Teaching and Learning in Higher Education 1: Basic Course (PIL101)

The module Introduction to Teaching and Learning in Higher Education is designed as an introduction to the broad field of research into higher education teaching and learning.

Based on relevant literature as well as participants’ knowledge and experience as teachers, students, and researchers, this module is designed to encourage participants to develop their capacity to support student learning in their teaching practices.

As an introductory module, it is also designed to provide the grounds for more advanced studies in teaching and learning in higher education. For this reason, the module is mandatory and must be completed before any other module in the PIL101 series.

The module is divided into four interconnected parts. Part I introduces the history of teaching and learning in Swedish higher education, highlighting some of the institutional frames that shape teaching in different departments/faculties/workplaces.

Part II introduces different perspectives on learning in relation to current discussions of teaching and learning in higher education and today’s teaching practice, both on campus and online.

Part III introduces the notion of student learning environments and highlights issues related to equal treatment and equal participation in Swedish higher education. The module also provides opportunities to reflect on the less obvious ways in which our teaching choices might influence the ways in which students are (or feel) able to fully participate in their studies.

Part IV introduces the role of assessment for student learning. In this section, we also discuss opportunities for designing assessment activities that not only measure but also have a positive impact on student learning.

In each part of the module, participants write a reflective logbook entry. The module ends with a final seminar where selected reflections from the logbooks are discussed.

Learning outcomes: After completion of the module the participant is expected to be able to:

• Discuss the historical and contemporary context of higher education. 
• Relate pedagogical concepts to theoretical perspectives in a context of teaching and learning in higher education.
• Discuss policies regarding accessibility and inclusion and their applications within higher education. 
• Discuss and analyze assessment and its connection with learning within higher education. 
• Reflect upon own and others’ practices of teaching and learning in higher education, based on experience, literature and with a scientific and/or artistic basis. 

Time required in total: 60 hours

Length of course: About 8 weeks

Form of delivery: Lectures, seminars, group discussions

Reading list: Compulsory readings for all classes. The current reading list will be available on the web page Litteraturlistor för PIL-enhetens kurser / Reading lists for the PIL unit's courses no later than eight weeks before the module starts.

SCHEDULES FOR MODULES IN ENGLISH, SPRING 2025

• Schedule, Campus 1 (week 4–11)
• Schedule, Online 1 (week 4–11)
• Schedule, Campus 2 (week 8–15) 
• Schedule, Online 2 (week 14–22, break week 16) 

SCHEDULES FOR MODULES IN ENGLISH, AUTUMN 2024

• Schedule, Campus 1 (week 35–42)
• Schedule, Campus 2 (week 36–43)
• Schedule, Online 1 (week 35–42)
• Schedule, Online 2 (v. 45–2)

FEE FOR NOT USING AN ALLOCATED PLACE

Late cancellations will result in PIL imposing a fee on your department. This routine is also applied if you leave the module at an early stage. Read more

The Legal Module provides an introduction to the regulations that we as teachers must comply with. In addition to introducing some fundamental ideas about the rule of law, the module also deals with the rules and regulations that govern Swedish higher education, including the University of Gothenburg. Questions are discussed based on how higher education is organized, and the formal structure of courses and study programs.

Specifically, the module will provide an opportunity to discuss the central rules of the Administrative Procedure Act, the Higher Education Act, and the Higher Education Ordinance. The module also deals with policy documents such as the procedure for reports relating to suspicions of disciplinary offenses, as well as rules and regulations for programs, examinations, and course syllabi. Rules governing the handling of official documents such as emails, but also the use and reuse of teaching material, will be discussed.

Learning outcomes: After completion of the module the participant is expected to be able to:

• Account for and discuss conditions for teachers’ pedagogical work based on laws and regulations of relevance for higher education and on local policies of the university 

Time required in total: 15 hours

Length of module: Circa 2 weeks

Form of delivery: Quiz, lecture, seminar and group discussions

Reading list: Compendium, laws and regulations that can be accessed via the module’s Canvas room

TIME PERIODS FOR MODULES IN ENGLISH, SPRING 2025

The Legal Module is offered in English four times in the spring term of 2025. The module involves one course meeting only but requires 12 hours of self-study time in preparations for that meeting. The preparatory work is described in the compendium. To prepare for the meeting, participants are expected to first read the literature, policy documents and legal texts specified in the compendium. After that, participants will take a quiz on Canvas and will need to achieve a full score of 8 points before they can attend the meeting that concludes the module.

The meeting includes a lecture as well as group discussions of selected cases.

Dates and times:

• Online 1: Start 20 January. Meeting 28 January at 9–12.
• Campus 1: Start 17 March. Meeting 25 March at 13–16.
• Online 2: Start 19 May. Meeting 27 May at 9–12.
• For PhD students, Online: Start 19 May. Meeting 28 May at 9–12.

Please note: PhD students are welcome to apply for all four versions, not just the one that is specifically aimed at PhD students.
 

TIME PERIODS FOR MODULES IN ENGLISH, AUTUMN 2024

Dates and times:

• Online 1: Start 26 August. Meeting 3 September at 9–12.
• Campus: Start 4 November. Meeting 14 November at 9–12.
• Online 2: Start 6 January. Meeting 17 January at 9–12.
• For PhD students, Online: Start 6 January. Meeting 14 January at 13–16.

The purpose of this module is to give participants the opportunity to translate their new and previously acquired knowledge about teaching and learning in higher education into practical skills. In this module, the participants plan, carry out, develop and evaluate a short oral mini lesson. This is done in groups and the participants decide on the form and content of the mini lesson. Mini lessons can be part of a laboratory exercise, an interactive lecture, or a seminar for example.

The mini lesson is a way of bringing into focus various didactic aspects of teaching in the physical or digital teaching space. This exercise gives participants the opportunity to identify an interesting or problematic aspect of the teaching and then find a solution while microteaching to a constructively critical audience. The module starts with an introduction to didactics. The mini lesson is then given and further developed in two stages using feedback from the other participants.

Learning outcomes: After completion of the module the participant is expected to be able to:

• Plan, implement, and develop teaching activities within your own subject with a focus on student learning.
• Discuss student learning in relation to specific teaching activities.

Time required in total: 25 hours

Length of course: About 4 weeks

Form of delivery: Lecture, mini lesson in two stages with associated peer feedback.

Reading list: 

• Sutherland, K. A. (2021) "The four Cs of effective classroom teaching". In Hunt, L. & Chalmers, D. (editors), University Teaching in Focus (p. 112–134). Routledge.

SCHEDULES FOR MODULES IN ENGLISH, SPRING 2025

• Schedule, Campus 1 (week 4–8, break week 7)
• Schedule, Campus 2 (week 12–15)
• Schedule, Online (week 12–15)

SCHEDULES FOR MODULES IN ENGLISH, AUTUMN 2024

• Schedule, Campus 1 (week 45–48)
• Campus 2 is cancelled due to too few applicants
• Schedule, Online 1 (week 35–38)
• Schedule, Online 2 (week 50–2)

The module’s aim is to support teachers at University of Gothenburg who seek to develop their professional competence in teaching with and through writing. By focusing on designing or re-designing a particular writing task from participants teaching practices, we will discuss the various competencies writing task instructions are asking from the work of students (and teachers).  The starting point of the module is that writing is a form of articulation, and a tool for thinking. Writing is also the primary mode of communication at the university. Therefore, arriving at a mutual understanding of expectations for writing between teachers and students is critical to a meaningful academic experience and will provide tools for ongoing development in communication and academic literacy.

The module will offer theoretical and didactic support in higher education teaching related to the development of written assignment instructions from an academic language and writing perspective.

Pedagogical theory will be explored in conjunction with course curriculum, facilitating reflective practice focused on assignment instructions in connection to; expectations on the assignment writing produced; expectations on student knowledge and skill required to accomplish assignments as instructed, and; the design and delivery of assignment instructions in relation to these expectations.

Additionally, in order to facilitate a constructive alignment approach to curriculum design and delivery, assignment instruction design will be examined in connection to evaluation criteria and feedback practices from both pedagogical and academic writing perspectives. A variety of models will be used to explore this reflective and productive practice, including the concept areas of genre knowledge, academic writing conventions, and writing enriched curriculum.

Learning outcomes: After completion of the module the participant is expected to be able to:

• Recognize and reflect critically on the competencies and knowledge required of students to complete written tasks according to the form and function of assignment instructions in higher education.
• Design higher education academic writing assignment instructions anchored in academic writing and academic literacies that represent explicit assessment criteria expectations of students.

Time required in total: 25 hours

Length of module: 4 weeks

Form of delivery: Lectures, seminars, workshops

LITERATURE

• Bean, J.C. (2011). Engaging Ideas. Wiley, San Francisco.
• Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22.
• De Krom, G. (2023). Approaches to written assignments – how students write, and instructors read. Assessment & Evaluation in Higher Education, 48(1), 67-76.
• McGrath, L., Negretti, R. & Nicholls, K. (2019) Hidden expectations: scaffolding subject specialists' genre knowledge of the assignments they set. Higher Education, 78, 835–853.
• Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517.
• Tardy, C. (2016). Beyond Convention: genre innovation in academic writing. University of Michigan press, USA.
• Tardy, C. M.  (2009) Building genre knowledge. West Lafayette, IN: Parlor Press.

SCHEDULE SPRING 2025

• Schedule, English Campus (week 18–21)

The purpose of this module is to give participants the opportunity to further develop the design and planning of their teaching. The module will also give participants the opportunity to develop their capacity to justify their pedagogical decisions based on scholarly literature in the field and experience. The module is intended as an opportunity for the participants to plan, develop and justify a concrete lesson, such as a lecture, a laboratory exercise, or a seminar, from scratch.

In the lesson plan, the participants will describe in writing the purpose, content and potential pedagogical challenges of the lesson in relation to its specific teaching context. Based on the readings, participants’ own experiences, and their discussions with other participants in the module, they then choose appropriate learning activities and structures for their chosen lesson. The lesson plan will also contain a written justification of the participant's planning, which includes an account of the pedagogical decisions made and a reflection on the lesson plan as a whole.

Learning outcomes: After completion of the module the participant is expected to be able to:

• Plan and motivate teaching sessions within one’s own subject area, based on experience and literature on teaching and learning in higher education.
• Reflect upon and discuss teaching sessions, with relevance for higher education.

Time required in total: 40 hours

Length of course: About 5 weeks

Form of delivery: Seminar, lesson plan in two stages with associated peer feedback.

Reading list: Participants choose their own readings based on their subject area and way of working.

SCHEDULES FOR MODULES IN ENGLISH, SPRING 2025

• Schedule, Online 1 (week 4–8)
• Schedule, Online 2 (week 12–17, break week 16)

SCHEDULES FOR MODULES IN ENGLISH, AUTUMN 2024

• Schedule, Online 1 (week 35–39)
• Schedule, Online 2 (week 45–49) 
• Schedule, Online 3 (week 45–49)

A large part of academic teaching is conducted in the form of lectures. The module aims to prepare participants to lecture in a student-active manner and to be able to analyze and understand the pros and cons of the lecture as a form of teaching. Within the framework of the module, it is also included to create an understanding of what characterizes quality teaching, regardless of form, and how these characteristics can be applied when lecturing. The module aims to give the participant concrete tools for conducting engaging and student-active lectures and is directed to those who are new to teaching at the university, or who want to develop their skills further.

The module initially deals with the role of the teacher and what qualitative teaching is and discusses the pros and cons of the lecture. The ways in which the lecturer can use his personal qualities as a tool to create a good rhetorical basis to motivate and engage the participants are then discussed. This is followed by sections that concretely show how a student-active lecture comes about, from preparation to execution. Examples of content are planning, linguistic management, outline, script technique and performance technique. The final session focuses on the use of Powerpoint and how post-lecture handouts can be used to stimulate further student activity.

The module ends with practical application in the form of a short lecture.

Learning outcomes: After completion of the module the participant is expected to be able to:

• Plan and implement lectures characterized by a high degree of student activity
• Analyze and suggest improvements on own and others’ lectures
• Reflect upon the lecture as teaching method in relation to the field of higher education

Time required in total: 40 hours

Length of course: About 5 weeks

Form of delivery: Lectures, active participation in discussions and group work, as well as implementation of a short lecture. Participation in at least 5 out of 6 teaching meetings as well as a completed and approved short lecture is required for a certificate.

LITERATURE

Exley, K., & Dennick, R. (2009). Giving a lecture: from presenting to teaching (2nd ed.). Routledge.

Ramsden, P. (2003). Learning to teach in higher education (2. ed.). London: RoutledgeFalmer. (tillgänglig via UB).

REFERENCE LITERATURE

Duarte, N. (2008). Slide:ology : the art and science of creating great presentations (1st ed.). O'Reilly Media.

Reynolds, G. (2010). Presentation zen design : simple design principles and techniques to enhance your presentations. New Riders.
 

SCHEDULES FOR MODULES IN ENGLISH, SPRING 2025

• Schedule, Campus (week 12–17, break week 16)

SCHEDULES FOR MODULES IN ENGLISH, AUTUMN 2024

• Schedule, Campus (week 49–2)

Do your students have problems finding trustworthy sources from suitable genres for their assignments? Do they understand what to do with all the information that crops up in various media and how to filter and relate to the information? This module aims to help you improve your ability to support your students in seeking, evaluating and using information and literature – to develop information literacy – for their studies and for their future careers.

To develop subject knowledge students need the ability to interact with the different types of sources, information and data that make up the field. The competence to navigate an academic information landscape independently and deliberately is a literacy that students must have a chance to practice as part of their education. Students need scaffolding to decode the often tacit norms and practices that govern a field’s scholarly communication. At the same time, these issues are seldom explicitly the focus of teaching and examination. In this module, we will discuss and exemplify what poses challenges for the students and how information sources are used for studies and professional activities. You will be encouraged to consider and identify examples from your own field.

The information landscape is increasingly characterized by access to a very large number of sources, by new forms of disinformation and by search engines and services that are algorithm and AI powered. This entails greater insecurities around how knowledge is created and what the expectations are on how information seeking, evaluation and use should be managed in an academic as well as a professional context. We will discuss how this affects the students’ – and our own – information practices and how we address it in the classroom.

In the module we will look at strategies and methods for how the foundations for your students’ information literacy can be constructed as part of their developing subject knowledge. You will be given the opportunity to relate your own experiences to various teaching and learning methods and pedagogical perspectives. Using literature, experiences, and discussions with other participants you will develop a learning activity that requires the students to practice some aspect of information literacy. Collegial conversations and sharing of experiences will play a central part in the module.

Learning outcomes: After completion of the module the participant is expected to be able to:

• discuss and contextualize students’ learning and development of information literacy in the participant’s own field of higher education
• plan teaching sessions with focus on information literacy in the participant's own field of higher education and demonstrate how decisions are based on research and established practice

Time required in total: 40 hours

Length of course: About 5 weeks

Form of delivery: Lectures (pre-recorded), workshops, tutoring session, plan for and peer review of learning activity

LITERATURE

• Faulkner, K. J., & Ford-Baxter, T. L. (2022). Disciplinary faculty information literacy teaching practices at a large public university. College Teaching. https://doi.org/10.1080/87567555.2022.2158777
• Haider, J., & Sundin, O. (2019). How do you trust? On infrastructural meaning-making and the need for self-reflection. In U. Carlsson (Ed.), Understanding media and information literacy (MIL) in the digital age: A question of democracy (pp. 107–112). University of Gothenburg and UNESCO.
• Head, A. J., Fister, B., & MacMillan, M. (2020). Information literacy in the age of algorithms: Student experiences with news and information, and the need for change. Project Information Literacy Research Institute. https://projectinfolit.org/publications/algorithm-study/

SCHEDULE SPRING 2025

• Schedule, English Campus (week 18–23)

SCHEDULE AUTUMN 2024

• Schedule, English Campus (week 49–3)

The purpose of this module is to give participants the opportunity to develop their online teaching skills and deepen their understanding of various pedagogical and digital tools used in online teaching. The module also explores using digital learning environments to promote group and individual learning as well as how we can meet students in an inclusive way in digital environments. Moreover, participants will discuss and problematize digital examinations based on educational science and/or subject matter education research relevant for university teaching.

In the module, participants plan and develop an online teaching session with the basis in higher education research and proven experience. The plan for this teaching occasion should include the instructions the students receive beforehand, in addition to the pre- and post-work that the students are expected to work on in connection with the teaching session. Part of the task is also to reflect on the pedagogical choices made, as well as to further develop the teaching occasion after feedback.

After completing the module, participants should possess the confidence and exhibit the skills necessary to teach in online digital settings. Additionally, the module aims to give participants the opportunity to further develop the planning and design of their teaching.

Learning outcomes: After completion of the module the participant is expected to be able to:

• reflect on and discuss working methods and approaches to different kinds of distance teaching
• plan and develop an online teaching session within their own subject on the basis of higher education literature and proven experience
• discuss and problematise net based teaching and digital examinations on the basis of research in educational sciences and/or subject didactics of relevance for teaching in higher education.

Time required in total: 40 hours

Length of module: 5 weeks

Form of delivery: Lectures, seminars, workshops, individual assignments

LITERATURE

• Accessibility in digital environments (a 30-minute self-study course on Canvas)
• Archambault, L., Leary, H. and Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist, 57(3), 178–191. doi:10.1080/00461520.2022.2051513
• Badia, A., Cabrera, N., Espasa, A., Fernández-Ferrer, M., Guàrdia, L., Guasch, T., et al. (2022). Improving online teaching. Practical guide for quality online education. FUOC. 
• Hrastinski, S. (2022) Designing Courses with Digital Technologies: Insights and Examples from Higher Education. Routledge. (Full text available online through the University Library)
• University of Gothenburg (2024) Accessible teaching

SCHEDULE SPRING 2025

• Schedule, English Online (week 18–23)

Note: Only PhD students at the Faculty of Science can apply for this module. You can not use the PIL application form. For more information, please contact Gabriella Olshammar.

The module aims to prepare PhD students for teaching at the Faculty of Science. The module aims to give the participants the opportunity to further develop the design and planning of their teaching, with focus on the participants being PhD students. The teaching includes lectures, practical exercises, literature studies and reflection both in groups and individually via logbooks. The exercises are in didactics and methodology with a focus on leading laboratories, calculation exercises and field studies. Within base groups, the participants discuss which pedagogical decisions a teaching element contains, based on scientific literature and experience.

Based on the above, the participants will develop and motivate a concrete natural science teaching element commonly used by PhD students at the Faculty of Science. This is summarized in a lesson plan with purpose, content, possible pedagogical and didactic considerations and challenges. Peer response to the lesson plan takes place before submission.

The lesson plan, lectures, literature and practical exercises form the basis for each student to plan, develop, carry out and evaluate a short oral teaching session, called microteaching. The implementation takes place in a group and the participants themselves decide the form and content of the teaching element, based on a teaching situation commonly encountered as a PhD student at the Faculty of Science. The chosen teaching element can, for example, be part of a laboratory, a field study or a calculation exercise.

The microteaching is a way to actualize different didactic aspects of teaching in the physical or digital space. Through the exercise, the participants get the opportunity to identify an interesting or problematic aspect of the teaching and then find a solution in front of a constructively critical audience. The microteaching is recorded and analyzed afterwards.

Writing a logbook is included as a mandatory part throughout the module.

Learning outcomes: After completion of the module the participant is expected to be able to:

• Discuss student learning in natural science based on research and theory on teaching and learning in higher education 
• Plan, implement and critically discuss teaching activities on a scientific basis 
• Observe, reflect upon, and give formative and constructive feedback on others’ teaching activities from various didactic perspectives 
• Utilize, analyze, and communicate experiences of teaching in higher education 
• Reflect on one’s own teaching role and student learning in the context of natural science 

Time required in total: 65 hours

Length of course: About 7 weeks

Form of delivery: Lectures, exercises, workshops

LITERATURE

• Bates, Anthony William (Tony). (2019). (2nd ed.) Teaching in a Digital Age. Guidelines for designing teaching and learning. (Selected parts.) https://open.umn.edu/opentextbooks/textbooks/teaching-in-a-digital-age-guidelines-for-designing-teaching-and-learning-for-a-digital-age  
• Kirschner P. A., Hendrick C. (2020). (Chapters 1, 4, 6, 12, 15, 29) 
• Kirschner, P.A., Meester, M.A.M. The laboratory in higher science education: Problems, premises and objectives. High Educ 17, 81–98 (1988). https://doi.org/10.1007/BF00130901 
• Leamnson, Robert (2000). Learning as Biological Brain Change, Change: The Magazine of Higher Learning, 32:6, 34-40, DOI: 10.1080/00091380009601765 
• Nicol, David, Thomson, Avril, & Breslin, Caroline. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1). (21 pages) 
• SULF (2019). Ethical guidelines for university teachers. https://sulf.se/en/work-salary-and-benefits/ethics/  
• Wheeler, L.B., Maeng, J.L., Chiu, J.L. and Bell, R.L. (2017), Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes. J Res Sci Teach, 54: 463-492. https://doi.org/10.1002/tea.21373 

SCHEDULE SPRING 2025

• Introduction: 25 March at 9–10 
• Session 1: 1 April at 9–14 
• Session 2: 8 April at 9–12 
• Session 2: 15 April at 9–12 
• Session 2: 22 April at 9–12 
• Session 3: 29 April at 9–12 
• Session 4: 13 May at 9–13 

SCHEDULE AUTUMN 2024

• 5 November at 9.00–14.00
• 12 November at 9.00–12.00
• 19 November at 9.00–12.00
• 26 November at 9.00–12.00
• 3 December at 9.00–12.00
• 10 December at 9.00–13.00

Only PhD students at the Faculty of Social Sciences can apply for this module. You may not use the PIL application form. For more information, please contact Karl-Fredrik Ahlmark.

Using a peer learning approach, this module aims to prepare PhD students for teaching social science subjects. The module has a practical focus on didactics. The course includes lectures, workshops, practical exercises, literature studies, and reflection exercises.

Thematically, the course addresses the planning, implementation, and evaluation of common higher education activities, including seminars and workshops, supervision, feedback, lecturing, assessment, and grading. Participants will also shadow a colleague and design and implement a learning activity.

The module is grounded in the scholarship of teaching and learning as well as the experience of teaching social science at the bachelor’s and master’s levels. Teaching and discussing controversial and sensitive topics is covered. No previous teaching experience is required.

Course assignments include written reflections on

1) the course literature,

2) experiences from shadowing a senior teacher colleague,

3) the doctoral student’s independently designed learning activity,

4) the doctoral student’s professional development as a teacher.

Active engagement and student presence at the scheduled sessions is required.

Learning outcomes: After completion of the module the participant is expected to be able to:

• Plan, implement, and evaluate teaching and assessment in higher education based on research and proven experience, with a special focus on practical techniques and methods relevant to the social sciences.
• Collect, analyse, and communicate teaching and learning experiences in social sciences, as a basis for professional development and the enhancement of educational practices.
• Think critically about teacher roles and student learning based on research in educational sciences and/or subject didactics of relevance for teaching in higher education. 
• Implement best practices for teaching on controversial and sensitive topics within the social sciences.

Time required in total: 65 hours

Length of module: 7 weeks

Form of delivery: Workshops, lectures

PRELIMINARY LITERATURE (subject to change)

• Hunt, L., & Chalmers, D. (Red.). (2021). University Teaching in Focus: A learning-centred approach (1st ed.). Routledge. Available through GU library at https://doi-org.ezproxy.ub.gu.se/10.4324/9781003008330
• Fry, H., Ketteridge, S., & Marshall, S. (2014). A handbook for teaching and learning in higher education enhancing academic practice (4th ed.). Hoboken: Taylor and Francis. (Selected parts) Available through GU library at https://ebookcentral.proquest.com/lib/gu/detail.action?docID=1770537
• Bredow, C. A., Roehling, P. V., Knorp, A. J., & Sweet, A. M. (2021). To flip or not to flip? A meta-analysis of the efficacy of flipped learning in higher education. Review of Educational Research, 91(6), 878-918.
• Crosby, R. H. J. (2000). AMEE Guide No 20: The good teacher is more than a lecturer-the twelve roles of the teacher. Medical Teacher, 22(4), 334-347.
• Harding, N. (2022). Reasonably Uncomfortable: Teaching Sensitive Material Sensitively. In Teaching Criminology and Criminal Justice: Challenges for Higher Education (pp. 199-224). Cham: Springer International Publishing.
• Kozanitis, A., & Nenciovici, L. (2023). Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: a meta-analysis. Higher Education, 86(6), 1377-1394.
• Oulton, C., Vanessa Day, V., Justin Dillon, J. & Grace, M. (2004) Controversial issues‐teachers' attitudes and practices in the context of citizenship education. Oxford Review of Education 30 (4): 489-507.
• Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565.

SCHEDULE SPRING 2025

• Schedule, English Campus (week 13–20, break week 16)

The three courses (PIL101, PIL102 and PIL103) each comprise the equivalent of 3.5 weeks of full-time studies. The courses have been designed to suit the teaching staff at the University of Gothenburg.

The overall aim is to provide increased understanding and knowing of teaching and learning in higher education concerning the elaboration of objectives, the planning of tuition, and examining and assessing the students' learning.

PIL101, PIL102 and PIL103 are certification courses. They were introduced in January 2021 as replacements for the credit courses HPE101, HPE102 and HPE103, which were then phased out. The content and basic structure of the new courses are the same as for the previous courses, and they give the same eligibility.

Progression

We recommend you to take PIL101 before PIL102, although this is not obligatory. However, you must have passed both PIL101 (or HPE101) and PIL102 (or HPE102), or have qualifications assessed as equal by a faculty at the University of Gothenburg, to get admittance to PIL103.