Lasse X Jensen
Dados Biográficos
| ID | 8901581 |
|---|---|
| NOME | Lasse X Jensen |
| PRENOMES | Lasse X |
| SOBRENOME | Jensen |
| ASSINATURA | JENSEN L X |
| AFILIAÇÕES | University of Copenhagen |
| ORCID | 0000-0002-0458-6534 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Developing critical appraisal skills among undergraduate students by early research exposure
INTRODUCTION: Early research exposure (ERE) amongst undergraduate (UG) medical students in a participant-centered approach can foster critical thinking skills for professional advancement. Evaluating the impact of ERE on skill development across different semesters of undergraduate medical students is essential to generate objective evidence on its effectiveness. METHODOLOGY: Using a pre-post interventional study design, we assessed the effect of…
The question of efficiency
In this article, we examine the notion of efficiency and the discourses that surround its use in higher education. In recent years, the call for digitally enhanced efficiency has begun to dominate conversations around teaching and learning; educational technology in its various forms is framed as having the capacity to relieve the labour of teaching. We consider what might be lost through this conception of education, how efficiency versus relati…
Reconfiguring retention
BACKGROUND: Retention is especially critical in rural and underserved areas of East Africa, such as Turkana County in Kenya, where resource limitations, harsh conditions, and a lack of professional development opportunities deter nurses from staying. In addition, female nurses face unique challenges shaped by systemic inequities and gendered expectations, influencing their retention. OBJECTIVE: The aim of this study was to explore factors influen…
The care-full craft of feedback in an age of generative AI
The disruptive and transformative presence of Generative Artificial Intelligence (GenAI) is rapidly reshaping education and learning. In this paper, we consider how GenAI is redefining what it means for students and educators to engage in feedback encounters, raising questions not only about what matters in feedback, but also about the very values that underpin meaningful learning. Taking stock of this significant shift, we examine what we know a…
Characteristics of productive feedback encounters in online learning
Understanding how students engage with feedback is often reduced to a study of feedback messages that sheds little light on effects. Using the emerging notion of feedback encounters as an analytical lens, this study examines what characterizes productive feedback encounters when learning online. Drawing from a cross-national digital ethnographic dataset, a qualitative analysis categorized feedback encounters within this dataset: While most encoun…
Generative AI and higher education
The release of the Artificial Intelligence (AI) chatbot ChatGPT renewed discussions about how AI would upend higher education. This paper presents a critical analysis of “grey literature” claims made in the first months after ChatGPT was made public, exploring what these discussions might mobilise in practice. We identified articles for inclusion through a systematic search of five prominent higher education sector outlets. The included articles …
Authentic assessment
Authentic assessment is often positioned as an educational panacea, invoked in response to a broad range of complex problems. This paper considers authentic assessment in relation to three key challenges: preparing graduates for the future, cheating, and inclusion. Despite literature supporting its potential benefits, there is limited evidence on the relationship between authentic assessment and these challenges. Through an uncritical blending of…
Feedback encounters in doctoral supervision
Effective doctoral supervision is heavily dependent upon dialogic feedback. The rise of generative artificial intelligence chatbots raises the question how interactions with a chatbot align with, or diverge from, authentic feedback practices with supervisors. This self-study from a supervision team employs a novel method of combining rich data from authentic supervisory feedback encounters with simulated chatbot conversations. Supervisor and chat…
Feedback encounters
There is growing agreement that feedback should be understood as a contextual and social process, rather than as receipt of teacher comments on students’ work. This reframing brings with it new complexities, and it can be challenging for researchers and practitioners to adopt a process perspective when making sense of feedback practices in naturalistic settings. This paper takes the nascent notion of feedback encounter and proposes it as an analy…
Digital ethnography in higher education teaching and learning—a methodological review
To understand how the digitalization of higher education influences the inter-relationship between students, teachers, and their broader contexts, research must account for the social, cultural, political, and embodied aspects of teaching and learning in digital environments. Digital ethnography is a research method that can generate rich contextual knowledge of online experiences. However, how this methodology translates to higher education is l…
Understanding feedback in online learning – A critical review and metaphor analysis
Technologies associated with online learning have led to many new feedback practices and expanded the meaning of feedback beyond the traditional focus on instructor comments, but conceptual work on online feedback has not followed. This paper investigates how online learning researchers understand feedback's role in teaching and learning, and discusses how these understandings influence what research questions are asked, and what online feedback …
A review of the use of virtual reality head-mounted displays in education and training
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A review of the use of virtual reality head-mounted displays in education and training
Understanding feedback in online learning – A critical review and metaphor analysis
Technologies associated with online learning have led to many new feedback practices and expanded the meaning of feedback beyond the traditional focus on instructor comments, but conceptual work on online feedback has not followed. This paper investigates how online learning researchers understand feedback's role in teaching and learning, and discusses how these understandings influence what research questions are asked, and what online feedback …
Digital ethnography in higher education teaching and learning—a methodological review
To understand how the digitalization of higher education influences the inter-relationship between students, teachers, and their broader contexts, research must account for the social, cultural, political, and embodied aspects of teaching and learning in digital environments. Digital ethnography is a research method that can generate rich contextual knowledge of online experiences. However, how this methodology translates to higher education is l…
Feedback encounters
There is growing agreement that feedback should be understood as a contextual and social process, rather than as receipt of teacher comments on students’ work. This reframing brings with it new complexities, and it can be challenging for researchers and practitioners to adopt a process perspective when making sense of feedback practices in naturalistic settings. This paper takes the nascent notion of feedback encounter and proposes it as an analy…
Characteristics of productive feedback encounters in online learning
Understanding how students engage with feedback is often reduced to a study of feedback messages that sheds little light on effects. Using the emerging notion of feedback encounters as an analytical lens, this study examines what characterizes productive feedback encounters when learning online. Drawing from a cross-national digital ethnographic dataset, a qualitative analysis categorized feedback encounters within this dataset: While most encoun…
Generative AI and higher education
The release of the Artificial Intelligence (AI) chatbot ChatGPT renewed discussions about how AI would upend higher education. This paper presents a critical analysis of “grey literature” claims made in the first months after ChatGPT was made public, exploring what these discussions might mobilise in practice. We identified articles for inclusion through a systematic search of five prominent higher education sector outlets. The included articles …
Authentic assessment
Authentic assessment is often positioned as an educational panacea, invoked in response to a broad range of complex problems. This paper considers authentic assessment in relation to three key challenges: preparing graduates for the future, cheating, and inclusion. Despite literature supporting its potential benefits, there is limited evidence on the relationship between authentic assessment and these challenges. Through an uncritical blending of…
Feedback encounters in doctoral supervision
Effective doctoral supervision is heavily dependent upon dialogic feedback. The rise of generative artificial intelligence chatbots raises the question how interactions with a chatbot align with, or diverge from, authentic feedback practices with supervisors. This self-study from a supervision team employs a novel method of combining rich data from authentic supervisory feedback encounters with simulated chatbot conversations. Supervisor and chat…
Developing critical appraisal skills among undergraduate students by early research exposure
INTRODUCTION: Early research exposure (ERE) amongst undergraduate (UG) medical students in a participant-centered approach can foster critical thinking skills for professional advancement. Evaluating the impact of ERE on skill development across different semesters of undergraduate medical students is essential to generate objective evidence on its effectiveness. METHODOLOGY: Using a pre-post interventional study design, we assessed the effect of…
The question of efficiency
In this article, we examine the notion of efficiency and the discourses that surround its use in higher education. In recent years, the call for digitally enhanced efficiency has begun to dominate conversations around teaching and learning; educational technology in its various forms is framed as having the capacity to relieve the labour of teaching. We consider what might be lost through this conception of education, how efficiency versus relati…
Reconfiguring retention
BACKGROUND: Retention is especially critical in rural and underserved areas of East Africa, such as Turkana County in Kenya, where resource limitations, harsh conditions, and a lack of professional development opportunities deter nurses from staying. In addition, female nurses face unique challenges shaped by systemic inequities and gendered expectations, influencing their retention. OBJECTIVE: The aim of this study was to explore factors influen…
The care-full craft of feedback in an age of generative AI
The disruptive and transformative presence of Generative Artificial Intelligence (GenAI) is rapidly reshaping education and learning. In this paper, we consider how GenAI is redefining what it means for students and educators to engage in feedback encounters, raising questions not only about what matters in feedback, but also about the very values that underpin meaningful learning. Taking stock of this significant shift, we examine what we know a…
Psychology (8 obras) · Higher education (6 obras) · Computer Science (5 obras) · Mathematics education (5 obras) · Pedagogy (4 obras) · Student Assessment and Feedback (4 obras) · Artificial Intelligence in Healthcare and Education (3 obras) · Generative grammar (3 obras) · Political science (3 obras) · Sociology (3 obras)