scholarly journals Lecture capture, social topology, and the spatial and temporal arrangements of UK universities

2021 ◽  
pp. 147490412199398
Author(s):  
James Lamb ◽  
Jen Ross
Keyword(s):  
Higher Education ◽  
Learning Technologies ◽  
Lecture Capture ◽  
Space And Time ◽  
University Life ◽  
Temporal And Spatial ◽  
Social Topology ◽  
University Spaces ◽  
Uk Higher Education ◽  
The Relationship

This article considers how technologies actively shape the topologies of UK higher education. Using the example of lecture capture systems, we examine the relationship between learning technologies and formations of space and time. Combining theories of sociomateriality and social topology, and concepts of assemblage and relationality, we expose the entanglement of interests that influence university spaces and times. Across 3 months coinciding with the onset of COVID-19 we collected over 500 tweets that discussed lecture capture within UK higher education, leading towards 2 central arguments. First, the topology of the lecture is fluid, and, even while being radically technologised, re-spatialised and disrupted, it persists as a lecture and a central pedagogical feature of university life. Second, lecture capture is a rich site of ‘issuefication’, and viewing learning technologies as dynamic issues enables a better understanding of how their meaning, function and influence are contingent on shifting and relational assemblages of human and non-human interests. Lecture capture can be pedagogical, commercial and political, thereby resisting deterministic framings of the relationship between technologies and the temporal and spatial arrangements of higher education.

The Evolution of Pedagogy for Non-Traditional Students at a UK Higher Education Institution

2017 ◽  
pp. 179-197
Author(s):  
Tim Goodchild
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Learning Technologies ◽  
Education Students ◽  
Learning And Teaching ◽  
Classroom Activities ◽  
Uk Higher Education ◽  
The Relationship

The chapter will critically examine the evolution of pedagogy from a traditional ‘blended learning' approach driven by classroom teaching with some virtual activities, to a more student driven learning experience, where the classroom activities support the learning experience. It will include the use of the ‘carpe diem' framework (Armellini & Jones, 2008) as part of a challenge to the original pedagogic approach of teacher-led learning, and the move to a student-centred pedagogy, which is more inclusive of learning technologies and the unique challenges faced by work-based learning students. This chapter will offer a critical interrogation of the relationship between the notions of traditional teaching and higher education students, with emerging learning and teaching innovations for work-based students via more rounded understanding of blended learning and will conclude that knowledge and support of the diversity of staff and student experience, skills, motivations and capabilities is critical to sustainable and effective student-led, technologically rich approaches for this diverse group of students.

scholarly journals Russian Students’ Readiness for Distance Learning: Current Situation and Future Challenges

2021 ◽  
Vol 25 (2) ◽  
pp. 80-97
Author(s):  
V. N. Kiroy ◽  
D. N. Sherbina ◽  
A. A. Chernova ◽  
E. G. Denisova ◽  
D. M. Lazurenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Digital Literacy ◽  
Online Courses ◽  
Learning Technologies ◽  
Internet Technologies ◽  
Future Challenges ◽  
Distance Learning Technologies ◽  
Relationship Of ◽  
The Relationship

In the context of the COVID pandemic, there has dramatically increased the significance of distance learning technologies. Higher education will most probably increase their usage even after overcoming the coronavirus. This paper aims at assessing Russian university students’ readiness to exercise distance learning technologies. The survey within Rostov-on-Don universities provided data on 428 students’ skills in using Internet technologies when studying. It is shown that in the pre-pandemic period, no more than a quarter of students had the necessary skills to participate in video conferences, and about 16 % of students took online courses autonomously. Only 6,5 % of the respondents could manage both technologies that comprise distance learning. The results obtained on the relationship between academic performance and self-participation in online courses, as well as on the relationship of these indicators with general digital literacy and immersion in social networks, should be taken into account within wide computerization of education during the pandemic.

scholarly journals Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

2017 ◽  
pp. 230-252
Author(s):  
Jonathan D. Owens ◽  
Usman Talat
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Teaching And Learning ◽  
Empirical Investigation ◽  
Management Education ◽  
Learning Technologies ◽  
The Matrix ◽  
The Uk ◽  
Uk Higher Education

This is an empirical investigation considering how the Knowledge Transfer Openness Matrix (KTOM) could facilitate accessibility and Knowledge Transfer (KT) for the UK Higher Education (HE) Management Education Teaching when utilising learning technologies. Its focus is where learning technologies applications currently assist the KT process and support accessibility for the HE teacher and learner. It considers the philosophy of openness, focusing on its usefulness to support accessibility within UK HE Management Education Teaching. It discusses how the openness philosophy may assist the KT process for the HE teacher and learners using learning technologies. In particular, the potential to support accessibility within HE Management Education Teaching environments is appraised. There appear several implications for both teachers and learners. These are characterized in the proposed KTOM. The matrix organises KT events based on the principles of the openness philosophy. The role of learning technologies in events is illustrated with regard to teaching and learning accessibility.

scholarly journals Sustainable Practices in research-integrated Education in HE: towards an accepted Development Pedagogy

2020 ◽  
Author(s):  
Erika Corradini
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Action Research ◽  
Teaching Practice ◽  
Integrated Education ◽  
Research And Practice ◽  
New Good ◽  
Uk Higher Education ◽  
The Relationship

It is a truth universally acknowledged that in UK Higher Education Institutions excellent is the new good. With HEIs striving to achieve ‘excellence in teaching’ in order to attract the best students, questions are being asked about how to measure excellence and about whether or not lecturers are supported in doing so. How can lecturers devise reliable measures for evaluating the quality of their teaching? The following piece conceptualises the relationship between education research and practice in HE through discussing the sustainable integration of education research into teaching practice. The overarching aim is to discuss the potential for a pedagogy centred on the development of action research in educator development programmes and thus gauge how sustainable such practices can be in HE.

scholarly journals “Everyone Thought My Library Assistant was My Mum”. Visually Impaired and Blind Students’ Experiences of Interactions with Support and Other Staff in Higher Education.

2021 ◽  
pp. 1-22
Author(s):  
Emma Croft
Keyword(s):  
Higher Education ◽  
Visually Impaired ◽  
Support Staff ◽  
Academic Experience ◽  
Support Worker ◽  
Support Provision ◽  
Uk Higher Education ◽  
The Relationship ◽  
Research Show ◽  
Blind Students

Abstract This article explores visually impaired (vi) and blind students’ experiences of support as an undergraduate student in UK higher education (he) by focusing specifically on relationships and interactions between vi and blind students and support staff within Higher Education. Participants within this research show how their experiences highlight an uneven and often exclusionary Higher Education landscape. Constructions of disability and impairment show a complex relationship between support provision as it is offered and experienced. The findings overall suggest the experience of support is more than the placing together of student and support worker and concerns the management of this relationship, particularly around underlying assumptions about being vi. Support is not unnecessary or unwelcome, instead, the complexity of the relationship, the additional work associated with support experienced by these students, combine to shape academic experience.

scholarly journals Please don’t put your phones away: the application of learning technology in UK Higher Education, presenting a Framework for Implementation

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Xue Zhou ◽  
Peter Wolstencroft ◽  
Stella-Maris Izegbua Orim
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Critical Review ◽  
Best Practice ◽  
Positive Impact ◽  
Learning Technologies ◽  
Learning Technology ◽  
Implementation Framework ◽  
Teaching Learning ◽  
Uk Higher Education

The aim of this research is to identify best practice when adopting new learning technologies in UK higher education. Although technology is widely used in institutions and often has a positive impact on the students’ learning experiences, there is only limited research designed to help lecturers with its implementation. This research presents a critical review and assessment of the practices being incorporated in higher education teaching, learning from both students’ and lecturers’ experiences. The outcome of two case studies are presented where Tophat and Socrative learning technology tools have been used in the classroom. The findings highlight the challenges and best practice.. Based on the case studies and the critical review of other, similar research, a Learning Technology Conceptual Implementation Framework has been developed, which offers guidance on the implementation of learning technology in the classroom.

scholarly journals The Widening Socio-Economic Gap in UK Higher Education

2004 ◽  
Vol 190 ◽  
pp. 75-88 ◽  
Author(s):  
Fernando Galindo-Rueda ◽  
Oscar Marcenaro-Gutierrez ◽  
Anna Vignoles
Keyword(s):  
Higher Education ◽  
Empirical Evidence ◽  
Education System ◽  
Family Background ◽  
Tuition Fees ◽  
Individual Level ◽  
Level Data ◽  
Uk Higher Education ◽  
The Relationship ◽  
Over Time

This paper provides up-to-date empirical evidence on the socio-economic gap in higher education (HE) participation, for the period spanning the introduction of tuition fees. We assess whether the gap has widened and ask whether the socio-economic gap emerges on entry into university or much earlier in the education system. We do this in two ways. Firstly we consider the likelihood of going to university for school leavers in poor neighbourhoods and analyse changes in this likelihood over time. Secondly, we use more detailed individual level data to model the determinants of HE participation, focusing on changes in the relationship between family background and HE participation over time. We find that the growth in HE participation amongst poorer students has been remarkably high, mainly because it was starting from such a low base. However, the gap between rich and poor, in terms of HE participation, has widened during the 1990s. Children from poor neighbourhoods have become relatively less likely to participate in HE since 1994/5, as compared to children from richer neighbourhoods. This trend started before the introduction of tuition fees. Much of the class difference in HE participation seems to reflect inequalities at earlier stages of the education system.

scholarly journals Student perception of topic difficulty: Lecture capture in higher education

2015 ◽  
Vol 31 (3) ◽  
Author(s):  
Genevieve Newton ◽  
Patrick McCunn
Keyword(s):  
Higher Education ◽  
Student Perception ◽  
Performance Outcomes ◽  
Learning Approaches ◽  
Lecture Capture ◽  
Perceived Difficulty ◽  
Academic Settings ◽  
And Performance ◽  
And Gender ◽  
The Relationship

<p>Perception of topic difficulty is a likely predictor of lecture capture video use, as student perception of difficulty has been shown to affect a variety of outcomes in academic settings. This study measured the relationship between perceived difficulty and the use of lecture capture technology in a second year biochemistry course while additionally taking into account student learning approaches, comfort with technology, gender and performance outcomes. In several analyses, it was found that a higher perceived level of difficulty was associated with an increased number of video accessions, although this relationship was not consistent across all topics. As well, it was found that surface learning approach score and gender were significantly associated with the number of accessions of lecture capture videos, while deep approach score, course grade, and level of comfort with technology were not. This study confirms that student use of lecture capture is related to their perception of topic difficulty, and demonstrates that student characteristics also influence lecture capture behaviour. Although the strength of our observed associations were weak, the level of content difficulty may be an important factor to consider when deciding when to use lecture videos as learning resources in higher education.</p>

scholarly journals Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

2021 ◽  
pp. 1496-1518
Author(s):  
Jonathan D. Owens ◽  
Usman Talat
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Teaching And Learning ◽  
Empirical Investigation ◽  
Management Education ◽  
Learning Technologies ◽  
The Matrix ◽  
The Uk ◽  
Uk Higher Education

This is an empirical investigation considering how the Knowledge Transfer Openness Matrix (KTOM) could facilitate accessibility and Knowledge Transfer (KT) for the UK Higher Education (HE) Management Education Teaching when utilising learning technologies. Its focus is where learning technologies applications currently assist the KT process and support accessibility for the HE teacher and learner. It considers the philosophy of openness, focusing on its usefulness to support accessibility within UK HE Management Education Teaching. It discusses how the openness philosophy may assist the KT process for the HE teacher and learners using learning technologies. In particular, the potential to support accessibility within HE Management Education Teaching environments is appraised. There appear several implications for both teachers and learners. These are characterized in the proposed KTOM. The matrix organises KT events based on the principles of the openness philosophy. The role of learning technologies in events is illustrated with regard to teaching and learning accessibility.

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