Christian Dalsgaard

Transforming traditional lectures into problem‐based blended learning: challenges and experiences

This paper presents our experiences and the challenges identified in transforming traditional lecture‐based modules at a university into problem‐based blended learning within a social constructivist approach. Our experiment was, among other factors, motivated by an urgent need to meet new curriculum requirements by reducing the lecturing time in a graduate course on the subject of human–computer interaction. The results indicate that it is possible successfully to transform traditional modules into problem‐based blended learning using a social constructivist approach, and moreover reduce lecturing time, support repetition and support educational differentiation.

Students’ educational use of Facebook groups

Abstract The aim of the article is to explore educational use of student-managed Facebook groups in upper secondary education (in Denmark). Much research on educational potentials of Facebook has studied groups managed by teachers. However, there is a lack of in-depth research on Facebook groups managed by students and without participation from teachers. As this study shows, students’ use of student-managed groups differs from their use of teacher-managed tools such as learning management systems (LMSs). The article presents an empirical study based partly on a content analysis of 3139 posts and 15,018 replies within five Facebook groups, and partly on a questionnaire answered by 1463 students and 148 teachers. The results of the study show that whereas LMSs were seen by students primarily as institutional systems of the teacher, Facebook groups have an educational potential to be used by students for peer-to-peer learning.

Theory into practice: situated reflection in product-oriented courses

ABSTRACT The objective of the paper is to explore how theory is integrated into practice in students’ academic work within upper secondary education. In order to study this, the paper develops an analytical framework for situated reflection that conceptualises reflective processes in direct relation to practical activities of students. The framework develops a distinction between empirical and theoretical reflection, which is used as a basis for an empirical study of nine product-oriented courses in four Danish upper secondary schools. The main finding of the study is the identification of four different phases of student activities. Each of these phases involves different kinds of situated reflection that result in different learning outcomes within the same subject area. From the utilisation of the analytical framework, the study further identifies a number of sub-processes within student work in product-oriented courses. Based on the study, the paper argues that these identified sub-processes are educationally valuable because they contain processes of reflection. The developed analytical framework can help increase awareness of these processes of situated learning and reflection that are often invisible to both teachers and students, and thus not recognised as valuable.