I thought I would do a short interim report. Until 23:00 last night, I thought that what was happening in my group was a bad joke, because there were still 59 minutes until the deadline. And honestly, reading three articles in doubt and discussing a question about each one without having to go into what the group had previously discussed doesn't seem like such a high hurdle to me now. A quarter of a page (= a total of 1.5 pages) in one week is no mean feat either. What happened? From my group, 6/8 people failed the exam. Not because they missed the point, but because they didn't write anything, not even the smallest question. 

Conversely, this also means that only the other fellow student and I actually took this exam. But I have to say in return, while in the last discussion exam the exchange with her was still not very refreshing, we both really had fun and discussed deeply. At least I can say I also got a nice insight into the Swedish health system. At the same time, I was a bit puzzled by the behaviour last time, and if 75 per cent of the group just sort of disappears now, that also raises questions.

The main difference between the German and Swedish education systems is that academic education is also completely free of charge (i.e. no semester fees). So there are no fees for distance learning either. So failing, not feeling like it, etc. have no immediate monetary consequences. I don't have a comparison with a traditional university (e.g. registration for the student ticket ;) ) or the FU (the cheapest distance learning programme at university level). Nevertheless, I ask myself whether education free of charge for all (Swedes and EU citizens) does not at the same time cause such phenomena. Motivational brake is probably the wrong word, but it takes a completely different motivation to stick with it, even if not passing or quitting has no real consequences and you can, if you want, study anything academically by distance learning for the rest of your life, because the system allows it. First of all, I think the Swedish approach is basically good. So far, I can't say that I'm learning less compared to APOLLON or that I'm being given even a hint. 7.5 credits were definitely a bit less demanding before, with a maximum of 2 exams. Now there are a total of 4 exams, which are somewhat the same in terms of the volume of writing, but somewhat higher in terms of the volume of course literature (even if you still do external research for the discussions). But it is a Master's programme, isn't it?

After the first three weeks, half of the students have already quit, and I suspect that after the last three exams, at least two handfuls of students will have left or will no longer be active in the course. But I think it also shows very well the importance of extrinsic and intrinsic motivation in distance learning. Or to put it another way, if extrinsic motivation is absent or an additional obligation or consequence (blowing money usually hurts), that a lack of or little intrinsic motivation may make it more difficult to persevere in a (distance) study programme (or it may simply make it easier to give up). One of the threads here on FI[*] was about why students drop out of their studies. I'd like to throw in something in addition to the arguments mentioned there, namely that too often all the external factors are in the foreground, but less so what really motivates you. I would argue that many students do not simply study out of pure interest and enjoyment of learning or the subject, but for quite pragmatic reasons. But the question is whether that is enough. The question also remains whether systems like the one in Sweden don't simply make it too easy for students to study everything and nothing, to keep reinventing themselves and giving up without following through once.

What else is there to be happy about? I received my grade for the first Individual Paper on Theories and Concepts in Integrative Health Science. As explained in the previous blog in a 3-step scheme. The feedback was comprehensive and interesting, but also helpful. What made me smile was the statement "I am a bit uncertain at times of how you interpret Foucault. [...] Foucault's way of writing can be confusing. This comment does not affect your grade" - To be honest, sometimes I don't know how I interpret Foucault either, it depends on my mood and how much I like him at the moment :lol:. But in the end I passed with VG (väl godkänd/ pass with distinction). If I now pass the last paper with VG as well, I will have passed the entire course. 

The last exam is again an individual take-at-home exam (it's also called a paper) of 3-4 pages, which links everything I've learned and discusses a topic based on the course literature. Actually, I had wanted to discuss the phenomenon of "presenteeism", but between getting up and going to my desk, I thought of an inclusion topic related to health science, and that's what it will be. Time this time 14 days, so reasonable and now that I have a structure for the paper, doable. 

[*] deliberately not linked and it should stay that way ;)