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Redesign and Evaluation of a Technology Enhanced Learning Environment for Thesis Supervision
Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science. (Forum för digitalisering (FODI))
Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science. (Forum för digitalisering (FODI))
2017 (English)In: ICERI2017 PROCEEDINGS / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, Sevilla, Spain: The International Academy of Technology, Education and Development, 2017, Vol. 10, p. 636-643Conference paper, Published paper (Refereed)
Abstract [en]

Thesis supervision is an important activity in higher education with Bachelor's and Master's theses mandatory parts of university programmes. In traditional education, thesis supervision has been a face-to-face activity, but today, both the student groups and the learning environments are blended. This study describes and discusses the design and implementation of a blended learning environment for a student group at Mid Sweden University.  The research question that the study aims to answer is:  Which are the important factors in the design of a course for undergraduate students, to facilitate supervision of thesis projects in a technology enhanced environment? 

This study employed a Design science research strategy with three phases for design, implementation and evaluation of a blended learning environment during thesis supervision. For the first phase, design requirements were specified based on document studies and a literature review. In the second phase (first part), the created design requirements were implemented as an instance in the Moodle virtual learning environment. Second phase (second part), the implemented instance was used as the online part of a blended learning course for students writing their Bachelor's thesis. In the third phase an evaluation was carried out with an online questionnaire were students gave their opinions on course design and teaching and learning sessions.

Findings show that the learning outcomes were good and that the course aim and the learning objectives were clearly stated. Found important factors for a successful supervision were peer collaboration, multimodality, and technology enhanced interaction.  Remaining challenges are to improve course content and to motivate students for research in the field of Informatics. Most surprising positive finding was that peer situation occurred informally, which deepen their knowledge for thesis writing and presentation. 

Place, publisher, year, edition, pages
Sevilla, Spain: The International Academy of Technology, Education and Development, 2017. Vol. 10, p. 636-643
Series
International Conference of Education, Research and Innovation, ISSN 2340-1095 ; 10
Keywords [en]
Thesis supervision, Technology enhanced learning, Blended learning, Blended synchronous learning, Virtual learning environment
National Category
Learning
Identifiers
URN: urn:nbn:se:miun:diva-32099DOI: 10.21125/iceri.2017.0253ISI: 000429975300104ISBN: 978-84-697-6957-7 (electronic)OAI: oai:DiVA.org:miun-32099DiVA, id: diva2:1158242
Conference
10th International Conference of Education, Research and Innovation, Seville, Spain, NOV 16-18, 2017
Available from: 2017-11-18 Created: 2017-11-18 Last updated: 2018-05-30Bibliographically approved

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