Higher Education Research in Scotland: Report of a Survey Undertaken by Universities Scotland Educational Development Sub-Committee

The aim of this study was to gain an insight into a range of higher educational research taking place across Scotland with a particular focus on the nature, expertise, support and dissemination of this research. For the purposes of this study, we used the term ‘research into higher education’ to refer to a range of higher educational research activity that included: research into higher education policies and practice, pedagogical research, research into learning and teaching taking place in higher education and research about transition from further education or school into higher education. The findings point to the underground nature of pedagogic research taking place in Scotland. Many researchers are based within disciplines and their pedagogic research is disseminated in a variety of settings that do not always make it easily accessible within generic higher education research discourse. Pedagogic research is also apparently undervalued, with many academic staff experiencing pressure to prioritise publishing within their main discipline over and above pedagogic research. In addition there appears to be a lack of capacity within Scottish institutions to maximise the profile of higher educational research in the forthcoming UK Research Excellence Framework (REF) exercise

International postgraduate students and peer learning

Programmes such as peer learning and peer assisted study sessions are increasingly used to support undergraduate students in many academic institutions. These programmes are regularly evaluated, monitored and proven to have academic and social benefits for learners. However, postgraduate students, especially international students are not the main target of these programmes. This study targeted international postgraduate students. The action research method was used to investigate how peer learning could support international postgraduate students in their learning journey and enhance their learning experience. Two former/experienced postgraduate students were invited to share their learning experience with thirty four new international postgraduate students in two sessions. After the two presentations, participants completed a self-administrated open-ended feedback questionnaire to evaluate the two sessions. An open-ended feedback questionnaire was used as the main research tool to gather the primary data and thematic analysis was used to analyse the collected qualitative data. The findings revealed that students enjoyed this learning opportunity; majority of participants thought that the two peer learning sessions were useful, insightful, thoughtful, inspirational and beneficial. In conclusion, peer learning is an important tool to enhance the learning experience of international postgraduate students and enrich their educational journey. Therefore, the outcomes of this action research contribute to the growing body of knowledge on peer learning and international postgraduate students

Courseware in academic library user education: a literature review from the GAELS Joint Electronic Library project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. The GAELS project was required to create a set of learning materials to support Joint Electronic Library activity at Glasgow and Strathclyde Universities and conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library CAL implementations and use of hypertextual learning materials for more advanced information skills training. We suggest ways of improving library teaching practice and further areas of research

Simulation modelling: Educational development roles for learning technologists

Simulation modelling was in the mainstream of CAL development in the 1980s when the late David Squires introduced this author to the Dynamic Modelling System. Since those early days, it seems that simulation modelling has drifted into a learning technology backwater to become a member of Laurillard's underutilized, ‘adaptive and productive’ media. Referring to her Conversational Framework, Laurillard constructs a pedagogic case for modelling as a productive student activity but provides few references to current practice and available resources. This paper seeks to complement her account by highlighting the pioneering initiatives of the Computers in the Curriculum Project and more recent developments in systems modelling within geographic and business education. The latter include improvements to system dynamics modelling programs such as STELLA®, the publication of introductory textbooks, and the emergence of online resources. The paper indicates several ways in which modelling activities may be approached and identifies some educational development roles for learning technologists. The paper concludes by advocating simulation modelling as an exemplary use of learning technologies ‐ one that realizes their creative‐transformative potential

Courseware in academic library user education: A literature review from the GAELS Joint Electronic Library Project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. In order to create effective courseware packages to support joint electronic library activity at Glasgow and Strathclyde Universities, the GAELS project conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library computer‐aided learning (CAL) implementations and use of hypertextual learning materials for more advanced information skills training. We describe how these findings shaped the packages produced by the project and suggest ways forward for similar types of implementation

Preparing potential teachers for the transition from employment to teacher training: an evaluative case study of a Maths Enhancement Course

In response to a UK government drive to improve maths teaching in schools, the South West London Maths Enhancement Course (MEC) has been set up though collaboration between three Higher Education institutions (HEIs) to provide an efficient route for non maths graduates in employment to upgrade their subject knowledge and give a smooth transition into teacher training (PGCE). An evaluation of the scheme, measured against Teacher Development Agency (TDA) objectives and success criteria agreed by university staff, involved thematic analysis of focus group discussions and interviews with students and staff during both the MEC and PGCE courses. This has revealed a high level of satisfaction and success related to a number of underlying issues, particularly around student recruitment, curriculum design, peer support and staff collaboration. The model offers an example of practice transferable to a range of programmes aimed at supporting students in the transition between levels and institutions

INQUIRE: a case study in evaluating the potential of online MCQ tests in a discursive subject

There has been a wealth of investigation into the use of online multiple-choice questions as a means of summative assessment, however the research into the use of formative MCQs by the same mode of delivery still remains patchy. Similarly, research and implementation has been largely concentrated within the Sciences and Medicine rather than the more discursive subjects within the Humanities and Social Sciences. The INQUIRE (Interactive Questions Reinforcing Education) Evaluation Project was jointly conducted by two groups at the University of Oxford-the Said Business School and the Academic Computing Development Team to evaluate the use of online MCQs as a mechanism to reinforce and extend student learning. This initial study used a small set of highly focused MCQ tests that were designed to complement an introductory series of first-year undergraduate management lectures. MCQ is a simple and well-established technology, and hence the emphasis was very much on situating the tests within the student experience. The paper will cover how the online MCQs are intended to fit into the Oxford Undergraduate study agenda, and how a simple evaluation was executed and planned to investigate their usage and impact. The chosen method of evaluation was to combine focus groups with automated online methods of tracking, and the paper discusses the findings of both of these

Building Research-Informed Teacher Education Communities: A UCET Framework

©UCET December 201

Virtual Collaboration in the Online Educational Setting: A Concept Analysis

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers’ method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support and web-based technology are required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogic tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice