Blar i forfatter "Fossland, Trine"

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    • Deliberative academic development: the potential and challenge of agency 

      Fremstad, Ester; Bergh, Andreas; Solbrekke, Tone Dyrdal; Fossland, Trine (Journal article; Tidsskriftartikkel; Peer reviewed, 2019-06-20)
      In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four ...

    • Deltaker eller tilskuer? En casestudie om vilkår for deltakelse og samarbeidslæring i et nettbasert masterprogram i økonomi og ledelse (MBA) 

      Fossland, Trine; Tømte, Cathrine Edelhard (Journal article; Tidsskriftartikkel; Peer reviewed, 2019-03-08)
      Online courses, here understood as distributed online teaching, are increasing within higher education. The rising number of online students is due to several reasons the emergence of new student groups as part of countries’ lifelong learning policies; the need for diverse study formats to provide new knowledge needs within the workforce, and support mergers in higher education institutions with a ...

    • Digitalisation in higher education: mapping institutional approaches for teaching and learning 

      Tømte, Cathrine Edelhard; Fossland, Trine; Aamodt, Per O; Degn, Lise (Journal article; Tidsskriftartikkel; Peer reviewed, 2019-05-06)
      This paper explores the digitalisation of teaching and learning understood as external processes, influenced by government and international trends and as internal processes within the institutions, in Denmark and Norway. These are countries with similarities regarding digitalisation and educational systems. In the internal processes, there was some use of digital technology in teaching and learning ...

    • Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents 

      Fossland, Trine; Sandvoll, Ragnhild (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-06-17)
      Educational leaders are responsible for educational change, and many scholars have argued that academic developers (ADs) have expertise with the potential to influence educational change. We argue, however, that ADs’ influence depends on how educational leaders perceive educational change and position ADs’ roles and responsibilities in relation to that change. In this paper, we critically analyse ...

    • Introduction 

      Fossland, Trine; Helle, Mathiasen; Solberg, Mariann (Chapter; Bokkapittel, 2015)
      Massification, marked orientation, standardisation and digitalisation are some of the reform elements in higher education that may potentially affect the development of the individual student in a negative way. For us this has caused a concern for student development and learning in net-based education. This book is the result of two years of work in a Scandinavian research group with a common ...

    • Praksisnær undervisning med simulering og rollespill 

      Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; de Lange, Thomas; Wittek, Anne Line; Nerland, Monika Bærøe (Chapter; Bokkapittel, 2020)
      Simulation in education involves creating situations that are similar to events, rituals and routines performed in the workplace – or in therapy, consultation, conflicts or similar situations. One recreates as many conditions as are necessary for the students to ‘live’ within what one imitates. Teachers instruct students and run the procedures as if they were ‘reality’. Some simulations, such ...

    • Stories of technology-enhancement in higher education – a critical approach 

      Fossland, Trine (Journal article; Tidsskriftartikkel; Peer reviewed, 2016)
      There is a large body of research on technology-enhanced learning, but questions related to the educational effectiveness of technology use still needs to be questioned. In this paper, I argue that digital innovators’ stories about technology enhancement may constitute a rich source for understanding this complex educational phenomenon both in relation to teachers’ daily practices and the ...

    • Technology as Quality Work? Educational Leaders and Teachers’ Use of Digital Technology 

      Fossland, Trine; Tømte, Cathrine Edelhard (Chapter; Bokkapittel, 2020-07-02)
      In January 2017, the Norwegian Ministry of Education and Research launched the white paper ‘Culture for Quality in Higher Education’, in which they underlined the need for a cultural shift to promote quality in higher education. The white paper outlined five main strategies and a series of actions to enhance institutional ‘quality work’, and identified the use of digital technology as a key driver ...

    • What Counts as Quality Feedback? Disciplinary Differences in Students’ and Teachers’ Perceptions of Feedback 

      Esterhazy, Rachelle; Fossland, Trine; Stalheim, Odd Rune (Chapter; Bokkapittel, 2020-07-02)
      As the literature has shown, students and teachers in different higher education settings often perceive the quality of feedback in varying ways. Recognising that the discipline is important for the way students and teachers perceive teaching and learning in higher education, we assume that the perceived quality of feedback is related to the specific teaching-learning environment in which it is ...