Oppgrader til nyeste versjon av Internet eksplorer for best mulig visning av siden. Klikk her for for å skjule denne meldingen
Ikke pålogget
{{session.user.firstName}} {{session.user.lastName}}
Du har tilgang til Idunn gjennom , & {{sessionPartyGroup.name}}
Open access
(side 5-7)
av Ola Berge
The position of digital technology in the Nordic school systems is currently being strengthened. One important part of this is the recent push to include programming or the concept of ...
Open access
Vitenskapelig publikasjon
(side 8-18)
av Njål Foldnes
Sammendrag

We investigate the relationship between class attendance and academic achievement in a flipped classroom that was designed to foster social learning in fixed groups. Controlling for initial mathematical skill and attitudes, we found a substantial effect of class attendance on student achievement. Increasing class attendance by one standard deviation was associated with an increase in mathematics performance of 0.28 standard deviations. Neither attitudes nor initial mathematical skill predicted class attendance. We conclude that availability of online videos does not eliminate the need for carefully designed in-class sessions in order to maximise student learning. Communicating this finding may help reduce absenteeism in the flipped classroom.

Open access
Vitenskapelig publikasjon
(side 19-30)
av Kjetil Egelandsdal og Rune Johan Krumsvik
Sammendrag

Student response systems are commonly used in combination with peer discussions during lectures. Research has shown that the number of correct answers increases when the same question is re-asked after discussion. This may occur because unconfident students copy the answer from their peers. To preclude this, the authors added a second, similar question to answer individually, disguised as a new case. The authors found a Cohen’s d effect size of 0.66 (N: 147) for eight valid interventions which is 65 percent above the average effect of interventions aimed at increasing student performance.

Open access
Vitenskapelig publikasjon
(side 31-46)
av Kjersti Røsvik og Thor Arne Haukedal
Sammendrag

This article examined how first year undergraduate nursing students experienced the use of wikis as pedagogical learning resources in a social science module. The purpose of the study was to investigate how wikis contributed to collaboration and academic interests, using following question: How do students evaluate the use of wiki-based learning in a social science learning module? Are there possible patterns in the covariance between the questions that concern the evaluation of wiki-based learning? Are there any differences in respondents’ ages related to the evaluation of wiki-based learning? The method used was a cross-sectional study. The sample consisted of all students attending classes in spring 2013.

Idunn bruker informasjonskapsler (cookies). Ved å fortsette å bruke nettsiden godtar du dette. Klikk her for mer informasjon