Publisher: U of Greenwich   (Total: 3 journals)   [Sort alphabetically]

Showing 1 - 3 of 3 Journals sorted by number of followers
Compass : J. of Learning and Teaching     Open Access   (Followers: 6)
Student Engagement in Higher Education J.     Open Access   (Followers: 6)
J. of Educational Innovation, Partnership and Change     Open Access   (Followers: 1)
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Compass : Journal of Learning and Teaching
Number of Followers: 6  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2044-0073 - ISSN (Online) 2044-0081
Published by U of Greenwich Homepage  [3 journals]
  • Editorial Team

    • Authors: Peter Brown
      First page: 1
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1425
      Issue No: Vol. 16, No. 1 (2023)
  • Volume 16, Issue 1, Spring Editorial Summary

    • Authors: Rachel George
      Pages: 2 - 6
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1424
      Issue No: Vol. 16, No. 1 (2023)
  • Completing a Ph.D. – Does it have to be a Lonely Existence'

    • Authors: Bethan Jones, Stephanie Brady
      Pages: 7 - 10
      Abstract: The co-authors of this paper are current Doctor of Philosophy (Ph.D.) students with the University of Wolverhampton. We embarked on writing this opinion piece to share our experience of the first year of our Ph.D. and suggest how higher education institutions (HEIs) can enhance the academic development of doctoral researchers and minimise the detrimental experiences which studies have shown to affect this group of students.
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1373
      Issue No: Vol. 16, No. 1 (2023)
  • Teaching introductory economics: an interdisciplinary approach

    • Authors: Nabeel Iqbal
      Pages: 11 - 19
      Abstract: Using three examples, this opinion piece argues that introductory economics can provide an effective context in which to introduce university students to interdisciplinary learning and thinking. The first example illustrates how input-process-output diagrams can be used to stimulate interdisciplinary thinking in classrooms when teaching the concept of production. The second and third examples illustrate how elasticity and the concept of circular economies, respectively, can be introduced using an interdisciplinary approach. These examples are suitable for introductory economics classrooms in which students gain a foundation of basic scientific and mathematical concepts.
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1418
      Issue No: Vol. 16, No. 1 (2023)
  • Combining words and drawings, the better to understand students’
           lived experiences

    • Authors: Poppy Frances Gibson
      Pages: 20 - 33
      Abstract: This case study presents and interprets two data sets – interviews and line drawings – about barriers to learning in the HE context, as seen from the student perspective. Eleven undergraduate students participated in this exploratory study, which took place at a United Kingdom higher education (HE) institution. The findings help reveal to the reader the lived experiences of students and present opportunities to consider intervention practices that can be used to support student transition from further education (FE) into HE. This case study also discusses how to collect and use this mixed data set and highlights how employing this method promotes student voice. Researchers may find that the approach may be applicable to their own project design.
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1389
      Issue No: Vol. 16, No. 1 (2023)
  • Supporting the wellbeing of associate lecturers at the Open University
           through a creative arts intervention

    • Authors: Renu Bhandari
      Pages: 34 - 48
      Abstract: This case study discusses an online space created for associate lecturers (ALs) working at the Open University, with the intention of supporting wellbeing through sharing – and responding to – each other’s examples of creative arts activities. This paper reflects on engagement with and outcomes from this intervention. Four key themes emerged in participant responses to the intervention: 1) increased connectedness; 2) a feeling of being away from work; 3) happiness, enjoyment and positive feelings; and 4) openness to new places, ideas and shares. The results were analysed in line with available studies on sense of belonging, connectedness and well-being. This project highlights the potential for shared online creative activities to support connectedness and wellbeing in educators and students who are working in the online environment.  
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1367
      Issue No: Vol. 16, No. 1 (2023)
  • Building working relationships with peers: an induction activity for

    • Authors: Lili Yan, Dawn Reilly
      Pages: 49 - 56
      Abstract: The initial period of transition to university (‘induction’) is important as this is when students first meet university staff and are introduced to university systems. Students also meet each other for the first time and start to form friendship groups which will provide a source of peer support throughout their programmes. This case study sets out an activity which we use with the new students on our extended accounting- and finance- related programmes to introduce students to library resources and enable them to start to build working relationships with their peers. The activity begins with information about the library from an Academic Services Librarian, delivered using an interactive quiz format. Students then work in small groups using the library PCs straight away which enables students to start to build friendships and work independently. The final part of the activity includes group presentations to the whole class.
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1378
      Issue No: Vol. 16, No. 1 (2023)
  • A Postgraduate Marketing Programme’s Journey Towards

    • Authors: Mazia Yassim
      Pages: 57 - 70
      Abstract: Internationalisation has been a significant focus of educational institutions for some time now and yet many institutions are still grappling with the most effective way to achieve it. This case study provides a critical review of steps taken within a marketing postgraduate programme towards internationalisation. Three key steps are outlined here, with a view to sharing lessons learnt at each step: module-level approach, optional virtual exchange and programme-level approach. The paper concludes that internationalisation at home is a more inclusive way forward and that faculty development, use of technology and clearly defined learning outcomes are critical elements in securing effective internationalisation.
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1380
      Issue No: Vol. 16, No. 1 (2023)
  • Part-time higher education students’ interactions with a virtual
           learning environment as an exploration of theories of connectivism

    • Authors: Steve Connolly, Karen Wicks
      Pages: 71 - 92
      Abstract: This article uses data from an action research project (ARP) conducted with part-time higher education (HE) students as a means of exploring the recent thinking about learning characterised by theories of connectivism. Both quantitative and qualitative data are presented to assess the extent to which connectivist theory might explain – and indeed develop – the use of a virtual learning environment (VLE) on a part-time Education degree in the United Kingdom (UK), particularly for students from non-traditional backgrounds. The article concludes by discussing what both the data themselves and connectivist perspectives on those data might have to say about VLE use in an age in which such learning platforms are but one means of accessing learning.
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1357
      Issue No: Vol. 16, No. 1 (2023)
  • Learning to learn: pathway to practice

    • Authors: Laurence Pattacini, Hannah Beard
      Pages: 93 - 116
      Abstract: University students need to adapt to the changing demand of professional practices. This concern has informed the development of graduate attributes and pedagogical concepts – such as long-term learning – which inform the curriculum. This paper draws on two research exercises conducted in collaboration with both students and alumni in the field of design, to provide a better understanding of the students' awareness of the transferable skills embedded in their university courses and to determine how relevant these skills might be in professional practice. The students’ and alumni’s voice is key to this research project and exemplified through specific quotes. Critically reflecting on the students’ and alumni’s comments about their journey from student to practitioner enables us to discuss the key skills and capabilities identified, in order to nurture resilience to changes in the workplace and proficiency in ‘learning to learn’: practical knowledge, collaboration, communication and adaptability.
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1372
      Issue No: Vol. 16, No. 1 (2023)
  • Key factors for designing and delivering an effective asynchronous
           professional learning experience

    • Authors: Ana Cabral, Steph Fuller
      Pages: 117 - 143
      Abstract: In this paper, we explore the key factors for designing and delivering an effective asynchronous professional learning experience. This research study was developed with 107 participants in a module of a Postgraduate Certificate in Academic Practice (PGCAP) - a qualification which is offered to new academics at a United Kingdom (UK) Russell Group university, in line with practice at many other UK higher education institutions (HEIs).The module design was led by a range of factors which the relevant literature deems important for ensuring successful asynchronous online learning design. A questionnaire was created to measure participants’ overall perceptions regarding efficiency (learning context, facilitation, tutor feedback, peer feedback) and gains (presence, participation, persistence, connectedness, sense of community, learning experience). Participants were also invited to refer to the extent to which peer collaboration contributed to learning, to how far they felt part of a community on the module and to whether the asynchronous learning approach facilitated learning. Our results both confirmed and contradicted the positive findings of the literature: respectively, our participants did indeed find that many of the asynchronous design factors led, for them, to successful learning; they also identified some of the factors (e.g., peer feedback) as more challenging. We discuss the results of our study in terms of the effectiveness of this range of factors, considering the specific context of our module; we raise relevant questions about the issues and dilemmas involved in designing and delivering asynchronous learning courses when participants have a dual role as both learners and teachers.
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1392
      Issue No: Vol. 16, No. 1 (2023)
  • Freehand drawing – a learning and teaching perspective

    • Authors: Oliver Harrison, Martin Monahan
      Pages: 144 - 166
      Abstract: Freehand drawings are used frequently for ‘visual’ disciplines and have a range of benefits. Typically, for the social sciences, their utility is framed exclusively for enhancing active learning, but not necessarily as a teaching aid. Emphasising learning and teaching as a dialectical process between student and lecturer, a small-scale qualitative study explored the potential of a freehand drawing to help teach a complex primary text and assist students’ subsequent understanding. Students were taught the text in two ways – (1) verbal explanation accompanied by two static diagrams and (2) verbal explanation accompanied by a freehand drawing. Students discussed their experiences in a focus group. Despite mixed learning preferences, with interesting qualifications, students found the dynamic nature of the freehand drawing essential to understanding. Unintended variation in the delivery of each session produced insightful comment, as did the relationship between the lecturer’s learning preference and their choice of pedagogy.
      PubDate: 2023-03-08
      DOI: 10.21100/compass.v16i1.1406
      Issue No: Vol. 16, No. 1 (2023)
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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