‘Think of it as a Challenge’ : Problematizing Pedagogical Strategies for Progression when Assessing Web-based University Courses in Literary Studies
The aim of this study is to analyse how a taxonomy-based course design can support students’ qualitative learning processes in online university courses. The paper presents a case study based on two online courses in comparative literature in Swedish and English. A document analysis has been applied to analyse the empirical material, which includes the syllabuses, study guides, and examination ass
