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Catching sight of students´ learning: a matter of space?
Umeå University, Faculty of Social Sciences, Department of applied educational science. (Ungas utbildning, karriärutveckling och välfärd (UKV))
Umeå University, Faculty of Social Sciences, Department of applied educational science. (Rum för lärande)
Umeå University, Umeå University Library, Centre for teaching and learning (UPL). (Rum för lärande)
Umeå University, Faculty of Social Sciences, Department of applied educational science. (Rum för lärande)
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2018 (English)In: Core meets E-LAW: Innovation in Higher Education, Heidelberg, 2018Conference paper, Published paper (Other academic)
Abstract [en]

Based on a two-year study of a development project aiming to enhance students ́ learning in a natural science course by making their understanding more visible to themselves and their teachers, this paper analyzes the role of physical space in this context. Data were collected through systematic observations, photo and film documentation, student surveys, interviews with students and teachers, and also from students ́ examination results over an extended period. Previously, the course used traditional teaching methods and spaces. The students found the contents difficult, and the average examination results were poor. The teachers developed more student-active working methods, challenging students to make their understanding visible. However, the course literature and type of examination tasks remained unchanged, allowing for comparisons over time. The instruction took place in a large, innovative "flex-room", equipped with touchscreens, whiteboards, highly accessible technology and flexible furniture, allowing for increased student communication and feedback. The teachers could interact with student groups in the same room, spot and quickly correct misunderstandings in student presentations. The students ́ examination results improved considerably. They argued that the work methods contributed to deeper understanding and improved retention of the course contents. Finally, few observed space-related time-losses occurred. We conclude that well-designed spaces were crucial preconditions to enable these positive results.

Place, publisher, year, edition, pages
Heidelberg, 2018.
Keywords [en]
learning, understanding, space, higher education
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-147911OAI: oai:DiVA.org:umu-147911DiVA, id: diva2:1209111
Conference
CORE Conference, Hochschule Heidelberg, Germany, November 30 and December 1, 2017
Projects
Rum för lärandeAvailable from: 2018-05-21 Created: 2018-05-21 Last updated: 2018-06-09

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fulltext(748 kB)27 downloads
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File name FULLTEXT01.pdfFile size 748 kBChecksum SHA-512
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Lundahl, LisbethGruffman-Cruse, EwaMalmros, BengtSundbaum, Ann-ChristinTieva, Åse

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Lundahl, LisbethGruffman-Cruse, EwaMalmros, BengtSundbaum, Ann-ChristinTieva, Åse
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CiteExportLink to record
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Citation style
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