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Outputs (5)

Supporting wellbeing through scholarship of teaching and learning (2019)
Journal Article
Lawrence, J., & Herrick, T. (2020). Supporting wellbeing through scholarship of teaching and learning. Journal of Applied Research in Higher Education, 12(5), 871-881. https://doi.org/10.1108/jarhe-05-2019-0111

Purpose The purpose of this paper is to explore the impact and value of a scholarship of teaching and learning-led (SoTL) professional development in higher education (HE), with a focus on practitioner wellbeing. Design/methodology/approach The... Read More about Supporting wellbeing through scholarship of teaching and learning.

The influence of fieldwork design on student perceptions of skills development during field courses (2019)
Journal Article
Peasland, E. L., Henri, D. C., Morrell, L. J., & Scott, G. W. (2019). The influence of fieldwork design on student perceptions of skills development during field courses. International journal of science education, 41(17), 2369-2388. https://doi.org/10.1080/09500693.2019.1679906

Employability is a key issue for students and Higher Education Institutions and a key component of employability is possessing the skills a role requires. In the environmental sciences, fieldwork provides an opportunity for students to develop employ... Read More about The influence of fieldwork design on student perceptions of skills development during field courses.

Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses (2019)
Journal Article
Scott, G. W., Humphries, S., & Henri, D. C. (2019). Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses. Journal of geography in higher education, 43(3), 280-298. https://doi.org/10.1080/03098265.2019.1608516

Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of s... Read More about Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses.

Maximising motivators for technology-enhanced learning for further education teachers: moving beyond the early adopters in a time of austerity (2019)
Journal Article
Armstrong, E. J. (2019). Maximising motivators for technology-enhanced learning for further education teachers: moving beyond the early adopters in a time of austerity. Research in Learning Technology, 27, https://doi.org/10.25304/rlt.v27.2032

Technology-enhanced learning (TEL) has become a prominent issue in further education (FE) since the publication of the Further Education Learning Technology Action Group (FELTAG) report in 2014, but many initiatives have concentrated on digital compe... Read More about Maximising motivators for technology-enhanced learning for further education teachers: moving beyond the early adopters in a time of austerity.