Students' experiences with short videos in a flipped classroom design in physic

We have implemented a methodology for using short videos as a part of a flipped classroom design in an introductory, multi-campus physics course for engineering students. These pre-recorded videos introduced theory and concepts to students ahead of in-class sessions, which enabled a reduction in the time used for traditional lectures. The time spent in classes puts emphasis on student activities, such as quizzes, Q&A sessions with the lecturer answering student-submitted questions, and problem solving. The physics course has a modular design for customized delivery to a multitude of study programmes and is coordinated by a team of teachers who provide localized classes at several campuses. Although teachers manage individual classes, the course uses an open learning environment which allows enrolled students access to all study materials published by any teacher. We present results from a questionnaire investigating student experiences with the use of short videos, by measuring the overall level of satisfaction with the videos, as well as collecting students’ comments to the videos. We investigate correlations between student satisfaction with the videos and the comments they make, and whether students whose teacher is featured in the video are more satisfied than students without a personal relationship with the featured teacher. Students report overall satisfaction with video length and level of precision, while requesting more worked examples and detailed calculations. We identify a set of good practices for flipped classroom designs, based on the students’ feedback

Kombinert summativ og formativ vurdering i matematikk

Artikkelen framlegger resultater fra et undervisningsopplegg i matematikk for 1. års ingeniørstudenter ved HiST høsten 2013, hvor korte, digitale flervalgstester inngikk som en del av den summative vurderingen i matematikkfaget. Testene ble gjennomført på de ordinære forelesningene, hvor studentene brukte det HiST-utviklede testverktøyet Peer Learning Assessment System (PeLe) til å besvare testene med sine egne mobile enheter. Undervisningsopplegget foregikk over 2 x 45 minutter, og i den første, summative halvdelen besvarte studentene den digitale testen individuelt. Testverktøyet gjorde resultatene umiddelbart tilgjengelig for læreren, som kunne bruke svarfordelingene som utgangspunkt for læringsaktiviteter i oppleggets andre, formative del. Læringsaktivitetene la vekt på samarbeid mellom studentene og ga studentene muligheten til å vise at de hadde lært av egne, og hverandres, feil. Læringseffekten av undervisningsopplegget ble målt i form av resultater på en ordinær, skriftlig matematikkeksamen, hvor kontrollgruppa besto av studenter som fulgte et identisk matematikkpensum, men som ikke gjennomførte digitale underveistester. Testgruppa fikk signifikant bedre resultater enn kontrollgruppa på en tradisjonell skriftlig matematikkeksamen etter å ha gjennomført undervisningsopplegget med kombinerte summative og formative tester. Nøkkelord: formativ vurdering, summativ vurdering, mobillæring, IKT-støttet læring, læringseffekt

Kombinert summativ og formativ vurdering i matematikk

Artikkelen framlegger resultater fra et undervisningsopplegg i matematikk for 1. års ingeniørstudenter ved HiST høsten 2013, hvor korte, digitale flervalgstester inngikk som en del av den summative vurderingen i matematikkfaget. Testene ble gjennomført på de ordinære forelesningene, hvor studentene brukte det HiST-utviklede testverktøyet Peer Learning Assessment System (PeLe) til å besvare testene med sine egne mobile enheter. Undervisningsopplegget foregikk over 2 x 45 minutter, og i den første, summative halvdelen besvarte studentene den digitale testen individuelt. Testverktøyet gjorde resultatene umiddelbart tilgjengelig for læreren, som kunne bruke svarfordelingene som utgangspunkt for læringsaktiviteter i oppleggets andre, formative del. Læringsaktivitetene la vekt på samarbeid mellom studentene og ga studentene muligheten til å vise at de hadde lært av egne, og hverandres, feil. Læringseffekten av undervisningsopplegget ble målt i form av resultater på en ordinær, skriftlig matematikkeksamen, hvor kontrollgruppa besto av studenter som fulgte et identisk matematikkpensum, men som ikke gjennomførte digitale underveistester. Testgruppa fikk signifikant bedre resultater enn kontrollgruppa på en tradisjonell skriftlig matematikkeksamen etter å ha gjennomført undervisningsopplegget med kombinerte summative og formative tester

An Empirical evaluation of the relationship between human relations climate and readiness for change

Readiness for change is seen as an important factor in organisational change processes, but it is unclear how organisational climate might affect readiness for change. Addressing this important gap, the purpose of the study was to investigate the relationship between human relations climate, a dimension of the Quinn and Rohrbaugh’s competing values framework of organizational climate, and readiness for change. More specifically the aim was to investigate the mediating role of perceived organisational support. Employees in the Norwegian Police Service (N = 901) answered a survey measuring organisational culture. Data were analysed using structural equation modelling. Following a two-step analytical approach, the measurement models were first evaluated and then the relationships between constructs were examined. Evaluations of the original measurement models showed non-satisfactory fit, however after modifications, the measurement models were found to have satisfactory fit. In the second step, both the original and the modified measurement models were applied to the examination of three competing models: a partially mediated model, a fully mediated model, and a non-mediated model. Evaluation of the models showed fully mediated models (original and modified) to have the best fit to data, suggesting that the relationship between human relations organisational climate and employees’ readiness for change is mediated by perceived organisational support. The finding adds theoretically to literature on organisational climate, highlighting the role of perceived organisational support. From an applied perspective actions fostering human relations climate to strengthen perceived organisational support are recommended

Organizing for Engagement: A Multilevel SEM Model of the Relationship Between Work Engagement, Job Design, Participation Climate, and Clan Culture

Research on work engagement and job demands-resources theory has predominantly focused on individual-level perspectives, leading to a knowledge gap about higher-level antecedents. This study aim to bridge this gap by examining the relationships between work engagement, job design, participation climate, and clan culture, at the individual- and the unit- level using a multilevel structural equation modeling (MLSEM) approach. Drawing on JD-R Theory and Institutional Theory, we propose a composition model of homologous relationships across individual- and unit-levels, assuming construct isomorphism. Data was collected from 909 employees across 101 units in the Norwegian police. The analysis used a two-step MLSEM approach, by first examining the multilevel measurement model and then analyzing the multilevel structural model. The model displayed excellent fit. The findings extend JD-R theory by exploring the unit-level associations beyond individual perceptions and offer insights on the relationship between organizational culture, organizational climate, and employee’s work engagement. This study thus provides theoretical, empirical, and practical contributions, emphasizing the importance of understanding the collective and perceived culture and climate in relation to work engagement, and offering guidance for leaders and organizations in fostering environments conducive to high work engagement

An Empirical evaluation of the relationship between human relations climate and readiness for change

Readiness for change is seen as an important factor in organisational change processes, but it is unclear how organisational climate might affect readiness for change. Addressing this important gap, the purpose of the study was to investigate the relationship between human relations climate, a dimension of the Quinn and Rohrbaugh’s competing values framework of organizational climate, and readiness for change. More specifically the aim was to investigate the mediating role of perceived organisational support. Employees in the Norwegian Police Service (N = 901) answered a survey measuring organisational culture. Data were analysed using structural equation modelling. Following a two-step analytical approach, the measurement models were first evaluated and then the relationships between constructs were examined. Evaluations of the original measurement models showed non-satisfactory fit, however after modifications, the measurement models were found to have satisfactory fit. In the second step, both the original and the modified measurement models were applied to the examination of three competing models: a partially mediated model, a fully mediated model, and a non-mediated model. Evaluation of the models showed fully mediated models (original and modified) to have the best fit to data, suggesting that the relationship between human relations organisational climate and employees’ readiness for change is mediated by perceived organisational support. The finding adds theoretically to literature on organisational climate, highlighting the role of perceived organisational support. From an applied perspective actions fostering human relations climate to strengthen perceived organisational support are recommended