Applying Liljedahl’s Thinking Classrooms in a Higher Education Digital Technology Course

Abstract

This paper explores student learning experiences in the ICT course Digital Technology using one specific pedagogical approach, Pe- ter Liljedahl’s ”Thinking classrom”. We assigned 25 students to random groups to solve a network problem on whiteboards and conducted in- depth interviews with 10 participants. Thematic analysis revealed im- proved communication and academic focus, though knowledgeable stu- dents still took more active roles. While most students felt engaged, some noted drawbacks such as increased energy demands, awkwardness, and reduced autonomy, and expressed concerns about using this method for summative assessments.