Skip to content

Walking with Seminars – Finally!

After no less than twelve failed* attempts in two years to publish our study on walking seminars, we finally managed to identify a venue for our research: International Journal of Environmental Research and Public Health, which took less than six weeks, including a revision, from submission to publication! In the meantime, this study has caught … Continue reading “Walking with Seminars – Finally!”

Students’ Experience and Use of Assessment

In this study, a phenomenographic research approached is used to categorize and capture students’ experience of assessment in an online introductory programming course. The results showed five different levels in which the assessment was experienced, ordered in a hierarchy, where a lower level is part of the higher ones. The two lower levels, 1. Grading … Continue reading “Students’ Experience and Use of Assessment”

Gender neutrality improved completion rate for all

              This study investigated if we could improve retention by redesigning an online programming course from a gender perspective, while maintaining the focus on preferable and sustainable learning approaches. Three principles for course material design were identified; gender neutral and non–biased messages, emphasize the interdisciplinary approach and link to everyday examples. The probability to … Continue reading “Gender neutrality improved completion rate for all”