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How can Learning Study be introduced into the academic system? An application study in Swedish Higher Education

Författare och institution:
Airi Rovio-Johansson (Gothenburg Research Institute (GRI) & Institutionen för pedagogik och didaktik, enheten för Lärande och undervisning)
Publicerad i:
World Association of Lesson Studies (WALS) International Conference, 1-3 december, 2008, Hong Kong Institute of Higher Education, Hong Kong, China ,
Konferensbidrag, refereegranskat
Sammanfattning (abstract):
The first aim of the study is to investigate the possibilities to change the academic lecture in the Swedish higher education into a Learning Study. The second aim is to introduce Learning Study in undergraduate education as a way to enhance students’ qualitatively different ways of understanding the defined learning object in two different teaching conditions. The constraints of the Swedish Higher Education system is discussed and elaborated in the design of the presented study. The theoretical frame of the study is the variation theory, a general learning theory of the specific, which sets out to uncover the different ways in which students’ experience the learning object (Pang and Marton, 2003; Marton and Tsui, 2004; Lo et al., 2005; Marton and Pang, 2006). The teachers in three prescribed accounting courses in accounting were introduced in recurrent seminars to theories of learning, the Lesson Study and the Learning Study as different learning conditions. Then teachers have to plan how to apply the Learning Study Cycle and to select delimited content as learning objects in the three courses. Two groups of students (about 200 in each) were selected, a “target group” of students admitted 2005 and a “comparison group” admitted in 2004 to the undergraduate three year programme in Business. Students’ achievements in the three courses were collected during written examination in the end of each course, for both groups. The target group’s examination results were significantly much higher than the comparison group’s in each of the three courses. Therefore, results imply that the scientific implications refer to students’ awareness of critical aspects of the learning object and how these are presented by the teacher. Educational implications have reference to empirical grounded didactic problems, reorganized curriculum and to the learning and the teaching opportunities offered the students. The results show that it is possible to introduce the Learning Study adapted to Swedish higher education. Results illustrate the benefits and the opportunities of teaching, when variation theory is used as a vehicle to enhance students’ learning outcomes. Even if the content of the study is specific, the Learning Study is possible to use in various subjects.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Ekonomi och näringsliv ->
Utbildningsvetenskap ->
Postens nummer:
Posten skapad:
2008-12-16 14:17

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