Skip to main content
Article thumbnail
Location of Repository

How pedagogical research can enhance teaching and learning: one academic’s personal account

By James McDowell


This paper offers a narrative account of the journey of one academic in the School of Computing and Engineering through the early stages of a professional doctorate in the Department of Educational Research at Lancaster University. Focusing on the first three phases of this programme, the author highlights how the experience facilitated deepening engagement in pedagogical research, leading to the adoption of practices which have generated increased rates of student retention and progression, and to the presentation of research findings in these areas to internationally recognised technology-enhanced learning conferences

Topics: LB2300
Publisher: University of Huddersfield
Year: 2011
OAI identifier:

Suggested articles


  1. (2010). An investigation into the social and educational affordances of computer mediated communications experienced by students with Asperger’s Syndrome participating in group work.
  2. (2010). An investigation into the use of learning technology tools to offer opportunities for learners with Asperger’s Syndrome in higher education to participate in group work. Paper presented to the Addressing Autism and Asperger’s Syndrome conference,
  3. (2001). Anarchism, Utopias and Philosophy of Education. doi
  4. (1913). Anarchism: A Collection of Revolutionary Writings, first published (in French) in 1913; translated and reproduced by
  5. (2000). Asperger’s Syndrome: A Guide for Parents and Professionals, doi
  6. (2009). Beyond the books: case study of a collaborative and holistic support model for university students with Asperger syndrome, doi
  7. (2005). Collaborating online: Learning together in community. doi
  8. (2007). Communities of Practice, doi
  9. (2006). E-learning Groups and Communities. doi
  10. (2005). Effect of ICT group work on interactions and social acceptance of a primary pupil with Asperger's Syndrome. doi
  11. (1916). God and the State, doi
  12. (1998). Language and Communication in High-Functioning Autism and Asperger Syndrome. In doi
  13. (1987). Mutual Aid: A Factor of Evolution, doi
  14. (2010). Paper presented to the Learning Futures Festival,
  15. (1991). Situated learning: Legitimate peripheral participation. New York: doi
  16. (1999). Social constructivism and the process-content distinction as viewed by Vygotsky and the pragmatists, doi
  17. (2001). The
  18. (2008). The paradox of trust in online collaborative groups. doi
  19. (1851). The Reflective Practitioner,
  20. (2008). The use of Internet-based communication by people with autism. PhD thesis submitted to the University of Nottingham. Retrieved

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.