Centre for Academic Practice
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29
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Item Contemplation & Mindfulness in Higher Education(Springer, 2014-11-09) Oberski, Iddo; Murray, Sue; Goldblatt, Joe J.; DePlacido, ChristineThis chapter presents initial observations of a pilot that introduces mindfulness meditation into teaching and university life. Short meditations were offered at the start of Year 1 and 2 lectures, besides weekly drop-in sessions. The purpose was to enhance the student experience through the affective domain, identified by Thomas 2012 as a key factor in improving retention. Contemplative practices (CPs) consist of enhancing awareness of the 'here' and 'now', characterised by the foregrounding of 'being' and 'living', rather than 'doing' or 'knowing'. Thus, it could be argued that CPs have the potential to enhance the affective dimensions of the student experience and thus, indirectly, impact positively on retention. Students and staff perceived benefits that applied to learning and teaching specifically, but also to broader dimensions of their personal life. Overall there was enthusiasm from both students and staff for the innovation and a request to continue and expand current provision.Item An exploration into the importance of a sense of belonging for online learners(Athabasca University, 2020-04-30) Peacock, Susi; Cowan, John; Irvine, Lindesay; Williams, JaneOnline learning provides flexible learning opportunities but with it come notable issues. Fostering a sense of belonging and a personal connection is seen as fundamental by many educational researchers regardless of the learning environment. For online learners, nurturing a sense of belonging may present a way of improving their experiences and attainment as well as reducing attrition rates. Limited research has explored specifically sense of belonging and online learning. This article addresses that gap and reports a small-scale exploratory study using qualitative data collection and analysis methods to investigate its importance, or not, for postgraduates’ online education, by exploring the origins and nature of their lived experience of online learning and their sense of belonging therein. Our initial findings emphasise its importance for them as online learners and has identified three significant themes: interaction/engagement; the culture of the learning; and support. These early findings highlight the importance of their role in promoting a sense of belonging and in ensuring that there are opportunities for meaningful group and peer interactions and will be of interest to all engaged in online education