Dansk Universitetspædagogisk Tidsskrift https://tidsskrift.dk/dut Forskning i og udvikling af universitetsundervisning og -pædagogik Dansk Universitetspædagogisk Netværk (DUN) da-DK Dansk Universitetspædagogisk Tidsskrift 1901-5089 <p>Forfatteren(-erne) og Dansk Universitetspædagogisk Tidsskrift/Dansk Universitetspædagogisk Netværk. The author(s) and the journal share the Copyright</p><p>Articles published in Dansk Universitetspædagogisk Tidsskrift (Danish Journal of Teaching and Learning in Higher Education) may be used (downloaded) and reused (distributed, copied, cited) for non-commercial purposes with reference to the authors and publication host.</p><p>Articles submitted to Dansk Universitetspædagogisk Tidsskrift (Danish Journal of Teaching and Learning in Higher Education may not be submitted to - or published in - other journals. Articles may be uploaded in institutional repositories if the author is required to so as part of a grant or institutional requirement.</p><p> </p> Et fælleskab fylder 25 https://tidsskrift.dk/dut/article/view/109497 Kim Jesper Herrmann ##submission.copyrightStatement## 2018-09-27 2018-09-27 13 25 1 2 Validity assumptions for a multiple-choice test of medical knowledge with open-books and web access. A known groups comparison study. https://tidsskrift.dk/dut/article/view/97864 <p>Relatively little evidence about the validity threats in open-book multiple-choice tests exist. The aim of this study was to examine validity aspects relating to gener-alization, extrapolation and decision of a multiple-choice test of medical knowledge with aids (open-book and internet access). The theoretical framework was modern validity theory, and the study was designed as a ‘known groups com-parison’ study. Test performances of three known groups of test takers hypothe-sized to have different knowledge levels of the test content were compared, and analysis of pass/fail decisions was used to examine implications of decisions based on test scores. Results indicated that it was possible to discriminate between expert and non-expert test taker groups even with the access to aids. In contrast, an inde-fensible passing score was found to be the largest potential threat to test validity. Relatively little evidence about the validity threats in open-book multiple-choice tests exist. The aim of this study was to examine validity aspects relating to gener-alization, extrapolation and decision of a multiple-choice test of medical knowledge with aids (open-book and internet access). The theoretical framework was modern validity theory, and the study was designed as a ‘known groups com-parison’ study. Test performances of three known groups of test takers hypothe-sized to have different knowledge levels of the test content were compared, and analysis of pass/fail decisions was used to examine implications of decisions based on test scores. Results indicated that it was possible to discriminate between expert and non-expert test taker groups even with the access to aids. In contrast, an inde-fensible passing score was found to be the largest potential threat to test validity.&nbsp;</p> Lotte Dyhrberg O'Neill Eivind Ortind Simonsen Ulla Breth Knudsen Jesper Stentoft Anders Bonde Jensen Charlotte Green Carlsen Anne Mette Mørcke ##submission.copyrightStatement## 2018-09-28 2018-09-28 13 25 134 150 Studiemiljø og frafald i videregående uddannelser: Betydningen af undervisning, faglig identifikation og social integration https://tidsskrift.dk/dut/article/view/97282 <p><em>I årtier har frafald på videregående uddannelser været et centralt forskningsområde. Imidlertid er viden om studiemiljøets - dvs. institutionelle aspekters - betydning for frafald relativt begrænset. Informeret af Tintos institutional-departure-model skelner artiklen mellem faktorer relateret til tre kategorier: det sociale system, det faglige system og undervisning. Disse kategorier specificeres med reference til tidligere internationale og nationale studier. Artiklen foreslår en revideret teoretisk model for forståelse af frafaldsprocesser, der ikke udelukkende ser på studiemiljøet som den traditionelt dikotomiske tænkning mellem det sociale og det faglige system, men som også inkluderer undervisning som en overlappende kategori med både det sociale og det faglige system.</em></p> Ane Qvortrup Emil Smith Fie Rasmussen Eva Lykkegaard ##submission.copyrightStatement## 2018-09-28 2018-09-28 13 25 151 178 PhD supervision strategies in a cross-cultural setting: Enriching learning opportunities https://tidsskrift.dk/dut/article/view/104330 <p>Recent research findings highlight the importance of supervisors’ feedback aimed at helping students how to learn by themselves to develop their thinking. Responding to the current focus on internationalization of universities, this article explores how PhD supervisors can help fostering critical thinking. Based on qualitative interviews with four African double degree doctoral students, as well as participant observation, the article highlights reflections regarding different supervisory strategies a PhD supervisor faces in a cross-cultural academic setting, and the importance of meta-communication in addressing them. Results showed that most of the students appreciated the more informal student-supervisor relationship, highlighted through collaborative fieldwork experiences, as well as the use of visual tools for stimulating creative and critical thinking. However, results also showed that a coaching supervision style was experienced as unclear and scary by one student, highlighting that the supervision process is a mutual learning process in need of recurrent adaptation.</p> Rikke Brandt Broegaard ##submission.copyrightStatement## 2018-09-27 2018-09-27 13 25 18 36 Viden i Verden https://tidsskrift.dk/dut/article/view/100077 <p>I marts 2017 tog vi til Cuba med 17 kandidatstuderende fra ’Turisme’ på Aalborg Universitet. Forløbet var en del af ’Creative Learning Camp’, som var en integreret del af 8. semester på kandidatuddannelsen. I forløbet blev de studerende stillet over for en opgave sat af en amerikansk NGO om bæredygtig turisme i Viñales, Cu-ba, som de skulle løse, og som de skulle levere til organisationen efter deres feltarbejde. Vi diskuterer i denne artikel, hvordan det at tage de studerende ud af undervisningslokalet til en for dem ukendt kontekst kan gøre deres læring anderledes og relevant for et senere arbejdsliv, da de skulle løse en opgave ’fra det virkelige liv’ kombineret med det at skulle begå sig i en helt ny kontekst. Vi er inspireret af Kolbs læringscirkel (2014), og vi diskuterer både peer learning og læring i grupper inden for denne teoretiske ramme. Vores antagelse er, at læringsprocesserne styrkes inden for PBL, hvis man inddrager en erfaringsbaseret og eksperimenterende læring i en virkelighedsnær kontekst. Vi betragter i denne sammenhæng de studerende som både medforskere og konsulenter.</p> Vibeke Andersson Helene Balslev Clausen ##submission.copyrightStatement## 2018-09-27 2018-09-27 13 25 3 17 It takes two to tango: The interaction paradox in management education https://tidsskrift.dk/dut/article/view/103062 <p>In this paper, we argue that we face an interaction paradox in management education. We thus have a situation where students want to talk to their teachers and teachers want to engage in dialogue but neither side seems to get anywhere. Using qualitative and quantitative data from both business school students and teachers, we explore the reasons for this paradox and look for possible solutions. Based on our analysis and interpretation of the data, we propose a conceptual model that shows how feedback is fundamental for effective learning. The conceptual model can be used to understand the interaction paradox. It has implications for both individual teachers and, on an institutional level, for creating conditions conducive for effective feedback and dialogue between students and teachers.</p> Lars Esbjerg Morten Rask ##submission.copyrightStatement## 2018-09-27 2018-09-27 13 25 37 58 Brugbar peer feedback: Instruktion og træning, før de studerende selv skal give og modtage https://tidsskrift.dk/dut/article/view/97052 <p><em>Peer feedback er i dag en læringsaktivitet på de fleste danske universiteter og ikke uden grund. For både den, der giver, og den, der modtager, lærer noget af at arbejde med peer feedback. Men studerende skal undervises i at give og modtage brugbar peer feedback. Det viser forfatternes erfaring med at instruere og træne studerende i tekstfeedback. I denne artikel præsenteres tre indsatser til at få peer feedback til at fungere: 1) Skab faste og trygge rammer, 2) Undervis i principper for brugbar peer feedback, 3) Instruér forbilledligt i feedback ved hjælp af teksteksempel. Formålet er at give undervisere indsigt i, hvilken form for rammesætning og instruktion der er behov for, hvis peer feedback skal fungere som læringsaktivitet i forbindelse med akademisk skrivning.</em></p> <p><span style="font-size: medium;"><em>&nbsp;</em></span></p> <p>&nbsp;</p> Helle Hvass Stine Heger ##submission.copyrightStatement## 2018-09-27 2018-09-27 13 25 59 70 Peer feedback among international PhD students https://tidsskrift.dk/dut/article/view/104668 <p style="margin: 0cm 0cm 10pt; line-height: 200%;"><em>In a PhD course for new PhD students peer feedback was introduced to reduce teacher time on feedback and to enhance the learning environment. The results of the changes to the course are not conclusive with regards to teacher time, since there were also oth-er changes made to the programme, but overall teacher time on giving feedback has been reduced. Peer feedback in higher education is seen as one way to enhance the learning environment for students as it builds on principles of formative feedback dur-ing the course of study and when students give feedback it has been shown to enhance learning. The results from this study support this view, but improved learning was only observed after peer feedback was integrated in teaching and learning activities em-bedded in the course rather than as an add-on.</em><br><em>This article describes and evaluates the introduction of an element of peer feedback in a PhD course. Peer feedback was introduced with the double goal of saving teacher time and enhancing learning outcomes. The changes made to the course were initiated as a development and learning project undertaken as part of my participation in the Teaching and Learning in Higher Education Programme (Universitetspædagogikum) in 2016. The aim of the article is to share experiences that indicate that this double goal is achievable when a) assessment (or feedback) criteria are explicit and shared and b) peer feedback is an integral part of the course.</em> </p> Sofie Kobayashi ##submission.copyrightStatement## 2018-09-27 2018-09-27 13 25 91 106 Blended learning for korte og specialiserede undervisningsforløb https://tidsskrift.dk/dut/article/view/104486 <p>Artiklen beskriver etableringen og justeringen efter den første gennemførelse af et treugers-kursus på DTU i simuleringsmodeller for sygdomsspredning. Deltagerne skal både lære de nødvendige programmeringsfærdigheder til at kunne skrive si-muleringskoden, og de skal lære teori og praksis omkring simulering. Vi fokuserer her på tre udfordringer omkring dette kursus. Kurset er delt op i en off-campus-uge, hvor de studerende skal lære at programmere, og dernæst to on-campus-uger, hvor de skal lære at simulere og bruger deres programmeringsfærdigheder på en selv-valgt projektopgave. Med få justeringer blev off-campus-delen optimeret, så den understøtter on-campus-delen. De studerende fik mere fleksibilitet i arbejdstiden den første uge, og de fagligt svage studerende kunne bruge mere tid, mens kursets forløb blev varieret. Her beskrives styrker og svagheder ved gennemførelsen af kur-set som blended learning. Generelt viste blended learning sig at være en udmærket metode til at give studerende og undervisere mere fleksibilitet</p> Carsten Kirkeby Claus Thorp Hansen ##submission.copyrightStatement## 2018-09-28 2018-09-28 13 25 107 119 A Virtual Veterinary Emergency Clinic – investigation of students' perceptions and self-efficacy beliefs https://tidsskrift.dk/dut/article/view/103936 <p><em>At the University of Copenhagen, companion animal emergency medicine is taught in a clinical environment after students’ completion of basic theoretical and clinical courses. Students are often anxious about emergency shift partici-pation and the prospect of being the responsible veterinarian in emergency sit-uations. This study aimed to investigate whether inclusion of virtual patients in addition to real-life patients would increase students’ perceived self-efficacy in emergency medicine. Sixty-seven students were divided into two groups, one of which participated in regular emergency rotations, while the other also learned in a Virtual Emergency Clinic (VEC). Participating students were given a ques-tionnaire regarding course experience and self-efficacy, with responses on a 10-point Likert scale. The VEC group expressed a higher level of knowledge and sig-nificantly higher level of exposure to and ability to handle emergency patients. In addition, virtual problem-based learning appeared to increase veterinary students’ self-efficacy with regard to managing emergency patients in their fu-ture careers.</em></p> Rebecca Langhorn Charlotte R. Bjørnvad Anne Marie Fog-Larsen Jakob L. Willesen Michael May Rikke Langebæk ##submission.copyrightStatement## 2018-09-28 2018-09-28 13 25 120 133 Collective supervision of Master's thesis students https://tidsskrift.dk/dut/article/view/104440 <p><em>Collective supervision has become a common way to provide supervision at schools of higher education. This is also true for the supervision of master’s thesis students on the Master’s Programme, Security Risk Management at the University of Copenhagen. Based on experiences with collective supervision of master thesis students, this paper engages with the many understandings of feedback and learning in play in the teaching situation. In the scholarly literature, features such as multivoicedness, dialogue, process- and student-orientation are empha-sized when addressing collective supervision. Yet, our findings show a clash of expectations between a majority of the students (and supervisors) and these ide-als of collective supervision. Indeed, many students still believe feedback should be troubleshooting and product-oriented. In the final part of the paper we out-line a handful of ideas on how to improve future collective supervision to explicit-ly address the gap between expectations and conceptions of good feedback.</em></p> Kira Vrist Rønn Karen Lund Petersen ##submission.copyrightStatement## 2018-09-28 2018-09-28 13 25 179 193 Introducing complexity and uncertainty of environmental models in the education of future engineers https://tidsskrift.dk/dut/article/view/104487 <p>Environmental models are affected by significant sources of uncertainties com-pared to other engineering fields. However, traditional courses tend to provide a deterministic perspective, where the various sources of uncertainty (e.g. model structure, input data, implementation) are often neglected. This issue was high-lighted during a university teachers’ training programme, where the trainee proposed a solution that aimed to improve student understanding of uncer-tainty sources. The proposed solution was implemented in an existing MSc course (with 90 students). The course, originally based on problem-solving group work, was revised by introducing an assignment inspired by Problem-Based Learning, which can be used to introduce engineering students to com-plex issues. The new assignment introduced the students to new uncertainty sources (model structural and technical uncertainty) that are essential in the development and application of environmental models. The effects of the new approach on the students’ learning were monitored by using course evaluation questionnaires and written feedback from the students. The open-ended as-signment challenged the common habits of the students, highlighting the sub-jectivity in model applications and result interpretation. The students’ response was mixed, with major concerns linked to the high workload, which limited the time for deep reflection. Nevertheless, the learning objectives were successfully achieved, providing future environmental engineers with better understanding of the complexity of environmental modelling.</p> Luca Vezzaro ##submission.copyrightStatement## 2018-09-28 2018-09-28 13 25 194 210 Barrierer for det gode ph.d.-forløb og udvikling af et cafétilbud i biblioteket https://tidsskrift.dk/dut/article/view/96698 <p>Denne artikel formidler et projekt, der blev gennemført i Syddansk Universitetsbib-liotek for at udvikle et støttetilbud til ph.d.-studerende. Projektet skulle dels afdæk-ke interessen, dels udvikle tilbuddets nærmere form og indhold. En bagvedliggende tanke var, at tilbuddet – for at blive en succes – skulle adressere de barrierer, ph.d.-studerende oplever i deres ph.d.-forløb.<br>Personlige interviews med ph.d.-studerende pegede på dårlig vejlederrelation, un-dervisningspres og manglende kendskab til egen organisation og rettigheder som nogle af de oplevede barrierer. Konsekvenserne var bl.a. oplevede dårlige kompe-tencer i tidsstyring og informationssøgning samt, på den psykosociale side, ensom-hed, faglig usikkerhed og dårlig trivsel. <br>På den baggrund har biblioteket udviklet et cafétilbud med det formål at understøt-te fagligt og socialt netværk blandt ph.d.-studerende på tværs af fagområder.<br>Det er forventningen, at projektets metode og resultater kan være til inspiration for andre, der er i berøring med studerende og ph.d.-studerende, f.eks. gennem vejled-ning eller andre supportfunktioner på videregående uddannelsesinstitutioner.</p> Lone Bredahl Jensen Katrine Astrup Jacobsen Kamilla Jensen Husen ##submission.copyrightStatement## 2018-09-27 2018-09-27 13 25 71 90 Anmeldelse: Skriv og skriv – red din opgaveskrivning https://tidsskrift.dk/dut/article/view/105834 Anne Smedegaard ##submission.copyrightStatement## 2018-09-28 2018-09-28 13 25 211 213 Kolofon https://tidsskrift.dk/dut/article/view/109561 <p>&nbsp; &nbsp;&nbsp;</p> DUT 25 DUT 25 ##submission.copyrightStatement## 2018-09-28 2018-09-28 13 25 217 217 DUT 25 https://tidsskrift.dk/dut/article/view/109566 <p>&nbsp;&nbsp;</p> DUT 25 ##submission.copyrightStatement## 2018-10-05 2018-10-05 13 25 1 216