P15 Implementation of Active Learning and an Oxbridge-Inspired Supervision System at one KTH Course
Abstract
In order to future-proof higher education and safeguard its ability to deliver value to students and society, it is imperative to continuously re-evaluate its role, purpose and forms. In this paper, a course development project is reported on where two new courses were created, that utilised non- conventional forms of course delivery from several angels. In summary, the courses were built on the principles of active learning (in contrast to conventional classes), small-group supervision (inspired by Oxbridge style weekly supervisions), and continuous assessment. The major conclusion is that the concept worked very well and that both student reception and experiences from teaching staff suggest a continuation in its current form, and that other educators may find it useful to copy aspects into their own practice.
Background and purpose
In contrast to ‘traditional teaching methods’ (here referring to faculty-led lectures and classes with written exams as the major assessment form), elements of active learning and small-group sessions together with a tutor are often claimed to provide efficient and appealing learning experiences. Continuous assessment can also provide additional benefit, if providing feedback in a way that enables “assessment for learning” rather than simply “assessment of learning” (Hernández, 2012), which indicates an element of formative assessment. The empirical support for active learning is extensive (Prince, 2004), often leading to better student attitudes and improvements in students’ thinking and writing (Bonwell & Eison, 1991). Small-group sessions at Cambridge university and Oxford university are claimed to play a key role in those institutions’ extraordinary success, and the main feature that sets them apart from most other universities (Moore 2016).
In the autumn 2022, two new courses were established in the introductory semester of the Degree Programme in Industrial Technology and Production Maintenance, at the Royal Institute of Technology (KTH). One major objective in those courses were to implement future-oriented teaching techniques that are student-centred and learner-oriented. Two paradigms that have underlined all course development in those courses have been to (i) achieve active learning using flipped-classroom and blended learning elements, and (ii) the full implementation of a supervision system inspired by the supervision system at Cambridge university (Cambridge University 2018). In addition, a third paradigm namely that of (iii) continuous and formative assessment have been investigated, as an alternative to a traditional written exam at the end of the course.
Implementation of the system
In order to implement active learning and small-group sessions throughout the two introductory courses of the programme, three new concepts were implemented with activities running every week throughout the courses:
Active learning: teaching is delivered mainly through flipped classroom and active learning, with lectures and exercises being recorded using the KTH Media Production TV studio facilities and put online as part of the preparations for active learning teaching activities; Active learning activities include laboratory work, field trips and seminars were educational board games are played.
Activestudygroups:students are assigned study-groups of 3-4 students each, and every week there is a defined theme and a weekly to-do-list that students are asked to go through. The student groups must submit a protocol each week where they describe, for each member of the group, how they regard their own progress based on three questions: (a) Are your studies in phase with the course? (b) If not, do you have a plan for catching up? (c) Can you take any help from your peers in the student group to catch up?
Supervision system: every week, a set of four exercise tasks is published, which is mandatory for students to submit an individual homework/solution to (usually with the deadline on Thursdays). Every week there is also a mandatory one-hour supervision session in small groups (same groups as in the above activity, 3-4 students in each), which is led by a faculty lecturer. In the session, every student must articulate their own solution to one of the exercise tasks (randomly selected which one), followed by a discussion involving the lecturer and the rest of the group. Usually the supervision sessions are on Fridays.
All ‘conventional’ teaching-activities such as faculty-led lectures and classes were removed from the schedule, the exceptions being lectures given by invited guest lecturers. The latter were delivered in various formats that were not controlled by the course leader.
Continuous and formative assessment was achieved by making participation in active learning activities and supervision sessions mandatory, with the possibility to achieve higher grades through performing exceptionally well in those session; handing in extraordinary homework assignments; and sitting a non- mandatory oral exam at the end of the course.
Results
This paper reports on the results of the first of the two new courses, which is the course that has been completed at the date of this writing: ML1618 Industrial Technology and Production. The results reflect takeaways after having completed assessment, personal reflections by the faculty members involved, and focus group discussions with a subset (N=12) the student population (N=15) of the course.
The most prominent result is that almost (N=14) the complete student population (N=15) that embarked on the course were also able to complete the course. In previous years, passing scores between 50% and 75% were normal. Also, the main teacher of the course reports that they can evaluate individual students’ capacities with a much higher accuracy upon the completion of the course, which is explained as due to the continuous dialogue with students throughout the course.
Also, it is reported that the amount of time spent by teaching staff on marking homework and spent on supervision approximately equals the amount of work that would have otherwise been spent on leading classes and lectures. However, the first time the course ran, a higher-than normal amount of time was spent in preparations, for example recording lectures and preparing homework assignments. This investment in time produced a teaching material that is expected to be fully reused the next time the course runs.
Conclusions
The concept using active learning and the implementation of an Oxbridge-inspired supervision system with small-group sessions is regarded highly successful in delivering learning experiences to students that provided both a broad introduction to the topic and deep-learning with elements of critical thinking and reflection. The use of continuous and formative assessment worked very well, and the concept would be easy to transfer to other types of courses. There was a concern on beforehand that the weekly small-group sessions would be too time-consuming in the end for the faculty staff, but in the end, those turned out to form a very time-efficient way both to teach and to learn.
Referenses
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.
Cambridge University (2018). “How will I be taught?” Accessed 14 November 2022.
https://www.undergraduate.study.cam.ac.uk/courses/how-will-i-be-taught
Hernández, R. (2012) “Does continuous assessment in higher education support student learning?,” Higher Education, 64(4), pp. 489–502. Available at: https://doi.org/10.1007/s10734-012-9506-7
Moore, J. 2016. “What Makes Oxbridge Special? ”The Telegraph, 24 March 2016. http://www.telegraph.co.uk/sponsored/education/oxbridge/12200311/teaching-methods-and- traditions.html
Prince, M. (2004), Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93: 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
