Anna Wärnsby
Biographic Data
| ID | 6812209 |
|---|---|
| NAME | Anna Wärnsby |
| GIVEN NAMES | Anna |
| FAMILY NAME | Wärnsby |
| SIGNATURE | WÄRNSBY A |
| AFFILIATIONS | Malmö University |
| ORCID | 0000-0003-3352-4102 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Reflective Writing in Course Design for Active Learning in Social Work Education
This qualitative study explores student learning progression through reflective writing on a tertiary-level course in social work. The study is based on the content analysis of three sets of data: student reflective writing, instructor formative feedback on this writing, and student end-of-course reflections. Our findings demonstrate that structured, scaffolded reflection and continuous formative feedback stimulated learning progression, increase…
Assessment of situated orality
In this study, we aim to investigate how students on a cross-disciplinary postgraduate course in research communication describe the formative peer feedback they have received on their oral presentations and what impact they report it has had on their performance. The study is based on a qualitative analysis of 36 transcribed video recordings from the course. Our findings show that the students, through their reflections and revisions, clearly de…
Academic writing in social work education
The affordances of processing subject knowledge through academic writing are rarely explicitly realised in social work education. In this article, we highlight the link between instructors’ efforts to facilitate students’ academic writing and students’ perceived increase of knowledge in the subject of social work in an international context. Based on instructors’ and students’ reflections collected before, during, and after a course, we aimed to …
On the adequacy of a constructionist approach to modality
When speakers are confronted with modal expressions in their native language, specifically those that contain a modal verb, they are able to interpret these expressions as epistemic or non-epistemic, for example. But what enables the speakers to interpret these modal expressions instantly and accurately despite the inevitably complex explanation any linguistic theory needs to evoke to account for this? Modality, modals, and modal interpretations …
No prominent works on this page.
On the adequacy of a constructionist approach to modality
When speakers are confronted with modal expressions in their native language, specifically those that contain a modal verb, they are able to interpret these expressions as epistemic or non-epistemic, for example. But what enables the speakers to interpret these modal expressions instantly and accurately despite the inevitably complex explanation any linguistic theory needs to evoke to account for this? Modality, modals, and modal interpretations …
Academic writing in social work education
The affordances of processing subject knowledge through academic writing are rarely explicitly realised in social work education. In this article, we highlight the link between instructors’ efforts to facilitate students’ academic writing and students’ perceived increase of knowledge in the subject of social work in an international context. Based on instructors’ and students’ reflections collected before, during, and after a course, we aimed to …
Assessment of situated orality
In this study, we aim to investigate how students on a cross-disciplinary postgraduate course in research communication describe the formative peer feedback they have received on their oral presentations and what impact they report it has had on their performance. The study is based on a qualitative analysis of 36 transcribed video recordings from the course. Our findings show that the students, through their reflections and revisions, clearly de…
Reflective Writing in Course Design for Active Learning in Social Work Education
This qualitative study explores student learning progression through reflective writing on a tertiary-level course in social work. The study is based on the content analysis of three sets of data: student reflective writing, instructor formative feedback on this writing, and student end-of-course reflections. Our findings demonstrate that structured, scaffolded reflection and continuous formative feedback stimulated learning progression, increase…
Psychology (4 works) · Computer Science (3 works) · Higher Education Practises and Engagement (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Epistemology (2 works) · Evaluation of Teaching Practices (2 works) · Formative assessment (2 works) · Higher education (2 works) · Linguistics (2 works)