Henrik S Sætra
Henrik Skaug Sætra is a political scientist working at Østfold University College. He specialises in political theory, and has worked extensively on game theory, environmental ethics. He is currently involved in several projects dealing with the social and philosophical implications of how we employ big data and artificial intelligence in todays society.
Address: Norway
Address: Norway
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Papers by Henrik S Sætra
of the primary causes of high dropout rates in economics educations in Norway. In order to support
the learning process in statistics courses, and in order to make the courses more flexible, the author
experimented with the use of Padlet in two different student groups taking an introductory course
in statistics for economists. The purpose was to overcome the difficulty of engendering social
engagement and activity and fostering effective mediation, scaffolding and collaborative learning
in large student groups scheduled for traditional lectures in large auditoriums. The author’s
experiences and the students’ evaluations of the model is presented here, along with the theoretical
justification of the use of Padlet and the context in which it was tested. The results show that
computer‐supported collaborative learning can be an effective supplement or alternative to
traditional study groups for those that either prefer this or cannot take part in regular study groups.
The students used Padlet actively, and a majority of the students reported that it was a significant
or highly significant factor in their learning process.
of the primary causes of high dropout rates in economics educations in Norway. In order to support
the learning process in statistics courses, and in order to make the courses more flexible, the author
experimented with the use of Padlet in two different student groups taking an introductory course
in statistics for economists. The purpose was to overcome the difficulty of engendering social
engagement and activity and fostering effective mediation, scaffolding and collaborative learning
in large student groups scheduled for traditional lectures in large auditoriums. The author’s
experiences and the students’ evaluations of the model is presented here, along with the theoretical
justification of the use of Padlet and the context in which it was tested. The results show that
computer‐supported collaborative learning can be an effective supplement or alternative to
traditional study groups for those that either prefer this or cannot take part in regular study groups.
The students used Padlet actively, and a majority of the students reported that it was a significant
or highly significant factor in their learning process.