Christoffer Bagger - An intervention in emphasizing between-class activities in an Master’s Level Humanities course.

This paper presents a pedagogical intervention aimed at improving student preparation in a Master’s-level Humanities course at the University of Copenhagen. Grounded in self-determination theory and research on active learning, the intervention emphasized visible preparation through structured between-class activities. This included student-led presentations, creative tasks, and peer feedback exercises. Drawing on data from lecturer reflection notes, student surveys, external observations, and a post-course focus group, the paper explores how these activities influenced participation, preparedness, and classroom dynamics. Findings indicate that activities emphasizing student autonomy and peer visibility, particularly the “show and tell” format, fostered greater motivation and engagement. However, the success of these interventions was partially constrained by issues of clarity regarding course expectations and self-selection biases inherent in the cohort. The paper concludes by reflecting on the conditions under which such practices may be transferable to other higher education contexts.