Gabriele Constanza, Samuel Estenlund, Markus Hellenbrand, Farnaz Moradi, Yang Xu Towards More Formative Assessment in Higher Education
Ali Alhelfi, Lei Wang, Sudhanshu S. Pawar, Valeria Wallace, Zahra Ghorbani-Thari Assessing Learning in Higher Education
Henrik Askfelt, Louise Bildsten, Hana Hultn, Sally Issa, Alex Spetz Challenges of constructive alignment in engineering higher education
Alexandra Nikoleris, Ted Kronvall A lecture taught is not a lesson learnt: The changing role of lecturing in higher education
Felix Agner, Alexander Dürr, Marcus Greiff, Heera Menon, Guoda Tian Successful Emergency Remote Teaching and a Case Study at Lund University
Agneta Wierzbicka, Joakim Pagels, Christina Isaxon, Henrik Pålsson Exploring methods for increased student interaction in lectures
Anna Gummeson, Mattias Karlsson, Jonathan Lundsberg, Marjolein Piek, Kristofer Robertsson The impact of quizzes on student learning and how to design them
Per-Olof Hedvall, Andreas Larsson, Bitte Rydeman Motivation, Peer Learning and Feedback in Flexible Learning
Bitte Rydeman Development and Evaluation of the course “Design of Everyday Cognitive Support”, targeting feedback and peer learning.
David Frantz, Kailun Zhang, Vassily Kornienko, Zhiyong Wu, Stefan Šušnjar Does internationalisation affect the ability to adopt a deep approach to learning?
Anna Adell, Björn Almström, Mohsen Bayat Pour, Christian Mattsson, Claude Pagnon Eriksson Motivation and learning approaches in a post-corona, online learning environment
David Gustavsson, Linnéa Jönsson, Rebecka Lindvall, Hampus Månefjord, Lovisa Nilsson Teacher and Student Perception of Purpose and Alignment in Laboratory Exercises
Jonas Elmroth Nordlander, Ibrahim Elshamy, Jonas Enarsson, Filip Hallböök, Sarah Skavron Learning from the past: Influence of access to previous exams on student learning strategies
Q Guo, I Maqbool, R Saagi, M Williamson Comparing Similar Courses Offered at Different Departments: Case-study using Machine Learning Courses at LTH
Enrico Corato, Alan McCabe, Felix Plappert, Julian Salt, Ylva Wahlquist Does overly-strict scaffolding encourage a surface approach to learning?
Karin Ericsson, André Månberger To what extent is the examination at Environmental and Energy Systems Studies authentic? – An evaluation of five sustainability courses
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
Gabriel Domingues, Erik Johansson, Evripidis Karatsivos, Maria Navasa, Mohammadreza Safaritirtashi How to assess a course - A comparative study between written exams and home assignments
Jonna Sandberg, Noor Liyana Yusof, Diego Guenot, Luna Namazi, Bastian Aurand Free-riding difficulty for foreign students: A cultural and linguistic problem
Erik Gärtner, Adha Hrusto, Leonard Papenmeier, Idriss Riouak, Christian Rosdahl Streamlining of Assessment and Feedback on Programming Assignments
Kristi Ajazi, Virgilio Efrain Martinez Caliva, Anton Tetov Johansson, Kunal Sharma, David Wenander Dealing with demotivated students in lab sessions, is it Robin’s fault?
Julia Adlercreutz, Sheida Amiri Rigi, Amir Torkiharchegani, Anupam Saha Nuances of Effective Peer Assessment in Higher Education
Mahdi Ghazaei, Anna Gustafsson, Erika Tudisco, João Vieira, Dimitrios Vlastaras The importance of coordination between teachers and teaching assistants in higher education
Chandni Babu, Simon Edin, Marshall Machingauta, Timas Merkelis, Leonard Schilling Sources of student worries in lab course
Kristina Allder, Zahra Ghaffari, Gion Koch Svedberg, Magnus Krampell Individual examination in project courses: How to relate student performance to learning objectives?
Thi Kim Cuong Le, Meena Raveesh, Magnus Svensson, Robin Wollesen de Jonge, Simon Wozny Teaching assistants’ feedback pathways at higher education
Lena M. Håkansson, Robert J.W. Frost Enhancing knowledge transfer between classroom and field/laboratory environments
Gvidas Astromskas, Jason Beech, Guillaume Genoud, Riusheng Liu, Oxana Smirnova How to Improve Physics Labs
Noel Arteche, Alba Gurpegui, Kashyap Haresamudram, Dumitra Iancu, Ayesha Jena Doctoral Students as Teaching Assistants: A LTH Survey Study
Malin Sjöö, Elin Östman, Marilyn Rayner Concept Circuit Training: A new pedagogic approach for better teaching and learning
Andreas Larsson, Bitte Rydeman, Per-Olof Hedvall Motivation, Peer Learning and Feedback in Flexible Learning
Andreas Kirscht, Marie Vandewalle, Marwa Dabaieh, Serge Nzoke Baman, Zsuzsanna Toth-Szabo How to improve Deep apporach learning in lectures - An application on first year university lectures in the Mathematics subjet
Christophe Duwig, Svend Fredriksen, Miriam Kemm, Per Tunestål Improving the LTH-course "Förbränning i motorer"
