Anja Møgelvang successfully defended her doctoral dissertation "Cooperative Learning in Undergraduate STEM Education: Applications and Outcomes" at the University of Bergen on March 14th 2023. We warmly congratulate her for her achievement and new title.
Anja becomes bioCEED's third candidate to complete her degree after Torstein N. Hole and Lucas M. Jeno.
The dissertation consists of a synopsis and 3 papers published in 2022 and 2023. Paper I is a scoping review of 24 empirical studies on the applications and outcomes of CL in international mathematics and science education. Paper II is a cross-sectional survey study examining the relationship between Norwegian undergraduate STEM students’ perceived levels of CL, sense of belonging, and generic skills. Paper III reports on findings from a study conceived during the COVID-19 pandemic. Although posing challenges for students, teachers, and educational research, the pandemic also offered a unique opportunity to develop and examine digital teaching and learning methods.
BioCEED would like to thank the opponents Assistant Professor Elisabeth Canning, Washington State University, USA, Associate Professor Tor Ole Odden, University of Oslo for an enlightening discussion during the defense, and Professor Anne E. Bjune, BIO, University of Bergen for excellent work.
Thesis: Møgelvang, A. (2023). Cooperative Learning in Undergraduate STEM Education: Applications and Outcomes. https://hdl.handle.net/11250/3054858
Paper I: Møgelvang, A. & Nyléhn, J. (2022). Co-operative learning in undergraduate mathematics and science education: A scoping review. International Journal of Science and Mathematics Education. The article is available at: https://hdl.handle.net/11250/3049605
Paper II: Møgelvang, A., & Nyléhn, J. (2023). Interdependence between perceived cooperative learning, sense of belonging, and generic skills in undergraduate STEM education. Nordic Journal of STEM Education, 7(1), 1-14. The article is available at: https://hdl.handle.net/11250/3054849
Paper III: Møgelvang, A., Vandvik, V., Ellingsen, S., Strømme, C. B., & Cotner, S. (2023). Cooperative learning goes online: Teaching and learning intervention in a digital environment impacts psychosocial outcomes in biology students. International Journal of Educational Research, 117, 102114. The article is available at: https://hdl.handle.net/11250/3054856