Teaching In Student-Centred Active Learning Spaces: How Relational, Pedagogical, Spatial, And Technological Aspects Intertwine And Affect The Learning Environment

Higher educational institutions internationally have shown a growing interest in developing learning spaces that support student-centred learning approaches. For engineering education, this development aligns well with an increased emphasis on cross-disciplinarity and a system-thinking approach. However, research and our own experiences as teachers and evaluators of such learning spaces suggest that teachers who enter these learning spaces need support, as the complexity of the teaching situation becomes more apparent, compared to the traditional lecture hall. In this workshop, we will investigate this complexity together with the participants. Participants can expect to leave the workshop with a better understanding of: a conceptual framework that will assist the participants in navigating through the complexity of teaching in student-centred learning spaces. how to plan, implement and evaluate one’s own teaching in such learning spaces (Do’s and Dont’s). The take-home message from this workshop is an appreciation for how the relational, pedagogical, spatial, and technological aspects intertwine and affect the learning environment in spaces designed for student activity

Studentaktiv læring i interaktive læringsarealer gjennom lærersamarbeid

Motivasjonen for å legge til rette for studentaktive læringsformer øker med Stortingsmeldingen 16 «Kultur for kvalitet i høyere utdanning» (Meld. St. 16, 2017). Blant annet står det at: «Regjeringen venter at fagmiljøene i mye større grad enn i dag bruker undervisningsformer hvor studentene har en aktiv roll, og at de bruker digitale hjelpemidler og ny teknologi der det er hensiktsmessig og mulig» (Meld. St. 16, 2017, s. 53). Det blir også vektlagt at det må være et tydelig samsvar mellom læringsutbyttebeskrivelsene og undervisningsformene som benyttes (Meld. St. 16, 2017, s. 50). Stortingsmeldingen tydeliggjør at det er vår rolle som undervisere å legge til rette for gode læringsaktiviteter hvor studentene får mulighet til å diskutere og reflektere over fagstoffet for å stimulere til dybdelæring. For å få til dette er det behov for areal som innbyr til samhandling, samtidig sies det at det også er viktig med skjermede arbeidsplasser som legger mer til rette for konsentrasjon (Meld. St. 16, 2017, s. 39)

STUDENTS’ BEHAVIOUR IN GROUP DISCUSSIONS DURING ONLINE TEACHING

Group discussions are used as a tool to increase student activity. In this paper students’ behaviour in group discussions during online teaching is investigated. The students’ activity and participation in the group conversations led the teachers to believe the online learning activities were successful, however, an anonymous questionnaire uncovered that many students had challenges and were uncomfortable in the situation. This study was done in a preparatory physics course for engineering education where the majority of the 56 students have a vocational background. The questionnaire contained both quantitative and qualitative questions and 27 of the students responded. The qualitative data were analysed with inspiration from the constant comparative method of analysis. This systematic analysis resulted in categorising the students’ behaviour as either taking actions, that promote learning, or as dominated by a lack of initiative, something that hampers learning. A relationship between the students’ use of webcams and behaviour that promotes learning is found. Further, the students who use webcams perceive the students who do not use webcams as passive and less interested in learning. This paper aims to shed light on challenges perceived by the students in an online teaching format