Author
Olle Bälter, Richard Glassey, Andreas Jemstedt and Daniel Bosk
Abstract
We have evaluated a new pedagogical approach, pure question-based learning, or rather, a modern, digitized version of a really old approach: the Socratic method of learning. The pedagogical approach was evaluated and improved using a design-based research methodology. An online course was developed with pure question-based learning to explain its predecessor: question-based learning. The course was successively taken by students, researchers, and practitioners, and discussed in four group seminars. Feedback from each iteration was integrated into the next version and the course is still in use. Results from the design-based research process were positive (≈78 participants, over four iterations) with the main negative results coming from the unfamiliarity of the format and feelings of exam-like stress during the first encounter. While pure question-based learning is new, it builds upon well-tested pedagogical methods. The method has several potential advantages: learning can be broken down into smaller modules, there is less passive learning for the students, less learning material needs to be created and AI could be used for this creation.
Keywords: question-based learning; active learning; formative feedback; effective learning
Author
Bälter, O., Kann, V., Mutimukwe, C. & Malmström, H. (2023). English-medium instruction and impact on academic performance: a randomized control study. Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-0093
Open access at
https://www.degruyter.com/document/doi/10.1515/applirev-2022-0093/html#APA
Abstract
Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that student’s academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: “What is the impact from English-medium instruction on students’ academic performance in an online learning environment?” “Academic performance” was measured in two ways: number of correctly answered test questions and through-put/drop-out rate. The study adopted an experimental design involving a large group (n = 2,263) randomized control study in a programming course. Student participants were randomly allocated to an English-medium version of the course (the intervention group) or a Swedish-medium version of the course (the control group). The findings were that students enrolled on the English-medium version of the course answered statistically significantly fewer test questions correctly; the EMI students also dropped out from the course to a statistically significantly higher degree compared to students enrolled on the Swedish version of the course. The conclusion of this study is thus that EMI may, under certain circumstances, have negative consequences for students’ academic performance.
Author
A randomized control study performed at KTH with assistance from Chalmers has finally answered the question on how the teaching language affects the students’ learning, and it is not looking good for teaching Swedish students in English:
https://www.chalmers.se/en/current/news/worse-results-and-more-drop-outs-when-teaching-is-in-english,c3834271/
Author
Olga presented Cultural differences in Students’ Privacy Concerns in LA across Germany, South Korea, Spain, Sweden and the US. Former TEL group member Chantal presented Online proctoring systems in higher education: Understanding stakeholders’ privacy perceptions and responsibilities with Olga as one of the co-authors. 
Olle held a workshop on developed together with Ric who cheered on remotely.
Author
The Swedish Institute announced the happy news today. For more information on the OneLearns project, see this link.
