Carlos Jorques, Roger Larsson, Misagh Mottaghi, André Olson, John Olsson Toolbox of Teaching and Learning Methods in Distance Labs: A Systematic Literature Review
Hanifeh Khayyeri, Martina Maggio, Gustav Nilsson, Alessandro Vittorio Papadopoulos CEQ - Course Experience under Question
Marie Leonce Murebwayire, Grace Mukunzi, Nischal Chaulagain, Pablo E. Prado Summative Assessment in Higher Education: Case Study of Nepal
Frida Heskebeck, Maria Hoflund, Carl Svenhag, Alexander Permogorov, Marius Plach Impact of COVID-19 on higher education at Lund University
Daniel Nilsson, Eva Ransmark, Sofia Klint, Tova Hermodsson How to design group projects to enable individual assessment
Martin Josefsson, Calle Preger, Matilda Ronnfors, Feilicia Seemann, Marcus Tornberg Pedagogical training for undergraduate teaching assistants
Axel Johansson, Jakob Allansson, Joakim Åström, Josefin Lindström Influence of gender bias in academia - a small experimental study on implicit association
Peter Persson, Ronnie Thomasson, Wiveca Axner, Hans Bagge Structured Approach for Enhanced Course Evaluation Meetings
Noel Arteche, Alba Gurpegui, Kashyap Haresamudram, Dumitra Iancu, Ayesha Jena Doctoral Students as Teaching Assistants: A LTH Survey Study
Igor Yu Galaev, Rajni Hatti-Kaul, Per-Olof Larsson, Marie Wahlgren Examination: Labwork/Projects in Focus
Tommy Cedervall, Michael Gerlt, Maike Klöckner, Viktor Larsson, Jenny von Platten Reducing the Impact of Bias in Oral Assessment
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
Marwan Abugabbara, Zeynep Ekim, Johan Ingvarson, Fernando Vieira Lima Perceived workload during the pandemic: A study considering students and teachers
Adam Kinos, Ahmet Halil Avci, David Busto, Ghjuvan Grimaud, Jing Li, Mark Rambaran Can AI be a co-supervisor for doctoral students?
Erik Borgqvist, Jonas Engqvist, Johan Hektor, Rikard Nilsson, Ilse Svensson de Jong The Aspect of Ethics in the Syllabus at LTH
Kimberly Nicholas, Emily Baird, Christian Brackman, Barry Ness, Simon Niedenthal, Anna Torstensson, Sofia Waldemarson Student preparedness in Ph.D. education - an assessment of supervisor and student perceptions of fulfilling Swedish third-cycle learning outcomes
Marziyeh Taghizadeh, Savvina Leontakianakou, Annie Bohman, Evalyne Arinaitwe, Ilia Iarkov Oral examination VS written examination – perspectives of students and educators
Gabriel Domingues, Erik Johansson, Evripidis Karatsivos, Maria Navasa, Mohammadreza Safaritirtashi How to assess a course - A comparative study between written exams and home assignments
Alexander Bondarik, Rohit Chandra, Marius Cismasu, Giacomo Como, Marcio Monteiro Workplace Learning in Higher Education
Jan Marynus Arie Klink, Asger Meldgaard Frank, Carlos Jair Muñoz, Etka Yapar, DaQu Zhang Tearing down that wall: Active student participation in an international academic environment
Julia Adlercreutz, Sheida Amiri Rigi, Amir Torkiharchegani, Anupam Saha Nuances of Effective Peer Assessment in Higher Education
Christian Alsterberg, Daniel P. Brink, Kavan Javanroodi, Jonathan Wahlqvist Practical Approaches Towards Independent Ph.D. Students: Perspectives from Supervisors
Eimantas Gladkauskas, Ashley Hall, Triet Luong, Muhammad Suleman Bridging the gap: Addressing the De ciency of Soft Skills among Engineering Students through Integrated Training
Nicholas Rosenstock, Jonas Ohlsson, Flavius Gruian How can Swedish bachelor´s and master´s programs better prepare students for doctoral education?
Teresa Arana Aristi, Konstantin Malysh, Stefan Nyström, Florian Schott, Sahar Zamanian Assessment approaches for high-stake environments
Alexander Berg, Magnus Heurlin, Olof Hultin, Malin Nilsson, Regina Schmitt Comparing Two Different Styles of Physics Laboratory Education
Thi Kim Cuong Le, Meena Raveesh, Magnus Svensson, Robin Wollesen de Jonge, Simon Wozny Teaching assistants’ feedback pathways at higher education
Baktash Behmanesh, David Kinsella, Rohon Kundu, Michiel Sandra, Ashkan Sheikhi Why learn at traditional universities when there are online alternatives?
Johan Bonde, Kenneth Frogner, Johannes Hedman, Oskar Larsson, Javier Sotres Investigating the role of the assistant supervisor in PhD education
Martin Hooper, Sardu Bajracharya, Lorenzo Di Lucia, Maisam Abbasi, Tuerdi Maimaityili The Challenges of E‐Learning: A SWOT Analysis of Online Courses
Tareq Emtairah, Caroline Karlsson, Gashaw Mamo, Martin Hedström, Sang-Hyun Pyo, Deniz Koca Individual Study Plans in PhD Education: Use and experience of PhD students at Lund University
Anna Adell, Björn Almström, Mohsen Bayat Pour, Christian Mattsson, Claude Pagnon Eriksson Motivation and learning approaches in a post-corona, online learning environment
