Årg. 17 Nr. 1 (2022): Improving University Science Teaching and Learning - Pedagogical Projects 2022

Volume 17 - 2022

• Making it stick - The effect of active learning on knowledge retention

  Joeri Witteveen

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• A comparison of various elements within the student active learning format

  Filip Mundt

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• Flipped learning in a large classroom

  Youn-Hee Lim

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• Student's perceptions of active versus passive learning in veterinary oncology lectures

  Bettina Børresen

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• From specific-to-general at university courses Reinforcing and connecting the dots to see the bigger picture

  Daniel Ortiz-Gonzalo

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• Student activation in a large bachelor-level math course

  Mohammad Sadegh Talebi

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• Developing a short list of guidelines on the importance and best use of student presentations in classroom teaching

  Helena Safavi-Hemami

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• Rammesætning som pædagogisk praksis? Eksperimenter med rammesætning for at styrke sammenhængen i undervisningen og skabe læringsanledninger

  Marie Larsen Ryberg

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• Pedagogical considerations for converting a research-oriented course into a research-based course

  Jenna Marie Strizzi

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• Translation of a practical laboratory exercise into a theoretical laboratory exercise

  Esben Trabjerg

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• Course segment redesign: Practical exercises with live animals

  Atta Kofi Agyekum

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• Aktivering af dyrlægestuderende under de praktiske øvelser i Speciel patologi

  Kristiane Barington

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• The diversity of our students

  Michala Gambino

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• Challenges and Possibilities for English-speaking Teachers Instructing a Group of Danish Students

  Martin Gustavsson

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• Diversity in the classroom Addressing diverse learning and creating inclusive spaces for interdisciplinary interaction

  Nerea Turreira Garcia

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• Student mental health and engagement of students in a large online classroom setting during a global pandemic

  Nina Molin Høyland-Kroghsbo

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• Introducing and evaluating elements of alignment, congruence and feedback to a MSc programme

  Jane Brandt Sørensen

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• Restructuring the PhD course in Drug Delivery for a better alignment and congruence

  Aneesh Thakur

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• The perspective on congruence within a teaching-learning environment among 2nd and 3rd year Sports Science bachelor students

  Nina Rica Wium Geiker , Thomas Petursson Gunnarsson

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• Improving congruence: setting the stage for meaningful interactions with experts

  Jonathan Zvi Shik

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• Hvordan kan planlægningen af et problemorienteret kursusforløb understøtte et sammenhængende læringsforløb?

  Ida Elisabeth Højskov

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• Improving the learning outcome for students in Human Physiology by a problem-based learning approach

  Rasmus Kjøbsted

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• Improving Peer Feedback on Arguments

  Mads Goddiksen

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• Improving the learning outcome of peer-feedback sessions

  Stine Harloff-Helleberg

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• Peer-feedback som formativ feedbackform på studerendes skriftlige øvelsesarbejde

  Stine Frydendal

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• Fokus på læringsrum og feedback for at opnå læringsmål på kandidatkurset i almen medicin

  Anne Møller

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• Will using blended learning, peer instruction, pair programming and live coding better facilitate teaching programming and data manipulation?

  Lene Jung Kjær

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• Can we talk about the report now ? Rethinking Learning-Teaching Activities in the TPK course

  Alexandra Brandt Ryborg Jønsson

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• Computer-assisted activations during physical classroom teaching

  Daniel Hershcovich

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• Revised teaching and learning approaches in PC-based exercise

  Dilip Narayanan

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• Optagelse af patient-konsultationer via en mobiltelefon-app og videoundervisningssekvenser, en forbedring af kursus i almen medicin og konsultationstræning

  Andreas Søndergaard Heltberg

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• Forøger videooptaget undervisning de studerendes opfattelse af egen indlæring?

  Martin Kongsbak-Wismann

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