The Student and the Learning Process

Entry requirements: Higher education exam
Level: Advanced (second cycle)
Duration: 2 weeks (equivalent to 3 course credits)
Department: the Division of Research and Educational Support
Version revised: 2020-11-27

Aim

The overarching aim of this course is to provide knowledge about student learning in theory and practice. The course presupposes an active and student-centered perspective on learning.

To get the most out of the course content and assignments, it is recommended that you have teaching duties in parallel with taking the course.

Learning outcomes

After completing the course, in addition to the general objectives in Chapter 1, Section 9 of the Swedish Higher Education Act for the second cycle, the participant should be able to:

• discuss and problematize student learning related to his or her own subject area and to educational research
• make use of and reflect on how the physical and digital learning environment promotes learning for groups and for individuals
• identify and discuss norm critical approaches to teaching and learning

Content

The course consists of the following parts:

• The learning environment
• Theories of learning
• Student centered learning

Attention is also paid to other prerequisites of teaching and learning in higher education, such as equal opportunities, internationalization, life-long learning and sustainability.

Teaching and study forms

The course is based on the principle of active exchange of knowledge between teachers from all subject fields  and thus presupposes participation in all teaching sessions.

The course runs at quarter speed during eight weeks. It comprises four online meetings in Zoom. The meetings will take place approximately every two weeks. In between, the participants are expected to work on assignments in specified groups. During the course, the following study forms will be used:

• Webinars
• Group assignments
• Individual assignments

Assessment and grading

In the course, the grades given is Pass (G) and Failed (U). In order to get the grade Pass (G), the participant should have gained a pass from all the assessed course components, including active participation in examining course meetings.

The course assessment is continuous and consists of five assignments.

Course literature

Andrews, TM et al (2011), Active learning not associated with student learning in a random sample of college biology courses. Life Sciences Education, 10(4), p 394-405. https://doi.org/10.1187/cbe.11-07-0061

Angelo, T. & Cross, P. (1993). Classroom Assessment Techniques (CATs). https://cetl.uconn.edu/resources/teaching-and-learning-assessment/teaching-and-learning-assessment-overview/50-assessment-techniques/

Barrineau, Sanna, Engström, Alexis & Schnaas, Ulrike (2019), Active Student Participation Companion. Uppsala universitet. (chap 1-4, 8-9) 

Björklund, Maria (2011). Dyslexic students: success factors for support in a learning environment. Journal of academic librarianship, 37(5), p 423-429. https://doi.org/10.1016/j.acalib.2011.06.006 

Deslauriers, Louis et al (2019), Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. PNAS 116(39), p 19251-19257. https://doi.org/10.1073/pnas.1821936116 

Elmgren, Maja & Henriksson, Ann-Sofie (2013), Universitetspedagogik. 2., oförändrade uppl. Lund: Studentlitteratur (kap 3-4).

Hogan, K. A. & Sathy, V. (2022). Inclusive Teaching : Strategies for Promoting Equity in the College Classroom. West Virginia University Press.

Jälknäs, A. & Wåxberg, H. (2023). Skapa en tillgänglig lärmiljö. Högskolepedagogens handbok. Natur & Kultur.

Vaughan, Norman D., Cleveland-Innes, Martha, & Garrison, Randy (2013). Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry. AU Press, Athabasca University. 

Reference literature

Bovill, C. and Bulley, C.J. (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In Rust, C. (Ed.) Improving Student Learning (ISL) 18 Global theories and local practices: institutional, disciplinary and cultural variations. Oxford: The Oxford Centre for Staff and Educational Development, pp176-188.

Carless, David (2020). From teacher transmission of information to student feedback literacy: activating the learner role in feedback processes. Active learning in higher education 00(0), p 1-11. https://doi.org/10.1177/1469787420945845.

Directorate-General for Education, Youth, Sport and Culture (European Commission), Klemenčič, M., Pupinis, M. och Kirdulytė, G., Mapping and analysis of student centred learning and teaching practices: Usable knowledge to support more inclusive, high-quality higher education: Analytical report, 2020, https://data.europa.eu/doi/10.2766/67668

Diskrimineringslagen (SFS: 2008:567). 

Harden & Crosby (2000) The good teacher is more than a lecturer - the twelve roles of the teacher. Medical Teacher. 22(4), 334-347. 
 
Iversen, A.-M., Pedersen, A. S., Krogh, L., & Jensen, A. A. (2015). Learning, Leading, and Letting Go of Control: Learner-Led Approaches in Education: Learner-Led Approaches in Education. Sage Open, 5(4). https://doi.org/10.1177/2158244015608423 

Kumashiro, K. K. (2000). Toward a Theory of Anti-Oppressive Education. Review of Educational Research, 70(1): 25-53. https://doi-org.proxybib.miun.se/10.3102/00346543070001025

Studentens lärande i centrum: Sveriges förenade studentkårer om pedagogik i högskolan (2013). Stockholm: Sveriges förenade studentkårer. 

Tips för ökad tillgänglighet i undervisningen (2015). Mittuniversitetet. 

Zyngier, David (2007). (Re)conceptualising student engagement: Doing education not doing time. Teaching and Teacher Education 24(7):1765-1776. https://doi.org/10.1016/j.tate.2007.09.004 

Course Period

During 2026, the course runs at quarter speed from week 42 to 49, with course meetings:

• Wednesday, October 21, 09:00 - 12:00
• Wednesday, November 4, 09:00 - 12:00
• Wednesday, November 18, 09:00 - 12:00
• Wednesday, December 2, 09:00 - 12:00

Registration is now closed. If you have any questions regarding your registration, please contact Margareta Sandin, margareta.sandin@miun.se