Journals (University of Staffordshire)
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Social Learning in Higher Education
Full text linkThe sector wide development of social learning spaces in Higher Education (HE) institutions is recognition of the important role that ‘social learning’ plays in contemporary HE. Following an empirical study, Matthews, Andrews & Adams (2011) concluded that social learning spaces can contribute to enhanced student engagement by fostering active learning, social interaction and belonging amongst students. The study also revealed that social learning helps to foster a sense of community amongst students in broad discipline based programs, promoting a supportive campus environment and greater overall satisfaction
Biology students\u27 perceptions of learning from video exemplars of practical techniques: some lessons for teaching strategies
Full text linkVideo demonstrations are considered a useful way of preparing students for laboratory practicals or fieldwork, but the benefits may be dependent on the type of task and the level of prior understanding. In this study we initially replicate the findings of others in that 62% of student questionnaire respondents found video exemplars of technically complex laboratory practical tasks helpful. This, however, contrasts with the views from student focus groups undertaking ecological sampling techniques utilising relatively simple equipment. In the focus groups it seemed that prior practical experience had a greater impact on learning than the video exemplars. Furthermore, students’ practical concerns were overshadowed by worries of experimental design and data analysis. Our findings suggest video exemplars to be a more effective teaching tool for technically complex procedures. Students’ concerns regarding data handling merit further investigation as they may lead them to choose less challenging third year projects
Involving students in curriculum design: a research and statistics course designed by students for students
Full text linkThe following study relates to the development of a research and statistic training course for staff members and postgraduate students within the Faculty of Health Sciences, Staffordshire University. As part of the research and advanced scholarship university agenda, the demand for increase in research and advanced scholarly outputs, a need was identified by numerous staff and postgraduate students for additional research and statistics methods training. University funding was obtained to further investigate staff and students’ specific needs for such training. As a result, a basic research and statistics course was developed and delivered as a pilot to a small group of staff and postgraduate students. Written evaluation of the course was obtained by all attendees and analysed with the aim of improving the training course. Staff and student involvement was a vital part of the study throughout all stages, from course design to delivery and evaluation. The paper presents and discusses the key study findings as well as recommendations for practice
Innovating: integrating technology into teaching and learning with Operating Department Practitioner students
No full textThe majority of students today are conversant with technology, such as social media, internet and email, and consider them a fundamental part of everyday life. Integrating these technologies into teaching and learning should encourage or enhance learning, providing flexible, student-centered approaches. It should incorporate adult learning theory with its focus on self-directed learning and developing skills of inquiry
Feedback in Higher and Professional Education: Understanding it and Doing it Well
Full text linkBoud, D. & Molloy, E. (eds.) (2013) Feedback in Higher and Professional Education: Understanding it and Doing it Well. London: Routledge
The Innovative Use of Podcasting to Support Under-Represented Groups
Full text linkThe changes in the type of student accessing Higher Education (HE) and the Governments desire to widen participation for non-traditional students, presents new challenges for staff. This paper examines the benefits of using podcasts to support teaching and learning. There is a clear recognition for the need to develop the ability to ‘design, plan and orchestrate’ learning activities that involve the use of podcasting as part of a learning session. This paper examines podcasting within a framework based on the concepts of Widening Participation in Higher Education. This paper also examines factors concerning the need to transform HE to meet the needs of diverse students. The author outlines some innovative ways of re-establishing widening access and the concept of the ‘new student’
Lonely Heart Columns: A Novel and Entertaining Way of Teaching Students Abstract Writing Skills
Full text linkAbstract writing is a key skill for science graduates; they are a common feature in many of the standard forms of scientific dissemination such as scientific research articles. In this paper we present a novel and entertaining approach for teaching abstract writing using adverts from lonely heart columns (LHC). Student constructed full profiles of the authors of LHC and constructed LHC profiles of celebrities to illustrate the key sills in abstract construction. There was no significant difference between the grades achieved by student taught using LHC and a more traditional approach, suggesting there were no negative impacts from this delivery method. Student in LHC tutorial overwhelmingly enjoy the tutorial, 95% responded the question ‘how would you rate the enjoyment of this tutorial’ as ‘much’ or ‘very much’. In addition to abstract writing two thirds of students in LHC tutorial believed they improved their ability to speak in front of others and their creative thinking skills. The LHC tutorial is a novel approach to teaching and learning that is both enjoyable and effective
Govender, C.M. and Våland, T.I. (2021) Work Integrated Learning for Students: Challenges and Solutions for Enhancing Employability. Newcastle upon Tyne: Cambridge Scholars Publishing
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Relational Reflections: How do we nurture belonging in creative Higher Education?
Full text linkIn this paper, we reflect on a strand of educational development work that aims to foster belonging and develop compassionate pedagogies within a UKcreative arts university in response to COVID-19 and global calls for racial justice. We underpin our paper with our theoretical understanding ofbelonging as a relational phenomenon and explore how this aligns with antiracist policies and practices. We present our rationale for the design ofpodcasts as dialogic, affective and asynchronous tools for use in educational development to respond to both practical and epistemic needs. Contributionsfrom academic and support staff on ‘myth-busting belonging’ are explored as we consider the implications for educators in planning and delivering thecurriculum. We position the role and responsibility of institutions to design and implement equitable policies and practices, to support staff to fosterbelonging, as central to this work