Learning and Teaching in Action: MMU's Journal for the scholarship of teaching and learning

Past Issue

Learning and Teaching in Action
Volume 12, Issue 1

 

Editorial

Charles Neame
Charles introduces this issue which is concerned with making learning more accessible to and effective for students. This may be through the creative use of new technology, better understanding of the ways in which students learn, or through proactive responses to problematic aspects of the student experience.   Download Editorial (pdf file)

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Manchester Metropolitan's Scholarship of Teaching and Learning (SoTL) scheme

Charles Neame
An overview of projects funded under the MMU Scholarship of Learning and Teaching scheme. The scheme is aimed at initiatives implementing and evaluating innovation in teaching and the student experience, and in developing the research capability of the staff who undertake them.   Download Manchester Metropolitan's Scholarship of Teaching and Learning (SoTL) scheme (pdf file)

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The impact of peer-mentoring on the experience of first year business students

Marilena Antoniadou and Hannah-Louise Holmes
Experiences and perceptions of a newly-established peer mentoring scheme aimed at enhancing the transition and induction of first year students, and evaluation of the scheme after one year of implementation.   Download The impact of peer-mentoring on the experience of first year business students (pdf file)

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Beyond Moodle and Powerpoint: Mobile and technology-enhanced learning in the humanities, languages and social sciences

Magdelena Bober
A faculty-wide survey of learning activities which employ mobile devices or other technology in an innovative way. In many cases the activities could be easily adapted for other disciplines.   Download Beyond Moodle and Powerpoint: Mobile and technology-enhanced learning in the humanities, languages and social sciences (pdf file)

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Narratives of Need: Exploring the Barriers to Help-Seeking in Undergraduate Students

John E Goldring, Sal Watt, Nazneen Ismail and Emily Wakeland
This research explores possible barriers to students seeking timely support when experiencing issues that prevent them from submitting coursework on time. The data is drawn from a sample of accounts provided in HLSS Exceptional Factors records.   Download Narratives of Need: Exploring the Barriers to Help-Seeking in Undergraduate Students (pdf file)

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Understanding Learner Disengagement: Why do students pay £9,000 a year not to attend lectures?

Mark Langan and Nicola Whitton
Insights into the reasons that students chose not to engage with available learning opportunities, gained from analysis of learner interviews.   Download Understanding Learner Disengagement: Why do students pay £9,000 a year not to attend lectures? (pdf file)

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Reflections on the use of Student Response Systems in the HE classroom

Orlagh McCabe
This paper reports on the use of SRS combined with other e-learning technologies to facilitate feedback, promote reflection and assess the student experience.   Download Reflections on the use of Student Response Systems in the HE classroom (pdf file)

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Questions as 'springboards': a dialogic approach to fostering critical enquiry and reflection in dance

Rachel Rimmer
Study findings are analysed to evaluate the effectiveness of this approach and to examine some of the challenges for both teacher and students when attempting to instigate change in an environment that is strongly associated with traditional pedagogical paradigms.   Download Questions as 'springboards': a dialogic approach to fostering critical enquiry and reflection in dance (pdf file)

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Personalized Education Using Adaptive Learning Technology: One Size doesn’t have to fit all

Paul Smith
The goal of this project was to investigate how adaptive learning can enhance student learning by tailoring the educational experience to each individual, using the CogBooks adaptive learning software.   Download Personalized Education Using Adaptive Learning Technology: One Size doesn’t have to fit all (pdf file)

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If you are interested in contributing, please contact Charles Neame (c.neame@mmu.ac.uk)