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Volume 48 | Issue 1
Current IssueMarch 2025
Artikler
OPEN ACCESSResearch publication17 March 2025
Pages: 1–14
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Artificial Intelligence (AI) is associated with opportunities as well as challenges. In this study, we explored attitudes toward and use of AI among students and teachers in higher education one year after the launch of ChatGPT. A survey was conducted among students (n = 74) and teachers (n = 72) in the fall of 2023. Only one student in our sample, and no teachers, used AI daily, while 31% of students and 26% of teachers reported monthly or weekly use. The most common uses of AI among students were related to exam preparation and assignment writing, while teachers used AI most frequently to prepare lectures and for proofreading. AI was also used for advanced purposes, such as generating ideas. Both students and teachers were somewhat critical of AI but also saw its potential positive effects in higher education. Students trusted information provided by AI more than teachers did and were also more in favor of strict regulation of AI. We found that for both groups, increased AI use was associated with more positive attitudes toward AI. Results from this study show a broad consensus between students’ and teachers’ use of and attitudes toward AI. The skepticism surrounding the use of AI in higher education shows that there is a need for clear guidelines and better training on the use of AI in an academic context, and the data underscore the importance of critical thinking and reflection related to the use of AI in learning and teaching contexts.
OPEN ACCESSResearch publication17 March 2025
Pages: 15–30
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I denne artikkelen blir kjennetegn ved undervisningsbaserte refleksjonspraksiser i høyere utdanning diskutert. Studien bygger på det man kan betegne som en eksplorerende kvalitativ spørreundersøkelse av undervisningskulturen ved en norsk høyere utdanningsinstitusjon som tilbyr en rekke ulike profesjonsutdanninger. Ved at kulturhistorisk aktivitetsteori er brukt som analytisk rammeverk, bidrar denne casestudien til identifiseringen av to sentrale spenningsforhold i undervisningskulturen: 1. å dele eller å ikke dele ansvar for undervisningen og 2. å forske eller å ikke forske på egen undervisning. Gjennom en analyse av disse motsetningene fremtrer et bilde av en splittet undervisningskultur med sterke iboende spenninger som også er påvirket av institusjonens forventninger og systemiske krav. Tidligere forskning innenfor dette området er særlig inspirert av teoretiske perspektiver og fagbegreper utviklet av Roxå og Mårtensson (2009, 2015) slik som mikrokultur, signifikante nettverk og signifikante samtaler. I denne sammenheng søker vi å utvide den teoretiske diskusjonen av undervisningskulturer i høyere utdanning ved å beskrive en kontradiksjon mellom to dikotomiske posisjoner, «Underviseren som forsker» og «Forskeren som underviser».
This article discusses the characteristics of reflective practices related to teaching in higher education. The study is conducted as an exploratory qualitative survey examining various patterns of teaching culture at a Norwegian higher education institution that offers a range of professional degrees. By employing cultural-historical activity theory analysis as the theoretical framework, this case study identifies two central tensions within the teaching culture: (1) whether to share or not to share responsibility for teaching and (2) whether to engage in researching one’s own teaching practices or not. The analysis of these tensions reveals a divided teaching culture characterized by significant inherent tensions, further intensified by institutional expectations and systemic constraints. Previous research in this domain has primarily been inspired by theoretical perspectives and concepts developed by Roxå and Mårtensson, such as microculture, significant networks, and significant conversations. In this context, this article aims to expand the theoretical discourse on teaching cultures in higher education by exploring a contradiction between two dichotomous positions: “The teacher as a researcher” versus “The researcher as a teacher.”
OPEN ACCESSResearch publication17 March 2025
Pages: 31–49
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Bruk av digitale verktøy i undervisningen er en uttalt målsetting hos både politikere og ledere ved norske universiteter og høgskoler. Likevel har vi lite kunnskap om i hvilken grad slike verktøy benyttes i ulike studieprogrammer, og i hvilken grad studentene synes de gir et nyttig bidrag til deres læring. I denne artikkelen belyser vi disse spørsmålene ved bruk av Studiebarometeret 2022 og en tilleggsundersøkelse blant studenter fra alle norske universiteter og høgskoler, som til sammen representerer 1 006 ulike studieprogrammer. Vi viser at det er stor variasjon på tvers av fagfelt i utbredelsen av ulike typer digitale verktøy. Det er også store forskjeller når det gjelder i hvilken grad respondentene opplever at verktøyene bidrar til deres læring. De humanistiske fagene samt lærer- og pedagogutdanningene skiller seg særlig ut som fagfelt hvor studentene rapporterer om både lite innslag av digitale verktøy i undervisningen og en mindre positiv oppfatning av verktøyenes bidrag til læring. Studenter i økonomi- og realfagene er derimot langt mer positive, både til hvordan digitale verktøy hjelper dem med eget studiearbeid, og til kvaliteten på undervisningen de får. Resultatene tyder på at studentene opplever ulik grad av pedagogisk bruk av digitale verktøy i sine studieprogram, og at man i flere utdanningsretninger har en lang vei å gå før de politiske ambisjonene er oppfylt.
The use of digital tools in teaching and learning is an explicit goal for both politicians and leadership at Norwegian higher education institutions. However, we have limited knowledge about the extent to which such tools are used across academic programs and to what degree students perceive the tools as contributing to their learning outcomes. In this article, we report the results of a survey of students from all Norwegian universities and university colleges, representing a total of 1,006 different study programs. We show that there is significant variation across academic fields in the prevalence of the use of different types of digital tools. There are also significant differences in the extent to which students perceive these tools as useful for their learning. The humanities, as well as teacher and pedagogical programs, stand out as fields where students report both a limited use of digital tools and a less positive perception of the tools’ contribution to learning. Conversely, students in economics and science-related fields are much more positive, both in terms of how digital tools assist them with their studies and the quality of the education they receive. The results suggest that students experience very different usages of digital tools and that many study programs have a long way to go before they answer to political ambitions.
OPEN ACCESSResearch publication17 March 2025
Pages: 50–61
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Nylig foreslo Regjeringen å redusere opptakskravene til viktige profesjonsutdanninger som sykepleier- og lærerutdanning, og artikkelen undersøker derfor hvilke mulige konsekvenser endringen kan ha på andelen som fullfører en grad i høyere utdanning. Nærmere bestemt undersøker vi hvorvidt sannsynligheten for å fullføre en grad i høyere utdanning varierer med karakterer fra videregående opplæring (VGO) og med hvorvidt man er tatt opp i høyere utdanning på bakgrunn av generell studiekompetanse eller realkompetanse, og hvorvidt en slik mulig variasjon er den samme på ulike utdanningsretninger. Vi analyserer registerdata fra Statistisk sentralbyrå og finner at realkompetansestudenter noe sjeldnere enn studenter tatt opp med generell studiekompetanse fullfører sin påbegynte grad, og at blant studentene med generell studiekompetanse varierer fullføringssannsynligheten med gjennomsnittskarakterer fra VGO. Denne variasjonen er imidlertid svært forskjellig på ulike utdanningsretninger. Det er mindre risiko knyttet til å ta opp studenter med realkompetanse og med svake karakterer på lærer-, førskolelærer- og sykepleierutdanning enn i humaniora og samfunnsfag, økonomi og administrasjon og real- og ingeniørfag.
Recently, the Government proposed to reduce the admission requirements for important professional educations such as nursing and teaching, and the article therefore examines the possible consequences this change may have on the proportion of students completing a degree in higher education. Specifically, we investigate whether the likelihood of completing a degree in higher education varies with grade point average from upper secondary education and with whether one is admitted to higher education based on general study competence or real competence, and whether such a possible variation is the same across different fields of study. We analyze register data from Statistics Norway and find that students with real competence somewhat less frequently complete their initial degree than students admitted with general study competence, and among the students with general study competence, the likelihood of completion varies with average grades from VGO. However, this variation is very different in different fields of study. There is less risk associated with admitting students with real competence and weak grades in teaching, preschool teaching, and nursing education than in humanities and social sciences, business administration, and science and engineering.
OPEN ACCESSResearch publication17 March 2025
Pages: 62–73
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The study was carried out at an early childhood education and care (ECEC) teacher education campus, where the students are future ECEC teachers and leaders of teams. The purpose of the study was to investigate how practice-oriented training (POT) in student teams could contribute to the students’ processes of subjectification as leaders and team members. The research question was How can practice-oriented training, with an emphasis on metacommunication and reflection, contribute to students’ subjectification processes? Based on the POT, the students wrote individual reflection papers, which served as the empirical material for the researchers. Looking for events and reflections related to processes of subjectification, the papers were analysed over the course of several working seminars. The analysis revealed three dimensions: i) re-orienting one’s own roles; ii) critical self-reflection, inner dialogues, and communication in teams; and iii) significance of silence. The results indicate that working with practice-oriented cases in student teams provides students with experience in listening to their team members, using metacommunication, discussing professional challenges in teams, and becoming more aware of roles as leaders and team members. The study points to the importance of the relational work in teams and suggests that ECEC teacher education should emphasise practical experience in order to support students’ development of sound professional judgement, subjectification and acknowledgment that the ECEC teacher and leader roles need to be changeable in a world not-yet-known.
OPEN ACCESSResearch publication17 March 2025
Pages: 74–85
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Kvalitet i helsetjenestene er en global utfordring som tydeliggjør behovet for kunnskap og ferdigheter i kvalitetsforbedring for sykepleiere. Tradisjonelt sett har ikke bachelorstudenter i sykepleie vært inkludert i kvalitetsforbedring i sykehjemspraksis. Hensikten med studien er å få innsikt i studenters og veilederes erfaringer med å delta i et kvalitetsforbedringsprosjekt med fokus på utskrivning. Data ble samlet inn gjennom fokusgruppeintervjuer med studenter og veiledere, og analysert ved hjelp av kvalitativ innholdsanalyse. Tre hovedkategorier utpekte seg gjennom analysen: 1) Systemforståelse, 2) Potensiale for forbedring og 3) Likeverdig samarbeid og gjensidig læring. Resultatene viser at studenter og veiledere erfarte prosjektet som en positiv mulighet til å forstå systemet de jobber i, utforske utskrivningsprosessen, identifisere risikofaktorer for kvalitetssvikt og foreslå forbedringstiltak. Studentene fremhever trygghet og inkludering som viktig for et likeverdig samarbeid med veilederne. Begge grupper erfarte at gode gruppediskusjoner ga gjensidig læring om kvalitetsforbedring.
Background: Quality in healthcare services is a global challenge that underscores the need for knowledge and skills in quality improvement for nurses. After the healthcare reform, municipalities have taken on more responsibility for patient follow-up. This has led to increased transitions between different service offerings within the community. Particularly in short-term care units, there have been more discharges. Traditionally, bachelor’s students in nursing have not been involved in quality improvement work in nursing home practice. Study Purpose: The purpose of this study is to gain insight into students’ and supervisors’ experiences of participating in a quality improvement project focused on safe discharge. Method: Data were collected through focus group interviews with students and supervisors and analyzed using qualitative content analysis. Results: Three main categories emerged from the analysis: (1) system understanding, (2) potential for improvement, and (3) equal collaboration and mutual learning. The results indicate that students and supervisors perceived the project as a positive opportunity to understand the system they work in, identify areas for improvement, and learn from each other. Conclusion: Students gained an understanding of the nurse’s indirect tasks. Through improvement work, they became familiar with the complexity of the discharge process. Risk factors for quality issues were identified, and improvement measures were proposed. Students emphasized the importance of trust and inclusion in equal collaboration with supervisors for improvement. Both groups found that good group discussions facilitated mutual learning about quality improvement.