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This paper examines the experiences of undergraduate university students in response to the employment of video podcasts to support learning and teaching about exotic ecosystems. Six, 15-20‐minute podcasts were made accessible to students through a virtual learning environment, either online or to download to mobile technology. The students were free to watch the podcasts whenever and wherever they chose to. The perceived and actual effectiveness of the technology was assessed by written questionnaire, focus groups and summative assessment results. Students agreed that the podcasts were effective in supporting learning and teaching on the course, largely by offering a flexible and visual learning experience. The podcasts were also perceived as a useful resource for revision and assessment, providing visual images that stimulated factual recall and highlighted knowledge gaps. There were no significant differences, however, in examination essay grades comparing cohorts prior to and post adoption of podcasts. The key to improving the student learning experience appears to lie not in adopting new pedagogy, but in reflexively developing the existing pedagogic strategies employed by both teachers and learners. Of primary importance is uniting the individual learning experience of podcasts with group exploration and critical discussion in a collaborative learning framework.

Action research has an extensive history of being used to improve teaching and learning in many different professional settings, for example, schools, colleges, universities health and social care services. Educational action research embodies a process that necessitates honesty and openness and which lends itself to the betterment of one's practice; in the current e-learning climate, where education is rapidly changing and the role and practice of the educator is evolving yet uncertain, action research has never been more valuable. This article explores and presents how social media have been used to enhance the teaching of action research and also how students gained an understanding, appreciation and an evolving experience of action research. Exploring the intricate relationships between action research, new technologies and the learning that took place during an Understanding Action Research module, this article is written from the perspective that the module team was interested in ensuring that students acquired a fully rounded understanding of action research in order to utilize it in the improvement of their own practice.

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In order to voice their concerns related to the UGCs planned move to merge the JEE and NEET exams into the CUET, several aspirants have called for a protest at Jantar Mantar in Delhi on 17th August 2022. The protest is being led by student activist Pawan Bhadana and will commence tomorrow at 10 AM. Students are showing opposition to the UGCs stance because of the difference in the difficulty as well as the pattern of both the exams (JEE & NEET). Experts also feel that both exams need to test different skillsets and cannot be merged into a common exam based on an overlapping knowledge base (both exams have Physics & Chemistry as common sections)

Facebook and other social media have been hailed as delivering the promise of new, socially engaged educational experiences for students in undergraduate, self-directed, and other educational sectors. A theoretical and historical analysis of these media in the light of earlier media transformations, however, helps to situate and qualify this promise. Specifically, the analysis of dominant social media presented here questions whether social media platforms satisfy a crucial component of learning - fostering the capacity for debate and disagreement. By using the analytical frame of media theorist Raymond Williams, with its emphasis on the influence of advertising in the content and form of television, we weigh the conditions of dominant social networking sites as constraints for debate and therefore learning. Accordingly, we propose an update to Williams' erudite work that is in keeping with our findings. Williams' critique focuses on the structural characteristics of sequence, rhythm, and flow of television as a cultural form. Our critique proposes the terms information design, architecture, and above all algorithm, as structural characteristics that similarly apply to the related but contemporary cultural form of social networking services. Illustrating the ongoing salience of media theory and history for research in e-learning, the article updates Williams' work while leveraging it in a critical discussion of the suitability of commercial social media for education.

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Peer facilitation is proposed as a solution to counter limited interaction in asynchronous online discussions. However, there is a lack of empirical research on online peer facilitation. This study identifies, through cross-case comparison of two graduate-level blended courses attended by Asian Pacific students, the actual peer facilitation techniques that could encourage online interaction. Analyses of interviews and online discussion transcripts suggest that techniques such as 'showing appreciation' and 'considering others' viewpoints' encourage online interaction. However, instructors intending to incorporate peer-facilitated online discussions should also consider the influence of factors such as the design of the online discussion activity and learners' cultural background as some participants could consider challenging others' ideas culturally inappropriate and need to be encouraged through techniques such as 'general invitation to contribute'. Facilitators might also re-consider the use of certain traditionally recommended strategies such as directing an online message at specific participants to encourage responses. This study suggests that doing so could sometimes backfire and discourage online contributions.