Henrik Askfelt, Louise Bildsten, Hana Hultn, Sally Issa, Alex Spetz Challenges of constructive alignment in engineering higher education
Gabriele Constanza, Samuel Estenlund, Markus Hellenbrand, Farnaz Moradi, Yang Xu Towards More Formative Assessment in Higher Education
Kristina Allder, Zahra Ghaffari, Gion Koch Svedberg, Magnus Krampell Individual examination in project courses: How to relate student performance to learning objectives?
Ali Alhelfi, Lei Wang, Sudhanshu S. Pawar, Valeria Wallace, Zahra Ghorbani-Thari Assessing Learning in Higher Education
Karin Ericsson, André Månberger To what extent is the examination at Environmental and Energy Systems Studies authentic? – An evaluation of five sustainability courses
Joakim Haraldsson A first glance at the coordination between the courses given by Environmental and Energy Systems Studies
Q Guo, I Maqbool, R Saagi, M Williamson Comparing Similar Courses Offered at Different Departments: Case-study using Machine Learning Courses at LTH
Jonna Sandberg, Noor Liyana Yusof, Diego Guenot, Luna Namazi, Bastian Aurand Free-riding difficulty for foreign students: A cultural and linguistic problem
Marie Leonce Murebwayire, Grace Mukunzi, Nischal Chaulagain, Pablo E. Prado Summative Assessment in Higher Education: Case Study of Nepal
Per-Olof Hedvall, Andreas Larsson, Bitte Rydeman Motivation, Peer Learning and Feedback in Flexible Learning
Malin Sjöö, Elin Östman, Marilyn Rayner Concept Circuit Training: A new pedagogic approach for better teaching and learning
David Gustavsson, Linnéa Jönsson, Rebecka Lindvall, Hampus Månefjord, Lovisa Nilsson Teacher and Student Perception of Purpose and Alignment in Laboratory Exercises
Felix Agner, Alexander Dürr, Marcus Greiff, Heera Menon, Guoda Tian Successful Emergency Remote Teaching and a Case Study at Lund University
Emil Erdtman, Yohanes Armediaz, Eugène Petelin Challenges of Group Feedback: Balancing between Individual and Collective Levels
Julia Adlercreutz, Sheida Amiri Rigi, Amir Torkiharchegani, Anupam Saha Nuances of Effective Peer Assessment in Higher Education
Alexandra Nikoleris, Ted Kronvall A lecture taught is not a lesson learnt: The changing role of lecturing in higher education
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
Magnus Erik Jakobsson Proteomics and Proteomic Data Analysis: Review and development of a complementary course package
Agneta Wierzbicka, Joakim Pagels, Christina Isaxon, Henrik Pålsson Exploring methods for increased student interaction in lectures
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
Gabriel Domingues, Erik Johansson, Evripidis Karatsivos, Maria Navasa, Mohammadreza Safaritirtashi How to assess a course - A comparative study between written exams and home assignments
Noel Arteche, Alba Gurpegui, Kashyap Haresamudram, Dumitra Iancu, Ayesha Jena Doctoral Students as Teaching Assistants: A LTH Survey Study
Thi Kim Cuong Le, Meena Raveesh, Magnus Svensson, Robin Wollesen de Jonge, Simon Wozny Teaching assistants’ feedback pathways at higher education
David Frantz, Kailun Zhang, Vassily Kornienko, Zhiyong Wu, Stefan Šušnjar Does internationalisation affect the ability to adopt a deep approach to 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
Stephen Burleigh Designing Insights into Gut Health and the Microbiome: Evaluation of two activities central to a new distance course at Lund University
Frida Ekstrand, Israt Mukti, Jundie Chen, Lila Chergui, Simon Ek Previous participants’ perceived value of the course “Introduction to Teaching and Learning in Higher Education”
Aliaksei Larueshyn Improving the course “Traffic Engineering Theory” with educational films and changed examination form
