Conference Agenda

The availability of video lectures and hybrid formats in higher education has increased significantly due to the COVID-19 pandemic. Predominantly, however, instructional content is simply translated 1-to-1 into video formats regardless of effectiveness and students' needs. Interaction and diversity in content delivery are often missing.

This practice paper presents research investigating how lecture content can be presented within an online learning platform in order to meet the individual learning types of students and to address actual usage behaviour, thus enabling a positive effect on learning outcomes. By creating learning paths, students can choose from different content modes, such as interactive video material, image hotspots and text material, and internalize the content according to their individual learning types. In addition, surveys are used to identify their motivation for choosing the content form as well as the extent to which this was helpful to successfully complete examination assignments. The results of the surveys will be analyzed and used for further improvements.

Through the targeted use of different content modes, the positive aspects of online teaching can further be used while strengthening the knowledge of the students individually in order to best prepare students for the complexity of a future work environment.

Assessing student performance is crucial in education for evaluating knowledge acquisition and competency development. Traditional grading systems often overlook the interconnectedness of learning domains, which can provide valuable insights into student understanding. This study investigates the associations between geometric, linguistic, and algebraic thinking and their impact on student performance measures and grading using association rules.
We analyzed a dataset comprising student responses to geometric, linguistic, and algebraic questions by applying association rule mining techniques. The extracted rules were used to evaluate question similarity, revealing deeper insights into student performance and problem-solving strategies.
Our findings demonstrate significant interconnectedness between geometric, linguistic, and algebraic thinking, with implications for student performance measures and grading. Students' ability to solve problems in one domain often translated into enhanced performance in others, suggesting a shared set of cognitive resources and strategies. Association rules proved valuable for identifying nuanced relationships between question types and domains, providing a comprehensive perspective on student performance.
These results have important implications for educational practices, emphasizing the need to consider the interconnectedness of learning domains when designing assessments and grading systems. By adopting a holistic approach to student evaluation, we can better support students' development of critical thinking and problem-solving skills across various domains, fostering deeper subject matter understanding and enhancing educational outcomes.

Teaching engineering students to navigate complex innovation ecosystems and deal with wicked problems is vital for contributing to sustainable development. Research shows that case-based learning with real-life challenges boosts both the motivation and the learning outcome. This paper presents a course that is in the core of an ecosystem where engineering students engage with hospitals and work on the hospitals’ documented innovation needs. By design, the course setup has a double purpose: in a learning context, the course strengthens intrapreneurship education, with students acting in an empowered role like professional consultants. In an organizational context, the course aims to boost knowledge sharing, filling in the gap of innovation competences and resources needed to create value and stimulate intrapreneurial initiatives. The ecosystem has evolved as result of an iterated development of the course including the tools and frameworks that empower the students to act as autonomous innovation consultants in constant interaction with the process of mobilizing the case partners. Thus, this paper presents a study based on current experiences and learnings, focusing on the relationship between the facilitation of student empowerment in live case-based learning and the impact on 1) engineering students’ motivation and learning outcomes and 2) value creation for the participating ecosystem. The paper builds on qualitative data from two sources: yearly follow-up interviews with case-partners since 2018, and student reflection reports from 2022. The paper builds on qualitative data from two sources that is submitted student reflection-reports from 2022 and yearly follow up interviews with case-partners since 2018.

Procrastination is a common phenomenon in students in higher education. To voluntarily delay an intended course of action despite expecting to be worse off for the delay can affect academic performance, cause study delay, but also lead to frustration and stress. This study set out to explore students’ beliefs about what causes procrastination, the extent to which online education and the use of digital devices affects their level of procrastination, and their coping mechanisms and ideas about the kind of support a study program can offer to mitigate the effects of procrastination. Focus group interviews were conducted with first-, second- and third year engineering students. Interviews were transcribed and coded to detect general themes in the students’ responses. Students hold several beliefs about what causes procrastination, for example situational temptations and distractions, and task aversion. Regarding online education, students tend to procrastinate more. Digital devices are regarded a serious threat for productivity, students use various settings and apps on their phones to battle distraction. To conclude, students cope with procrastination in various ways. Creating study groups, developing fixed working patterns, and breaking down the task at hand are among the most common. Amongst other things, students state that a study program might invest in creating awareness of procrastination, accommodating group work, and creating enough separated physical spaces for study and relaxation to mitigate the effects of procrastination. This study will inform the design of a procrastination intervention program.