More than 1.5 billion students experienced disruption to education as a result of COVID-19, representing the most substantial interruption to global education in modern history (UNESCO, 2020). Many educational institutions transitioned to emergency remote teaching (ERT) overnight, which has presented an array of distinct challenges for educators.Using virtual interviews and an experiential approach to thematic analysis, the study examined Scottish primary teachers' (n=10) lived experiences of adapting to ERT practice. Findings demonstrated three main themes; 'Meeting Learners' Needs,' 'Influencing Engagement', and 'The Impact of ERT on Teachers'. Key findings suggested that differentiating learning, engaging, and communicating with learners is more difficult during ERT than face-to-face teaching. Parental engagement is vital, however, is influenced by several mitigating factors.Finally, ERT is likely to have substantial effects on the wellbeing of those involved.Implications of these findings are considered and discussed.

Although community inclusion brings a number of advantages for vulnerable individuals, it can also entail a range of challenges, and draws in issues of safety and security. This qualitative psychological study, therefore, aimed to explore the challenges being faced by two groups of vulnerable individuals: those with intellectual disabilities and dementia, and how these could be addressed in order to establish a community that is safe and welcoming for all. Interviews and focus groups were conducted with a range of community stakeholders—for instance, local businesses, residents, and individuals with intellectual disabilities, dementia and their carers—and data was thematically analysed to explore the issue of inclusion and participation particularly in relation to stigma and prejudice, self-worth, social isolation and feeling safe. As well as highlighting practical issues regarding inclusion and support, the work emphasised the psychological dimension, linking to a multi-faceted conception of community participation. While significant work is already addressing issues of risk and safety for vulnerable populations (such as “Keep Safe” schemes), the work described here leads to an alternative conceptualization, tied to notions of kindness in communities with a view to crafting communities capable of safely welcoming a wider variety of marginalized groups.

Vocational disciplines such as engineering provide an ideal opportunity for contextualising the curriculum. The provision of co-curricular activities can stimulate students to assimilate their prior knowledge and skills whilst enhancing employability attributes. Team-based cocurricular activities linked to problem-based learning (PBL) can offer students a quasiauthentic experience of engineering practice. In this paper, we provide a case study of a successful co-curricular initiative supported by local civil engineering employers. Civil Engineering 4 Real (CE4R) are evening workshops facilitated by practicing engineers, where student attendance is voluntary. Students use authentic documentation and collaborate in peer learning to solve industrial problems. CE4R has assisted student's anticipatory socialisation into their disciplinary profession. However, further research is required to establish the cognitive legacy that students gain from attending CE4R. There is also a need to explore the industrial experience within the UK higher education landscape (Tennant et al, 2015; Foster et al, 2017;Pilcher et al, 2017) and anecdotal evidence suggests that this can compromise the authenticity of the learning and assessment regime within an engineering curriculum.Academic role models tend to display research identities rather than the industrial disciplinary identities that would assist students to learn through mirroring "real-life situations and require the practising of the ways of thinking and problem solving employed by actual experts in relevant fields" (Kreber, 2013, p.19).In light of these issues, the current paper is organised as follows. In the next section, we examine the call for HE to recognise the value of co-curricular/extra-curricular learning and the concept of hybrid problem-based learning (PBL). This is followed by an introduction to the Civil Engineering 4 Real (CE4R) initiative; a co-curricular series of evening workshops designed to combine prior curricular knowledge with real-life engineering problems and scenarios. The next section provides a justification for our research methodology whereupon we draw insights from selected student feedback. The following section provides a discussion of four key findings from our analysis (relevant learning; links (and gaps) identified between CE4R sessions and curriculum; importance/appreciation of problems being 'real'; value of team work) before we offer our overall conclusions to the research. Co-curricular learning: a hybrid problem/project-based approachThere has been a growth in the number of references made to what students do outside the formal curriculum. Whilst some researchers (Wankel & Wankel, 2016) view co-curricular and extra-curricular as having interchangeable meaning, when we refer to 'co-curricular' we mean extensions of the disciplinary learning experience whereby students are able to assimilate knowledge and skills related to their professional practice within an academic programme.'Extra-curricular' refers to activities that may be coordi...

Objective. To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students. Methods. A thematic analysis was completed by Ms. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes. Results. The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants' primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students. Conclusion. The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs.

Gillian Hendry is a PhD researcher at the University of Strathclyde, whose research interests lie in the field of qualitative and social psychology. Her on-going PhD project is focused on investigating interaction in student groups; using discursive psychology to analyse how teasing is constructed as a pro-social act.Dr Sally Wiggins is a senior lecturer in psychology at the University of Strathclyde. Her research interests focus on discursive practices in everyday interaction, particularly on the social construction of eating processes such as appetite and food preferences. Her teaching interests are in problembased learning and group-based processes of learning, and she teaches qualitative research methods and social psychology.Dr Tony Anderson has long-standing research interests in language understanding within a dialogue context, and also peer interaction and learning, including the learning of skills such as critical thinking skills. His teaching activities focus on Cognition and Artificial Intelligence. AbstractSubmission to special issue: "Problem-based learning (PBL) and psychology" Author pre-print version 2Research has shown that educators may be reluctant to implement group work in their teaching due to concerns about students partaking in off-task behaviours (Alley, 2005). However, such off-task interactions have been shown to promote motivation, trust, and rapport-building (e.g. Bickmore, 2003). This paper details a study in which student groups were video recorded as they engaged in problem-based learning (PBL) tutorials, with the aim of examining the detail of social interaction within such settings. Eighty-five hours of data were collected from nine groups across two UK universities, with discursive psychology being used to analyse how group cohesion is constructed through off-topic talk such as gossiping and teasing. Two case studies are detailed in which we demonstrate how cohesion is established through a process of collective action against the 'other':highlighting the differences between "us" and "them", and how this can impact on group dynamics therein. There is often a discrepancy between self-reported and observed behaviour in groups and so the more we know about what actually happens in such environments, the better placed we are to support student learning. The paper concludes with recommendations on how analyses of social interaction and the management of psychological issues in PBL tutorials can inform the use of PBL as a teaching and learning approach.

Teachers' professionalism includes using educational research to support their work in the modern diverse classroom. Student teachers' views as they enter the profession are therefore important. Within a Higher Education Academy social science priority research strand, 'Supporting research-informed teacher education in a changing policy environment', this study developed workshops to ascertain student teachers' views on educational research, preparing materials suitable for primary and secondary sectors. These could be updated, and used by other higher education courses. Face-to-face or email workshops asked participants about their current uses of educational research, and to read and comment upon one policy research extract and one 'what works' research review. Small-scale piloting suggested the workshops readily elicited views, and students identified some personal changes following participation. Participants were generally unfamiliar with the principles of 'what works' research. Thematic analysis suggested students considered educational research was often inaccessible, but wanted accessible research to inform their practice.

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One of the challenges of implementing problem-based learning (PBL) is ensuring that group members work effectively together (Dolmans, De Grave, Wolfhagen, & Van Der Vleuten, 2005). As technology develops, it is particularly important that group members can function appropriately while using mobile technologies, such as mobile 1 phones, tablets, and laptops, in classroom settings. Mobile phones, in particular, have the ambiguous status of being a tool both for work and leisure purposes, given that their primary function is communication and in most cases they also provide access to the Internet. They are also personal and discreet; others in the group may not be able to see the screen activity in the 1 In this essay, we have used the term "mobile phone" to refer to cell phones, smartphones, wireless phones, etc. same way that a laptop or tablet is visible, and as such, using mobile phones in an educational context presents a problem of interpretation for group members in terms of whether the phones are being used for work or leisure purposes and thus whether a group member is still engaged with the group. In this essay, we utilize discursive psychology to examine the use of mobile phones in PBL student tutorial interaction at the exact moment in which a phone is picked up, analyzing what impact such an action can have on a group. Such an approach contrasts mainstream psychology's treatment of interaction by focusing on talk as performing a social action; such as how a phone user