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New Methods for focusing on Students’ Learning Process and Reflection in Higher Education
KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.ORCID iD: 0000-0003-3646-0212
KTH, School of Computer Science and Communication (CSC), Centres, Center for Useroriented IT Design, CID.
2003 (English)In: Proceedings of the 28th IUT (Improving University Teaching) Conference, 2003Conference paper (Refereed)
Abstract [en]


Among many studies about students’ use of portfolios much focus is on assessment and the need to document learning processes in distance education, both from a teacher perspective. This paper focuses more on students’ attitudes towards learning and learning process, why  it is important, and it also introduces some methodology to support the students to bridge the responsibility gap that is experienced among new students at which students tend to neglect. Really shifting focus towards the learner, aside from proper methods and tools, is essential. We have implemented dialogue sheets as a method and tool for freshmen students, with the aim to create a positive atmosphere for peer learning where the focus is on the learning process. We encourage students to reflect upon why, what and how they learn to help them manage as life-long learners. The study has been performed at the Royal Institute of Technology (KTH) with the students at the Media technology program. The effect of the dialogue sheets is visible in students showing greater and better performance and participation in classes and in teamwork. Also an increased awareness and willingness to reflect is noted. The study made is important when understanding the fundamental mechanisms of the learner in relation to motivation and reflection. It can be useful when developing and implementing technological tools as support for reflection and learning process focus.


Place, publisher, year, edition, pages
Keyword [en]
learning process, dialogue method, reflection
National Category
Computer Science
URN: urn:nbn:se:kth:diva-26010OAI: diva2:363714
the 28th IUT (Improving University Teaching) Conference. Växjö, Sweden, June 16-19, 2003.
QC 20101109Available from: 2010-11-09 Created: 2010-11-09 Last updated: 2010-11-09Bibliographically approved
In thesis
1. Mediated peer (to peer) learning
Open this publication in new window or tab >>Mediated peer (to peer) learning
2006 (English)Licentiate thesis, comprehensive summary (Other scientific)
Abstract [en]

Peer learning means learning from and with each other. Collaboration and co-operation in a friendly environment is, however, something that is neither easy nor obvious for students attending the university. Though, different methods and technological solutions can be implemented to facilitate and improve peer learning as well as dialogue and reflection.

The aims of this thesis were to study the implementation and use of inno-vative methods and technologies, and its effects on the learning process in mediated peer learning in higher education, as well as methods for facilitating peer learning through students’ individual and group reflection. The aim was also to study end-user involvements in the development processes.

Dialogue sheets as a medium, i.e. a large sheet of paper with questions (about learning and reflection in this case) printed around its perimeter as support and guidance to the dialogue, have been investigated. Furthermore, the use of peer-to-peer (P2P) technology as mediator in learning has also been studied. The use of P2P technology in learning can be encapsulated in the expression peer-to-peer learning, hence the title “Mediated peer (to peer) learning”. In addition, the evolvement of content-based services in the 3G market has also been studied, introducing a proposed general interpretation of how technology evolution affects the players in a certain market. Dialogue sheets and P2P technology are but two examples of media enhancing peer learning. Many other forms of media can of course enhance peer learning as well, but as computers and the Internet are considered to be the media into which all previous media converge, the thesis starts with the “oldest” medium, the paper, and ends with the “newest” medium, the Internet.

The conclusions of this thesis can be summarised as:

The future of learning involves various media enhancing the learning experience. The development and evolution of these media should be the result of cooperation and interaction between learners, teachers, and the university. Failing to cooperate can cause serious problems for the universities.

By building and maintaining an infrastructure, both analogue and digital, the learning institutions can enable flexible learning, including peer learning, utilising multiple media forms, and also support learners’ indi-vidual learning styles, i.e. promote the learner-centric approach to learning, as well as increase the need for and appreciation of teachers as guides and mentors.

• By promoting various forms of mediated learning, including P2P technology solutions, teachers and universities can contribute to the defusing of P2P in the public debate, as also socially unquestionable activities then can be associated with the technology. They also foster students in respecting others’ intellectual rights, and can promote alternative copyright schemes, such as creative common

Place, publisher, year, edition, pages
Stockholm: Numerisk analys och datalogi, 2006. vii, 70 p.
Trita-CSC-A, ISSN 1653-5723 ; 2006:9
National Category
Computer Science
urn:nbn:se:kth:diva-3989 (URN)91-7178-384-9 (ISBN)
2006-06-09, Salongen KTHB, KTH, Osquars backe 31, Stockholm, 10:00
QC 20101109Available from: 2006-05-22 Created: 2006-05-22 Last updated: 2010-11-09Bibliographically approved

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Blomqvist, UlfHandberg, LeifNaeve, Ambjörn
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