3 research outputs found
Bra jobbat! FortsÀtt sÄ! : Om att ge Äterkoppling för effektiv kunskapsutveckling
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terkoppling som praktik i den svenska skolan Àr en komplex företeelse med mÄnga faktorer att ta hÀnsyn till. Forskare Àr eniga om att Äterkoppling Àr ett nyckelverktyg för att föra lÀrandet framÄt, men det finns mÄnga fÀllor pÄ vÀgen. Den hÀr studien visar pÄ nÄgra olika teoretiska perspektiv kring Äterkoppling som jÀmförs med undersökningarna gjorda vid tvÄ olika skolor. Syftet med uppsatsen Àr att undersöka och beskriva hur och varför lÀrare ger Äterkoppling. Studien baseras pÄ kvantitativa och kvalitativa undersökningar, enkÀt och fokusgruppintervju. Resultatet visar att lÀrare tycker att Äterkoppling Àr viktigt men att de ofta upplever tidsbrist som en anledning till att inte ge mer omfattande eller mer frekvent Äterkoppling till sina elever. LÀrarna i studien visade medvetenhet kring effekten av Äterkoppling men motiverade inte sina val av typ av Äterkoppling. En möjlig anledning till detta kan vara att utifrÄn den mÄlstyrda verksamhet som skolan Àr, kan motivet till Äterkoppling kopplas till kriterier och mÄl som pÄ sÄ sÀtt gör att Äterkopplingen tjÀnar som information till eleven kring hur eleven ska nÄ mÄlen. Vilket kan leda till att informationen i Äterkopplingen inte bidrar till ökad insikt hos eleven kring sina kunskaper, eller information till lÀraren om vad eleven kan som Àr grunden i formativ bedömning.Feedback as a practice in Swedish schools is a complex phenomenon with many factors to consider. Researchers agree that feedback is a key tool for moving learning forward, but there are many pitfalls along the way. This study presents a few different theoretical perspectives on feedback that are compared to a study conducted at two different schools. The purpose of the study is to investigate and describe how and why teachers provide feedback. The study is based on two surveys, a questionnaire and a focus group interview. The results show that teachers feel that feedback is important but that they often experience lack of time as a reason for not providing more extensive or more frequent feedback to their students. The teachers in this study showed awareness of the effect of feedback but did not motivate their choice of type of feedback. One possible reason for this, may be that based on the goaldriven activities in school, the reason for feedback can be linked to criteria and goals. In this way, feedback serves as information to the student about how the student can reach the goals. This may lead to the information in the feedback not leading to studentsŽ increased insights about their knowledge, or information to the teacher about what the student can do, which is the basis of formative assessment.2020-06-08</p
University studentsâ study strategies before and during the pandemic: Experiences from Swedish students
The pandemic has affected students' studying methods. The purpose of the article is to gain insight into the ways students' study strategies have changed after transitioning from on-campus to full-distance education. An in-depth understanding is important for designing learning activities and teaching regarding distance education and flexible learning. The study is based on a survey administered to 347 students via strategical sampling, and the empirical material is analyzed with descriptive and inferential statistics. The results show that many students displayed difficulties in addressing and explaining both their former and present study strategies, something that can be linked to the lower degree of concentration and attention they described during the pandemic. This result indicates that the framework of the courses provided should pay more attention to study strategies. Having awareness of one's learning strategies can also be linked to the ability to set goals and plan for the studies, self-regulated learning, which is altogether an important component for studying success. Based on these results, we also discuss the ways to develop students' study strategies that favor academic success. Furthermore, we draw conclusions about how students can conduct their studies in the best way to improve their own conditions and create a basis for meta-learning that assists them in lifelong learning
A Rapid Transition from Campus to Emergent Distant Education : Effects on Studentsâ Study Strategies in Higher Education
This article presents a literature review focusing on international research concerning distance education and studentsâ study strategies during the last 20 years. As distance education in higher education is a steadily growing trend and in particular because the COVID-19 pandemic has escalated the transition from campus education to different forms of distance education, knowledge about studentsâ study strategies and appropriate teaching strategies has become highly important. With this research review, we aimed to identify patterns and trends in research on distance education focusing students study strategies before and after the pandemic. The research synthesis identified and interpreted similarities and differences in the studiesâ designs and findings, which we analyzed using integrative thematic analysis. Studentsâ study strategies seem to have changed to some extent during the pandemic, with more emphasis on their own responsibility and the need for a developed teaching strategy to align with the changing framework related to the emergency provision of distance education. We concluded that students have to develop metacognitive strategies, because self-regulated learning and a more flexible pedagogy seem to be important in teachersâ transitions and competence in digitalization. Therefore, more research targeting these aspects is needed.