Face-to-face and remote teaching in a doctoral education course: Using flipped classroom, formative assessment and remote teaching to increase the teaching quality of a literature review course

This case study examines face-to-face and remote teaching in a doctoral education course and ask if flipped classroom, formative assessment and remote teaching increase the teaching quality of a literature review course. To be able to answer the research question, design-based research (DBRC, 2003) and case study (Yin, 2009) were used as a research-pedagogical design and methodological framework. The selection of informants is based on purposeful selection (Maxwell, 2005) where one group of PhD candidates (n = 24) situated at the University of Bergen and one group of PhD candidates (n = 12) situated at Volda University College, were selected. The study indicates that the PhD candidates enhanced their understanding of literature review throughout the PhD course, they appreciated the course design, and the quality of their academic papers and their survey feedback indicated that they had a good learning outcome from the course. Despite some methodological limitations, this study shows that advanced video conferencing systems in combination with a well-prepared teaching design have several positive outcomes and can be used as a starting point for a more large-scale study. The study shows, despite former mixed experiences with remote teaching, that student participation via several campuses did not necessarily lead to poorer quality and poorer learning outcome for these PhD candidates in this case study. However, the case study also shows the need for more large-scale research which will give a more nuanced and thorough understanding of how we can increase the teaching quality of remote teaching as part of the training component in the PhD

Face-to-face and remote teaching in a doctoral education course: Using Flipped classroom, formative assessment and remote teaching to increase the teaching quality of a literature review course

This case study examines face-to-face and remote teaching in a doctoral education course and ask if flipped classroom, formative assessment and remote teaching increase the teaching quality of a literature review course. To be able to answer the research question, design-based research (DBRC, 2003) and case study (Yin, 2009) were used as a research-pedagogical design and methodological framework. The selection of informants is based on purposeful selection (Maxwell, 2005) where one group of PhD candidates (n = 24) situated at the University of Bergen and one group of PhD candidates (n = 12) situated at Volda University College, were selected. The study indicates that the PhD candidates enhanced their understanding of literature review throughout the PhD course, they appreciated the course design, and the quality of their academic papers and their survey feedback indicated that they had a good learning outcome from the course. Despite some methodological limitations, this study shows that advanced video conferencing systems in combination with a well-prepared teaching design have several positive outcomes and can be used as a starting point for a more large-scale study. The study shows, despite former mixed experiences with remote teaching, that student participation via several campuses did not necessarily lead to poorer quality and poorer learning outcome for these PhD candidates in this case study. However, the case study also shows the need for more large-scale research which will give a more nuanced and thorough understanding of how we can increase the teaching quality of remote teaching as part of the training component in the PhD

A preliminary Investigation on Shelf Edge and Deepwater Fixed Net Fisheries to the West and North of Great Britain, Ireland, around Rockall and Hatton Bank.

Since the mid-1990s, a fleet of up to 50 vessels have been conducting a gillnet fishery on the continental slopes to the West of the British Isles, North of Shetland, at Rockall and Hatton bank. These vessels, though mostly based in Spain are registered in the UK, Germany and other countries outside the EU such as Panama. The fishery is conducted in depths between 200 and 1200 meters, with the main target species being monkfish (200-800 m) and deepwater sharks (800-1200m). These fisheries are not well documented or understood and they seem to be largely unregulated, with little or no information on landings, catch composition and discards. Vessels currently participating in the fishery are reported to use up to 250 km of gear, and the nets are left fishing unattended and hauled every 3-10 days with trip lengths varying between 4 –8 weeks. The amount of fishing gear used in the fisheries, the lengths of the fleets, and the fact that the nets are unattended much of the time, make it very likely that a large quantity of nets are lost, while there is also evidence of illegal dumping of sheet netting. The long soak times in these fisheries result in a high proportion of the catches being unfit for human consumption. Keywords: Deepwater Shark Fisheries, Ghostfishing