Maria Hvid Stenalt
Biographic Data
| ID | 8006311 |
|---|---|
| NAME | Maria Hvid Stenalt |
| GIVEN NAMES | Maria Hvid |
| FAMILY NAME | Stenalt |
| SIGNATURE | STENALT M H |
| AFFILIATIONS | University of Copenhagen |
| ORCID | 0000-0003-1778-9645 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Interdisciplinary collaboration for sustainability among students with different disciplinary backgrounds
This paper offers a scoping review of the educational approaches adopted to cultivate interdisciplinary processes in higher education courses and modules concerned with sustainability among students with disciplinary backgrounds. Twenty-two empirical peer-reviewed studies published from 2018–2023 were included and synthesised in the study. The findings revealed a range of pedagogical models and categories of learning activities, learning outcomes…
Reclaiming the teacher perspective in digital education – an analysis of university teachers’ agency
Current approaches to digital technology in higher education teaching and learning often instrumentalise teaching and teachers in paving the way for technology. Reclaiming the teacher perspective, this article explores teachers’ agency in relation to technology in higher education. The aim is addressed through examining how teachers address the technological benefits for teaching. Analysing data from Danish university teachers (n = 488), we ident…
Out of touch’
In the wake of COVID-19, enthusiasm is growing for hybrid and other blended forms of teaching. Before celebrating the hybrid future of education, however, it is instructive to interrogate its hybrid presence. Accordingly, this article explores pedagogical challenges prompted by the pandemic pivot to online teaching. Analysing qualitative survey data from Danish university teachers (n = 488), we identify five critical stances towards educational t…
Does student agency benefit student learning? A systematic review of higher education research
Researching student agency in digital education as if the social aspects matter
This paper focuses on the relationship between social aspects and individual agency in digital education, analysed in the context of online peer assessment in a first-semester course. Applying the adapted participation gestalt framework to identify how a particular form of participation emerges, and how it is constituted, individual interviews and focus group meetings with 13 Danish students were carried out. The analysis highlights a number of s…
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Researching student agency in digital education as if the social aspects matter
This paper focuses on the relationship between social aspects and individual agency in digital education, analysed in the context of online peer assessment in a first-semester course. Applying the adapted participation gestalt framework to identify how a particular form of participation emerges, and how it is constituted, individual interviews and focus group meetings with 13 Danish students were carried out. The analysis highlights a number of s…
Does student agency benefit student learning? A systematic review of higher education research
Out of touch’
In the wake of COVID-19, enthusiasm is growing for hybrid and other blended forms of teaching. Before celebrating the hybrid future of education, however, it is instructive to interrogate its hybrid presence. Accordingly, this article explores pedagogical challenges prompted by the pandemic pivot to online teaching. Analysing qualitative survey data from Danish university teachers (n = 488), we identify five critical stances towards educational t…
Reclaiming the teacher perspective in digital education – an analysis of university teachers’ agency
Current approaches to digital technology in higher education teaching and learning often instrumentalise teaching and teachers in paving the way for technology. Reclaiming the teacher perspective, this article explores teachers’ agency in relation to technology in higher education. The aim is addressed through examining how teachers address the technological benefits for teaching. Analysing data from Danish university teachers (n = 488), we ident…
Interdisciplinary collaboration for sustainability among students with different disciplinary backgrounds
This paper offers a scoping review of the educational approaches adopted to cultivate interdisciplinary processes in higher education courses and modules concerned with sustainability among students with disciplinary backgrounds. Twenty-two empirical peer-reviewed studies published from 2018–2023 were included and synthesised in the study. The findings revealed a range of pedagogical models and categories of learning activities, learning outcomes…
Psychology (4 works) · Sociology (4 works) · Pedagogy (3 works) · Social science (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Political science (2 works) · Citizen journalism (1 work) · COVID-19 and Mental Health (1 work) · Digital Education and Society (1 work)