Collaborative lecture theatres: Does redesign of teaching space impact on pedagogy?

This paper focuses on a UK higher education institution (HEI which redesigned three lecture theatres as ‘Collaborative Lecture Theatres’ (CLTs). Using Radcliffe’s framework for designing and evaluating learning spaces and using his three related components; pedagogy, space and technology it will explore how the redesigned rooms (space) and the introduction of technology has influenced pedagogy. The study utilises surveys and interviews with staff in different contexts within this institution, using the redesigned rooms. The data show that changing the design of the room and the technology within it does not necessarily lead to a change in pedagogy for all

Gender perceptions of generative AI in higher education

This study explored the themes and sentiments of online learners regarding the use of Generative Artificial Intelligence (AI) or “generative AI” technology in higher education. English-language tweets were subjected to topic modelling and sentiment analysis. Three prevalent themes were identified and discussed: curriculum development opportunities, lifelong learning prospects, and challenges associated with generative AI use. The results also indicated a range of topics and emotions toward generative AI in education, which were predominantly positive but also varied across male and female users. The findings provide insights for educators, policymakers, and researchers on the opportunities and challenges associated with the integration of generative AI in educational settings. This includes the importance of identifying AI-supported learning and teaching practices that align with gender-specific preferences to offer a more inclusive and tailored approach to learning

Conflicting logics of online higher education

The advent of massive open online courses and online degrees offered via digital platforms has occurred in a climate of austerity. Public universities worldwide face challenges to expand their educational reach, while competing in international rankings, raising fees and generating third-stream income. Online forms of unbundled provision offering smaller flexible low-cost curricular units have promised to disrupt this system. Yet do these forms challenge existing hierarchies in higher education and the market logic that puts pressure on universities and public institutions at large in the neoliberal era? Based on fieldwork in South Africa, this article explores the perceptions of senior managers of public universities and of online programme management companies. Analysing their considerations around unbundled provision, we discuss two conflicting logics of higher education that actors in structurally different positions and in historically divergent institutions use to justify their involvement in public–private partnerships: the logic of capital and the logic of social relevance

Twelve tips for integrating massive open online course content into classroom teaching

Massive open online courses (MOOCs) are a novel and emerging mode of online learning. They offer the advantages of online learning and provide content including short video lectures, digital readings, interactive assignments, discussion fora, and quizzes. Besides stand-alone use, universities are also trying to integrate MOOC content into the regular curriculum creating blended learning programs. In this 12 tips article, we aim to provide guidelines for readers to integrate MOOC content from their own or from other institutions into regular classroom teaching based on the literature and our own experiences. We provide advice on how to select the right content, how to assess its quality and usefulness, and how to actually create a blend within your existing course

Open Learning and Learning at Scale: The Legacy of MOOCs

This paper provides an introduction to the special collection. It presents a summary of the last decade in relation to research on MOOCs and describes the FutureLearn Academic Network (FLAN), which brought together FutureLearn partners for sharing and research purposes. Using this lens, research on MOOCs over the period is reviewed in terms of topic, in terms of the themes explored at different points in the last decade and in terms of the changes in focus of the MOOC platforms. The paper concludes by summarising the papers published in this special collection