Managing Teaching and Learning in Further and Higher Education

Viva survivors – the effect of peer-mentoring on pre-viva anxiety in early-years students

“…As Mellanby and Zimdars (2011) describe, the relationship between anxiety and academic performance is complex, and different types of anxiety (state and trait) may interact other factors such as student ability and the nature of the assessment. However, if anxiety levels are too high, learning will not be facilitated (Ashcroft and Foreman-Peck, 2002).…”

The Online and Campus (OaC) model as a sustainable blended approach to teaching and learning in higher education: A response to COVID-19

“…This again links to considered course design, and the OaC model provides guidance to those whom may not be familiar with blended learning approaches. It could therefore be suggested that asynchronous learning tasks should support engagement with synchronous remote learning and face-to-face sessions, allowing students to engage with content at their own pace before applying this knowledge in problem-solving, active and collaborative learning (Ashcroft & Foreman-Peck, 1994;Graham et al, 2005;Ustun & Tracey, 2020). The content provided in campus, synchronous and asynchronous learning must align with the objectives of the programme, module and assessment to ensure effective constructive alignment (Biggs & Tang, 2011).…”

<p>It’s a “Clicker,” not a Magic Wand: The Effect of a Classroom Response System on Attendance</p>

“…Therefore it is imperative that a variety of teaching and learning strategies are employed that reflect and respond to these diverse needs. However, the main teaching strategy employed in university is the lecture (Gatherer and Manning 1998), which is perceived as a very teacher-centred rather than a student-centred approach to (Quinn 2000) and it is criticised for being a one-way communication process (Curzon 2004) that does not suit all learners and, in fact, may hinder interaction (Ashcroft and Foreman-Peck 1994). By their very nature lectures cannot address the individual learning needs or facilitate the individual learning styles of students.…”

“…The integration of more innovative teaching methods into the lecture such as gaming, for example, word searches or crosswords, five-minute classroom assessment techniques, interactive handouts, questioning, brainstorming, debate (Race 2001), student-led seminars (Ashcroft and Foreman-Peck 1994) and demonstrations (Quinn 2000) might be considered. Building in appropriate breaks or changes in activities every fifteen to twenty minutes (Quinn 2000) helps to re-engage students and recharge the attention spans that tend to diminish, particularly in large, full lecture theatres.…”

“…Computer-assisted instruction greatly enhances the probability of meeting the needs of the learners (Bastable 2003). Other teaching strategies that are useful include interactive handouts, questioning, brainstorming, debate (Race 2001), studentled seminars (Ashcroft and Foreman-Peck 1994) and demonstrations (Quinn 2000).…”