24834/jotl.4.1.891","DOIUrl":"https://doi.org/10.24834/jotl.4.1.891","url":null,"abstract":"\u0000Trafiken är den farligaste miljön för poliser att arbeta i, sett både till antal som förlorar sina liv i tjänsten och skador på både personer och fordon. Därför är förarutbildning en viktig del av polisutbildningen på grundnivå och fortbildningsnivå. Sådan utbildning är dock resurskrävande och vissa förmågor är därför svåra att öva på. För att skapa en effektiv, trygg och säker utbildningsmiljö testades körsimulatorer som del av förarutbildningen vid Polisprogrammet vid Malmö universitet. 83 studenter som genomgick termin två och sedan termin tre deltog i en studie där grupper som fick olika typer av undervisning och sedan samma examination jämfördes för momenten lågfartsmanövrering och landsvägskörning. Resultaten visar att det inte finns några signifikanta skillnader i hur studenterna presterar på praktisk examination beroende på om de tränat i simulator, både simulator och i polisbil eller endast i polisbil. Implikationer av resultaten och framtida forskning diskuteras. \u0000","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"106 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75476690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the last 2 years Higher Education Institutions around the world were forced to make the transition to online and now evaluate and recalculate mistakes, successes and opportunities to continue or adapt teaching to Blended Learning methodology, since going back to what was in the past no longer seems to be a viable path. This paper, through a literature review, is a first approach within the concept and the theoretical frameworks that make Blended Learning a possibility and a strong ally to promote meaningful Teaching and Learning in Higher Education. Subsequently, it is planned to carry out a systematic bibliographic analysis in order to go a step further and identify the main challenges and opportunities that Blended Learning brings to Teaching and Learning in Higher Education in the (post) pandemic context.
{"title":"BLENDED LEARNING IN HIGHER EDUCATION: AN APPROACH, A MODEL, AND TWO THEORETICAL FRAMEWORKS","authors":"Simone Becher Araujo Moraes","doi":"10.24834/jotl.4.1.820","DOIUrl":"https://doi.org/10.24834/jotl.4.1.820","url":null,"abstract":"In the last 2 years Higher Education Institutions around the world were forced to make the transition to online and now evaluate and recalculate mistakes, successes and opportunities to continue or adapt teaching to Blended Learning methodology, since going back to what was in the past no longer seems to be a viable path. This paper, through a literature review, is a first approach within the concept and the theoretical frameworks that make Blended Learning a possibility and a strong ally to promote meaningful Teaching and Learning in Higher Education. Subsequently, it is planned to carry out a systematic bibliographic analysis in order to go a step further and identify the main challenges and opportunities that Blended Learning brings to Teaching and Learning in Higher Education in the (post) pandemic context.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"29 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80503351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Syftet med studien är att undersöka och belysa studenters upplevelser av och tankar om drama- och språkintegrerad undervisning. Frågeställningen som studien ska besvara är: Hur iscensätter studenterna sig själva som lärande individer i slutet av kursen? och Vilka språkförmågor och -färdigheter uppger studenterna ha utvecklat under kursen? Studiens teoretiska grund består av teorin om multimodal didaktisk design för lärande (Selander & Kress, 2010). Materialet för studien består av klassrumsobservationer, videoinspelade intervjuer, och gestaltning samt av skrivna reflektionstexter. Resultatet visar att studenterna är skeptiska mot en drama- och språkintegrerad undervisning vid kursens start. I slutet av kursen är de positivt inställda till arbetssättet i intervjuer och i reflektionstexter, men när de gestaltar lärresurser ser de inte gestaltningen som en sådan. Nyckelord: drama- och språkintegrerad undervisning, gestaltning, högre utbildning, multimodal didaktisk design, , ULV-utbildningen.
{"title":"ATT TA FRAM GULDET. DRAMA-OCH SPRÅKINTEGRERAD DIDAKTISK DESIGN I HÖGRE UTBILDNING","authors":"Manuela Lupsa, Jessica Sundell Droppe, Anna-ärta Arnell, Agnéta Hessel, Melinda Malmström, Edina Mutic","doi":"10.24834/jotl.4.1.894","DOIUrl":"https://doi.org/10.24834/jotl.4.1.894","url":null,"abstract":"Syftet med studien är att undersöka och belysa studenters upplevelser av och tankar om drama- och språkintegrerad undervisning. Frågeställningen som studien ska besvara är: Hur iscensätter studenterna sig själva som lärande individer i slutet av kursen? och Vilka språkförmågor och -färdigheter uppger studenterna ha utvecklat under kursen? Studiens teoretiska grund består av teorin om multimodal didaktisk design för lärande (Selander & Kress, 2010). Materialet för studien består av klassrumsobservationer, videoinspelade intervjuer, och gestaltning samt av skrivna reflektionstexter. Resultatet visar att studenterna är skeptiska mot en drama- och språkintegrerad undervisning vid kursens start. I slutet av kursen är de positivt inställda till arbetssättet i intervjuer och i reflektionstexter, men när de gestaltar lärresurser ser de inte gestaltningen som en sådan. \u0000Nyckelord: drama- och språkintegrerad undervisning, gestaltning, högre utbildning, multimodal didaktisk design, , ULV-utbildningen.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"13 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78958224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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