Stöd för lärandet

Textbooks in teaching and learning:  
the views of students and their teachers
A group of publishers and booksellers commissioned two studies: one to look at students’ attitudes to university, learning and to teaching and learning materials; the other to explore lecturers’ views of textbooks and their place in the teaching process...
Carpenter, P. Bullock, A. Potter, J (2006) Brookes eJournal of learning and teaching Vol.2, Iss 1.

Bridging the Gap: widening participation in Sweden
and England
Sweden and England are two countries that have recently pursued policy initiatives in order to widen participation in higher education. This project started out as a study comparing the government financed widening participation projects in the two countries. The process revealed essential differences in the countries approach to widening access to higher education...
Lillemor Kim, Maria Johansson, Sverker Sörlin & John Storan
SISTER: Swedish Institute for Studies in Education and Research, Continuum University of East London, Arbetsrapport 2005:39

Nätkursen Akademiska studiefärdigheter
fick kvalitetspriset för utveckling av nätundervisning
Nätkursen Akademiska studiefärdigheter har anordnats sedan hösten 1998 och sammantaget mer än 40 gånger. Cirka 4 500 studerande har gått kursen.
Finlands virtuella universitet, FVU-info maj 2006

Digital Game-Based Learning: It's Not Just the Digital Natives Who Are Restless
With the widespread public interest in games as learning tools, DGBL proponents now need to explain why games are engaging and effective and how those principles can be leveraged to best integrate games into the learning process.
By Richard Van Eck, Associate Professor at the University of North Dakota, EDUCAUSE Review, vol. 41, no. 2 (March/April 2006): 16–30

Lifelong-Learning Support by M-learning: Example Scenarios
It is often emphasized, that the main advantage of e-learning is independence of both location and time. However, in traditional e-learning the minimum requirement is still a personal computer (PC)—consequently an absolute independence in location is not provided. These independencies are still not fulfilled with the use of notebooks because a real independency in location depends on the rapid advancement and affordability of the necessary technology. This problem could be solved by using highly mobile and available devices Such as mobile phones....
By Andreas Holzinger, Medical University Graz and Alexander Nischelwitzer and Matthias Meisenberger, Joanneum University of Applied Sciences, eLearn Magazine, Research Papers, 15 nov 2005.

Advising Online Dissertation Students
Blum and Muirhead (2005) have strived to address vital issues associated with mentoring online doctoral students in their e-book Conquering the mountain: Framework for successful chair advising of online dissertation students. The purpose of this book is to give online distance education faculty who are dissertation advisor s an explicit framework for enabling distance education doctoral student to complete a dissertation without ever coming face-to-face. Online doctoral programs are growing rapidly...
Muirhead, B. & Blum, K. D. (2006), Educational Technology & Society, 9 (1), 1-8.

Student Support – a Critical Factor for Success -
Design and Evaluation of an Integrated Student Support System for E-learning
This paper discusses the pedagogical basis for the support measures built into the NKI distance education system and organisation to help students complete their online learning programmes successfully. The paper also reports from an evaluation study among students carried out as part of the project, Student Support Services in e-Learning, supported by the Socrates Minerva Programme of the EU Commission
Torstein Rekkedal and Svein Qvist-Eriksen, NKI Distance Education, Norway International Confererence on Supporting Students in e-learning systems Rome, Italy, September 24th 2004

Course Management Software and Other Technologies to Support Collaborative Learning in a Nontraditional Pharm.D. Course
This paper describes a Nontraditional Pharm.D. curriculum put together by the University of Georgia College of Pharmacy (UGA) and Mercer University Southern School of Pharmacy (Mercer). The courses involved use a variety of synchronous and asynchronous delivery methods throughout the 53 semester hour course of study. Each course has an online component using WebCT course management software...
Jayne L. Smith, Paul J. Brooks, A. Bernie Moore, William Ozburn, The University of Georgia; Jonathan Marquess, Elizabeth Horner, Mercer University
IMEj Volume 2, Number 1, April, 2000

Using the Library with WebCT
Many institutions and faculty members are already using WebCT to expand access to Library resources and to enhance the learning experience for students. Here are just a few of the ways that WebCT and your Library resources can work together today...
WebCT Newsletter, Nov/Dec 2003

Supporting the online learner
Syllabus Handbook + Online Syllabus Workshop
This chapter discusses the importance of setting up a supportive learning environment for online learners, and provides some practical advice. Underlying this advice is a philosophy that encourages an environment that aims to develop the learner’s independence, while ensuring that supports are readily available when needed. Student supports that are flexible, clear, and continuously available are described, and best practices outlined.
Judith A Hughes, Athabasca University
In Anderson, T. and Elloumi, F. (editors) (2004). Theory and Practice of Online Learning. Athabasca University, Canada.

Encouraging student writing: a guide for instructors
To encourage all instructors—whatever subject they teach—to incorporate writing assigments into their classes, we present some facts, some opinions, and some suggestions about the place of writing in the general university curriculum. We hope these ideas will be convincing to instructors who question the value of assigning writing in their classes, and our advice should prove helpful to instructors who want to assign more writing but are unsure how to proceed.
Office of Educational Development, University of California, Berkeley

Constructing a Syllabus
Syllabus Handbook + Online Syllabus Workshop
This Syllabus Handbook has been written with the somewhat ambitious goal that all instructors - from astronomers to zoologists, from senior faculty to graduate students preparing a course for the first time - gain an appreciation of how important a course structure is in shaping educational outcomes, and begin to take concrete steps towards maximizing student learning by designing an effective syllabus.
Michael J.V. Woolcock, The Harriet W. Sheridan Center for Teaching and Learning at Brown University, USA

Getting Information Literacy into courses and programmes: a step-by-step guide
Information Literacy in the OU Curriculum
Open University Library

Learning or lurking?: Tracking the "invisible" online student
by Michael F. Beaudoin The Internet and Higher Education, Volume 5, Issue 2, Summer 2002, Pages 147-155
While much has been written regarding the learning behaviors of students participating in online courses, little research has been conducted to ascertain whether or not students are still engaged and actually learning when not actively involved in online discourse with other students and faculty. This case study of inactive students enrolled in an online graduate course attempts to identify how much time is spent in course-related activity, what the reasons are for student's "invisibility,"...
Sök upp artikeln i databasen Science Direct

Modelling and feedback: Providing constructive guidance through a web medium.
With the increasing use of the world wide web as an instructional medium, there are still many challenges awaiting educators. In particular, we need to explore how we can provide feedback and guidance for those learning more complex principles and applications. This paper explores some of the strategies which may be used to provide feedback and further models of good practice to learners.
Debowski, S. (2002). Modelling and feedback: Providing constructive guidance through a web medium. In Focusing on the Student. Proceedings of the 11th Annual Teaching Learning Forum, 5-6 February 2002. Perth: Edith Cowan University.

Practical tips for successful online teaching
This session will showcase the results of the BOB project "Breaking the Online Barriers to Learning". This project collated best practice in online teaching based on interviews with early adopters, responses from student questionnaires and examination of online units.
Bunker, A. and Vardi,I. (2002). Practical tips for successful online teaching. In Focusing on the Student. Proceedings of the 11th Annual Teaching Learning Forum, 5-6 February 2002. Perth: Edith Cowan University

Reflection prompts and tutor feedback in a web-based learning environment: effects on students' self-regulated learning competence by Gerard van den Boom, Fred Paas, Jeroen J. G. van Merriënboer and Tamara van Gog
Computers in Human Behavior, Article in press… (Available online 14 November 2003)
This study investigated the effects of reflection prompts and tutor feedback on the development of students' self-regulated learning competence (i.e. SRLC). In a web-based learning environment forty-two students completed a study task…
Sök upp artikeln i databasen Science Direct

Self directed learning is fine - if you know the destination!
This paper supports the view that the aim of tertiary study is to develop learners who are independent, confident and self directed. However, it raises the issue that international students, at least in the initial stages of their sojourn in Australia, may require a more structured approach than self directed learning would seem to imply. The paper then describes some of the strategies that support international students in making the transition to study in an Australian tertiary institution and suggests further steps that will, gradually, lead such students to become confident and independent learners who will develop their full potential.
Briguglio, C. (2000). Self directed learning is fine - if you know the destination! In A. Herrmann and M.M. Kulski (Eds), Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February 2000. Perth: Curtin University of Technology

Att förstå är att se mönster
Datorer och andra tekniska hjälpmedel gör att elever kan få tag i information betydligt snabbare och effektivare än vad som varit möjligt tidigare.Faran med informationssamhället är att den tolkande förmågan undervärderas. Hur skall den enskilde eleven som sitter framför sin dator kunna lära sig skilja på information och desinformation? Hur skall informationen kunna förädlas till något som liknar kunskap? Peter Gärdefors, Lunds universitet, diskuterar dessa och andra frågor i sin artikel.

Does one size fit all? - kognitiv variation och IT
Agneta Gulz, Human IT, nr2, 1999

Learning and teaching
Guidelines for Student Groupwork, Reflective Learning, Resource for new lectures, Database of research into student learning. (The Oxford Centre for Staff and Learning Development (OCSLD) at Oxford of Guelph, Canada)

Teaching: course planning, objectives, outline and delivery
Piccinin, S. (1998) Teaching at the University of Ottowa: a handbook for Professors

"Manual för studiehandledningar"
Arbetsgruppen kring Studiehandledningsmanual 2000-06-05; delvis reviderad april 2002, Mittuniversitetet

Motivating students
By Barbara Gross Davis, University of California, Berkeley.

Growing knowledge. How to support collaborative learning e-discussions in Forum Systems
How can teachers create a good environment for growing knowledge in groups of people who learn? How can pedagogy and technology interact with participants, organization and course content so as to facilitate flexible learning?/Eva Rydberg Fåhraeus

First words on teaching - text based resource for new lecturers
Oxford Centre for Staff and Learning Development, Oxford Brookes University

Using consept maps to help students organise the content of your lectures
Overview, vol.4, number 2, University of Wollongong