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New codes of practice around student support plans

Some interesting tools to start the process of developing automated feedback. This is an area of interest for UoD Academics that completed the POF survey

Personalisation of e-learning environments is an interesting research area in which the learning experience of learners is generally believed to be improved when his or her personal learning preferences are taken into account. One such learning preference is the V-A-K instrument that classifies learners as visual, auditory or kinaesthetic. In this research, the outcomes of an experiment are described after students in the second year of university were exposed to a unit that was redesigned to fit in the V-A-K learning styles.

The so-called 'hidden curriculum' (HC) is often presented as a counterproductive element in education, and many scholars argue that it should be eliminated, by being made explicit, in education in general and specifically in higher education (HE). The problem of the HC has not been solved by the transition from a teacher-centered education to a student-centered educational model that takes the student's experience as the starting point of learning. In this article we turn to several philosophers of education (Dewey, Kohlberg, Whitehead, Peters and Knowles) to propose that HC can be made explicit in HE when the teacher recognizes and lives his/her teaching as a personal issue, not merely a technical one; and that the students' experience of the learning process is not merely individual but emerges through their interpersonal relationship with the teacher. We suggest ways in which this interpersonal relationship can be strengthened despite current challenges in HE.

Online educational content is becoming increasingly popular in higher education. In prior studies it has been reported that students prefer weblectures with a visible lecturer over weblectures consisting of audio and slides only. Anticipated was that the amount of attention students pay to a weblecture is relevant for this preference. A study was conducted to see whether lecturer-visibility was related to reported attention for a weblecture. Lecturer's appeal was expected to be a moderator in this relation.

The purpose of this paper is to discuss performance in postgraduate education in Sweden and Scotland. Drawing on two cases, the paper considers three themes: differences in students' performance by study mode, differences in students' performance by length of study, and finally comparing performance by study mode between modules in Scotland with an entire programme in Sweden.

Social presence, the ability to perceive others in an online environment, has been shown to impact student motivation and participation, actual and perceived learning, course and instructor satisfaction, and retention in online courses; yet very few researchers have attempted to look across contexts, disciplinary areas, or measures of social presence.

The National Center for Academic Transformation (NCAT) works through a four-stage iterative process to advance the use of information technology in improving student learning and reducing instructional costs.

Great resource for students to test their academic writing?

We need to think about SOLO and what students post on forums, can we tell from their posts if they are progressing to metacognition?

We offer a review of recent research and opinions. We include more formal research-based and "grey" literature around transformation in education - at a watershed moment of challenge, change and turmoil - for the UK Higher Education sector and its relationship with Europe. Juxtaposed on the changes in the UK and European political and educational ecologies, is the turbulence of the morphing of Open and Distance Learning into the much higher profile Online and Digital Education, and its place and contribution to achieving preferred and viable futures in the world. We explore the wicked problem of defence and stasis in the university sector despite the huge drivers for change. We explore ways in which learning with and from the future can be encouraged. We anticipate opportunities for universities to reimagine and adopt their roles in changing environments and to make challenging, developing and disruptive contributions to the online world and to offer advantage, benefit and foresight to their students and staff.