Coventry University: E-Journals
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Using podcasting to enhance the experiences of apprentice paramedics in higher education
No full textPodcasts are being incorporated into more healthcare education programmes, as increasing availability of resources and flexibility to learn whilst on the move become key benefits to this form of teaching (Kirkwood & Price, 2014). Podcasts are considered valuable tools in education, allowing listeners to multi-task during episodes and use playback functions to aid understanding (Goldman, 2018). The aim of this action research establishes the critical question: ‘Does the use of podcasting within apprentice paramedic education enhance learner experience?’.
Action research allows an individual to reflect on their own practice, act on feedback and observe changes in their own development (Cohen et al., 2018). For the intervention, in replacement of a live teaching session, 60 apprentice paramedics listened to three podcast episodes uploaded to their virtual learning environment. Qualitative data was collected about this experience through an online survey, before thematic analysis was completed on the responses. Ethics approval was obtained before data collection, with 21 fully completed responses.
Three themes were identified from survey results: Overall experience in Higher Education, Accessibility and Quality of podcasts. All participants felt comfortable using the technology involved with podcasts and students had a generally positive experience with the content for this session. The majority agreed they preferred podcasts to traditional lectures or Powerpoint, and two-thirds were able to complete other tasks whilst listening to the intervention. However, not all students feel podcasts should be used in replacement of lectures and some argue that traditional methods still best suit their needs
INORMS 2025 AI and the Research Management Profession: Preparing for a Responsible and Resilient Future
Full text linkWhat is new?
Artificial Intelligence (AI) is rapidly transforming research management, yet research managers and administrators (RMAs) are often uncertain how to strategically and ethically adopt it. This article summarises key insights from the INORMS Congress 2025 to address this need.
What was the approach?
This opinion piece draws on case studies and sessions from INORMS 2025 to analyse institutional responses to AI integration, including training, ethics, and systems development.
What is the academic impact?
The opinion piece contributes to research management discourse by highlighting strategic and ethical approaches to AI adoption, positioning RMAs as critical change agents.
What is the wider impact?
Research institutions and RMAs will benefit from understanding how to responsibly integrate AI while fostering institutional readiness, equity, and professional sustainability
Global challenges and global skills: Lessons from the revision of a law degree study plan in Mexico
Full text linkThis article presents the intention, process, and results of a recent revision of the law degree study plan at Instituto Tecnológico Autónomo de México (ITAM), a university located in Mexico City. It reflects on the main lessons derived from this experience, so that its reading can be useful for other educational institutions that pursue similar purposes. The curricular reform described in this article responds to the need for modernization given the characteristics of current legal practice, as well as the purpose of improving the learning experience of students during their degree through effective and motivating pedagogy, in addition to a balanced workload.
The revision process started with a solid exercise of international, external, and internal consultations. The proposal derived from this exercise was subject to an open and collaborative dialogue with university authorities and the faculty of the Law Department. This is how the new curriculum is built, with the purpose of ensuring that graduates of this academic program develop knowledge, skills and attitudes enabling them to act as agents of social transformation, perform successfully in the different areas of the legal profession, and respond appropriately to changes in legal systems
Design, Validation and User Experience of the Faculty Development Interprofessional Education for Interprofessional Collaborative Practice (IPE-4-IPCP) Online Learning Modules
Full text linkFaculty development is significant in facilitating interprofessional education (IPE), yet faculty often have limited training. This paper describes the design, validation and user experience of four Faculty Development Interprofessional Education for Interprofessional Collaborative Practice (IPE-4-IPCP) online learning modules. Multi-methods research conducted at a health institute in QLD, Australia in 2022. An expert panel (n=5) and health faculty (n=8) assessed content and face validity. User group experience was explored qualitatively via focus groups. Content validity indices were all >0.8 indicating that content was appropriate. Agreement on all scales exceeded 75% for face validation. Focus groups findings suggest that the four IPE-4-IPCP modules reinforced current faculty practices, taught new concepts, used language that was inclusive and, will assist faculty to implement IPE in their context. Carefully designed online learning modules can be an effective way to engage and support faculty involved in design, implementation, assessment and evaluation of IPE experiences
Corpus Integration in L2 Discipline-Specific Writing Courses: A Cross-Linguistic Didactic Intervention Study
No full textThis study evaluates the effectiveness of corpus-based interventions for enhancing writing skills in English L2 and French L2 among Romanian-speaking students. Following established intervention models, the study involved five stages: initial essay writing, corpus tool training, introduction to target language corpora, essay revision using corpora, and a satisfaction survey. Analysis of linguistic data (e.g., frequency lists, n-grams, and error correction rates) and survey responses from 40 participants reveals improvements in writing accuracy and diversity. Specifically, English L2 students demonstrated enhanced lexical accuracy and varied phraseology, while French L2 students improved syntactic precision and contextual use of academic terms. Both groups showed increased grammatical accuracy, especially in prepositions and articles, through corpus consultation. The findings underscore the pedagogical potential of corpora in writing instruction and the necessity of expanding corpus resources for under-resourced languages like French
On Research Integrity within Science Training
Full text linkHere we report a teaching practice exploring integrity issues related to the use of images in scientific and/or academic writing or, more broadly, in communication. The practice is intended to raise students’ awareness of the need of complying with research integrity principles/norms. It is targeted at undergraduate students in the molecular biosciences, more specifically, to students enrolled in a First Degree in Biochemistry course. It has been implemented in the context of a course unit in which the students perform laboratory work – within a small project – usually originating data that is reported as graphs or as pictures in their laboratory reports. These visual representations are also normally used in articles published in scientific peer-reviewed journals. We implemented a group assignment based on the analysis of guidelines of different journals regarding the preparation of figures, including acceptable image processing and manipulation, as well as on the application of these guidelines on both written and oral reports. We could observe that the students performed the proposed activity with commitment and interest in the aspects explored. Moreover, the exercise improved their critical thinking ability as demonstrated through in-class discussions. In the present work, we discuss challenges of including illustrations in scientific texts in view of science teaching