University of Greenwich Journals and Working Papers
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Student Perceptions of TabletPC Use in Mathematics Teaching, and Student Preferences of Different Delivery Modes
No full textTraditional mathematics education using a blackboard has, in recent decades, been complemented or replaced by emerging technologies. The pandemic was a notable catalyst for adoption of technology, as educators had no choice but to engage with technology so that learning and teaching could continue remotely. The present research was conducted at a large UK university which invested in TabletPCs to facilitate this remote education. The research verified that the benefits of TabletPCs described in the literature were indeed being achieved locally. The research further explored student perceptions and preferences of different lecture delivery modes, including TabletPCs and boards. The research was conducted before and after remote delivery to explore whether student opinions differed following this period of greater exposure to technology-driven education. The main result of the research is a student preference for multi-modal lecture delivery, which was slightly stronger in the post-pandemic survey. A further recommendation is for educators to consider the value of different tools and their individual advantages when planning teaching activities, rather than being led by a strong discipline culture.
Visual Narratives in Higher Education: A Scoping Review of Comic, Manga, Graphic Novels and Cartoons as Educational Tools
No full textThis scoping review explores the use of comics, graphic novels, manga and cartoons in higher education (HE) for learning and teaching. Drawing on eighteen articles published between 2000 and 2023 across diverse academic disciplines, it examines teaching approaches, motivations and outcomes associated with these visual media.
The review finds that comics function both as educational resources and as tools for promoting active learning in such fields as economics, psychology, health sciences, biology, chemistry, computer science and the creative industries. These media help make complex academic content more accessible, engaging and comprehensible, while enhancing student motivation and engagement. Educators employ comics to initiate activities, illustrate professional and social realities and stimulate discussion, dialogue and reflection. This approach broadens students’ perspectives, fosters critical reflection and supports the development of both critical thinking and professional skills.
Despite the potential of comics, the review identifies a lack of detailed pedagogical strategies and guidance, or ‘comics literacy’, to optimise their educational benefits. It calls for a critical evaluation and a theoretical underpinning to guide their use in HE and highlights the need for further research to realise fully their potential in this sector
Student insights into Gen-AI Use in writing academic essays in higher education: motives, benefits and challenges: Motives, benefits, and challenges
No full textThis study explores students’ perceptions of the effectiveness of applying generative artificial intelligence (Gen-AI) tools to meet the learning outcomes of assessments. The rapid integration of Gen-AI into higher education has ignited debate about the benefits and challenges of these tools when in the hands of educators and students. The study aimed to contribute to the existing body of knowledge by moving beyond mere usage and acceptance of Gen-AI by focusing on its ability to achieve desired learning outcomes. A qualitative study with a sample of thirty-five undergraduate university students aimed to understand how well Gen-AI met the assessment learning outcomes. The findings identify convenience as one of the main drivers for choosing it and suggest that the threat of plagiarism and inadequate expertise in managing its tools are notable hindrances. This study provides insights into key areas on which academic institutions can focus to make AI tools more valuable in assessments, where their application is now inevitable
Hard-to-Reach Students, or Hard-to-Reach Lecturers? A Personal Reflection
No full textThis piece reflects on the challenges of engaging ‘hard-to-reach’ students in higher education, urging a shift in focus towards relational teaching. It highlights the importance of building human connections and creating inclusive learning environments. The piece emphasises that universities must provide the necessary support and resources for lecturers to foster genuine human relationships, as learning is most effective when students feel valued and connected
Fostering independent animation learners through an inclusive, scaffolded pedagogy
No full textIn United Kingdom (UK) higher education (HE), there are systematic challenges to integrating theory with practice and thus supporting learners to become confident and self-motivated professionals in the creative industries. The pedagogical issues that we are addressing aim at creating independent learners in animation practices throughout our student body. This case study profiles our inclusive approach to education across three levels: on a micro-level, we present a personalised approach to tutorials and feedback; on a meso-level, we developed targeted instruments for dissertation support; on a macro-level, we refined our curriculum to become more integrated, scaffolded and inclusive.
Our multi-layered support strategy embraces individual student voices, tacit knowledge and the sense of ‘mattering’. Specific focus is given to students with additional learning needs. Our paper illustrates the success of our student-centred approach. Our method yielded significant results including the 100% success rate of our graduates. By imparting this scaffolded personal support approach, we intend to make our teaching and support practices more accessible to other educators
Generative Artificial Intelligence and the doctoral student: procedural and ethical considerations.
No full textThis opinion piece reports the discussions of a group of seven EdD (Doctor of Education) students and their tutor (lead author), who together have co-authored this paper. The piece identifies our diverse attitudes, anxieties, aspirations or apprehensions regarding the use of generative artificial intelligence (GenAI). The discussion evolved to explore six main areas: academic literacy; ethical use of GenAI; the need for originality; the consistency of attitudes held by assessors and supervisors; the specificity of university guidance; and the viva as an assessment tool. The extent to which aspects of the discussion resonated with examples of published work was also considered
Affections in the transition to undergraduate mathematics
No full textThe module ‘Introduction to Study and Research in Mathematics’ is a credit-bearing unit of teaching designed particularly with the aim of supporting students in the transition from school to studying mathematics at undergraduate level in the UK. This case study discusses how the design of the module was impacted by consideration of the affective domain, aiming to build both students’ understanding of and interest in mathematics as an academic discipline and their confidence in tackling mathematics questions they do not initially know how to answer
Generating maths solutions with ChatGPT
No full textCreating step-by-step maths solutions takes significant time and effort. Starting with a ChatGPT-generated draft and proceeding to carefully review and improve it can lead to significant time savings. In this case study, solution documents were created for two past exam papers in a second-year undergraduate maths module. Using a ChatGPT-generated draft as a starting point led to a total creation time of 2 hours and 36 minutes, compared to 4 hours and 31 minutes without the assistance of ChatGPT. This article explains the procedure for obtaining the ChatGPT draft, provides the background for the study, and presents the findings. It highlights key strengths of using ChatGPT for this purpose, including its speed, accuracy and quality of explanation. Limitations are also discussed, such as the risk of calculation errors, incorrect workings or over complicated answers
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