Felix Agner, Alexander Dürr, Marcus Greiff, Heera Menon, Guoda Tian Successful Emergency Remote Teaching and a Case Study at Lund University
Alexandra Nikoleris, Ted Kronvall A lecture taught is not a lesson learnt: The changing role of lecturing in higher education
Frida Heskebeck, Maria Hoflund, Carl Svenhag, Alexander Permogorov, Marius Plach Impact of COVID-19 on higher education at Lund University
David Frantz, Kailun Zhang, Vassily Kornienko, Zhiyong Wu, Stefan Šušnjar Does internationalisation affect the ability to adopt a deep approach to learning?
Marwan Abugabbara, Zeynep Ekim, Johan Ingvarson, Fernando Vieira Lima Perceived workload during the pandemic: A study considering students and teachers
Lingdong Jiang, Javier Linares-Pasten, Yusak Budo Susilo, Manish Singh, Anders Boman Approaching teacher self-assessment practice
Ben Nel, David Wahlqvist, Juan Sanchez, Si Chen The Impact of Course Experience Questionnaire Student Feedback on Teaching at LTH
Q Guo, I Maqbool, R Saagi, M Williamson Comparing Similar Courses Offered at Different Departments: Case-study using Machine Learning Courses at LTH
Hanifeh Khayyeri, Martina Maggio, Gustav Nilsson, Alessandro Vittorio Papadopoulos CEQ - Course Experience under Question
Bitte Rydeman Development and Evaluation of the course “Design of Everyday Cognitive Support”, targeting feedback and peer learning.
Mahdi Ghazaei, Anna Gustafsson, Erika Tudisco, João Vieira, Dimitrios Vlastaras The importance of coordination between teachers and teaching assistants in higher education
Agneta Wierzbicka, Joakim Pagels, Christina Isaxon, Henrik Pålsson Exploring methods for increased student interaction in lectures
Julie Maria Falk, Ali Al Sam, Marizwan Manan, Alvar Palm, Yoav Friedman A Course Assessment Using SOLO and Bloom's Taxonomies in Light of the Constructive Alignment Methodology: A case study
Armand Bastian Dominguez, David Andersson, Jonas Ravelid, Rubina Davtyan, Viktor Rindert Student Participation in Active Learning
Nolwenn Perron, Ákos Végvári Correlation between the course evaluation at LTH and the implementation of constructive alignment
Joakim Haraldsson A first glance at the coordination between the courses given by Environmental and Energy Systems Studies
Daniel P Brink, Sandy Chan, Christian Nelson, Maja Sidstedt, Johannes Svensson The Development of Pedagogical Skills in PhD Candidates Through Supervision of Master Projects
Sara Gottschalk, Daniel Hellström Exploring the impact of peer tutoring on student learning: How do students perceive the use of peer-tutoring in learning science literature?
Per Warfvinge, Torgny Roxå Teaching two course instances of online teaching – what changed from 2020 to the ”new normal”?
Per Andersson, Mathias Haage Using Course Analysis to Steer Course Refinement: Case Study from a Concurrency Programming Course
Malin Pettersson, Carl-William Palmqvist Constructively involving industry and society resources in inquiry-based engineering courses
Malin Sjöö, Elin Östman, Marilyn Rayner Concept Circuit Training: A new pedagogic approach for better teaching and learning
