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  • 1.
    Fjelkner, Annika
    et al.
    Kristianstad University, Faculty of Business, Avdelningen för ekonomi. Kristianstad University, Library & Higher Education Development.
    Håkansson, Andreas
    Kristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, Faculty of Natural Science, Avdelningen för mat- och måltidsvetenskap.
    Rosander, Pia
    Kristianstad University, Faculty of Education, Avdelningen för psykologi.
    Do personality traits matter?: a comparative study of student preferences for TLAs and assessment modes in two different majors2019In: Teaching & Learning Inquiry, Vol. 7, no 1, p. 78-102Article in journal (Refereed)
    Abstract [en]

    What, then, do we need to know about our students to better provide for more equitable outcomes? Who will succeed depend on many factors, and student personality traits is one factor less discussed in the engagement and First year experience literature. The aim of this study is to add to the teaching in higher education discussion by exploring how student differ regarding personality traits profile (IPIP-NEO-PI test; Goldberg, 1999), approaches to learning (R-SPQ-2F test; Biggs, Kember & Leung, 2001), and preference for teaching and learning activites and assessment modes. The on-line survey study was carried out in a small, teaching intensive Swedish university on students in a Business (n=144) and Pre-school teacher education program (n=179). Findings were that there seem to be systematic differences between the types of modes preferred, and also significant differences between the two majors regarding learning approach, motive and strategy. Findings are discussed in relation to Jarvis’ (2010) model of learning and disjuncture, Biesta’s (2005) discussion on educational relationships and risk, and Trowler’s (2008) concept of teaching and learning regimes (TLRs). There are two clear risks that teachers and curriculum developers face. First, teachers who are new or come from a different TLR may face the risk of alienating students and exposing them to extreme anxiety if using TLAs and assessment modes students are uncomfortable with and unused to. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.

  • 2.
    Landgren, Johan
    Kristianstad University, Library & Higher Education Development.
    Support your student’s writing development: a teacher’s guide to writingguide.se2019Book (Other (popular science, discussion, etc.))
    Abstract [en]

    What is the core of academic writing – when you look beyond all the formalities and guidelines? How can you, as a teacher, support your students in developing these skills? And how do you create an environment where students feel motivated to write in a creative, as well as formal and correct, way. These are some of the questions that are treated in this teacher’s guide.

    The teacher’s guide aims to inspire and provide you with the tools to work more strategically and proactively with students’ writing. The guide addresses how you can work with subject-oriented writing, popular science texts, constructive alignment, assessment matrices and peer response. Each chapter provides set examples and exercises you can use for inspiration when planning your teaching.

    The guide is aimed at those of you who are involved, as teachers at colleges or universities, in courses where students have to produce essays or other written assignments as part of their examination. It is a complement to the Writing Guide digital platform – a learning resource where students can learn more aboutacademic writing.

  • 3.
    Melén Fäldt, Maria
    Kristianstad University, Library & Higher Education Development.
    Högskolepedagogisk debatt: peer learning2019Collection (editor) (Other (popular science, discussion, etc.))
  • 4.
    Melén, Maria
    Kristianstad University, Library & Higher Education Development.
    UKÄ följer upp arbetet med pedagogisk utveckling vid lärosätena2019In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, p. 44-46Article in journal (Other academic)
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