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Centre for Academic Practice

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29

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Start date: 2020End date: 2023

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Now showing 1 - 6 of 6
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    Evidencing the value of educational development: Charting a course on the waves and winds of change
    (Michigan Publishing, 2023-12-18) Groen, Jovan; Hoessler, Carolyn; Ives, Carolyn; Bamber, Veronica
    Across higher education, educational developers and theirsupporting campus communities are being called upon to scale up evidence-informedpractices, to enhance student experiences, and to document the changes. Thisarticle builds on the work of scholars who have taken up this evaluativechallenge, by examining varied aspects of the evidencing process using anadaptation of Saunders’s (2000) RUFDATA framework for evidencing value.Reflections on emerging patterns and tensions in the evidencing of educationaldevelopment are subsequently discussed. We argue for making evidencing value apurposeful and intentional process, and we chart a path forward for creatingand implementing a vision for the age of evidence.
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    Taking stock of critical information literacy
    (CILIP, 2023-06-06) Smith, Lauren; Hicks, Alison
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    From student representation to student partnership
    (Wonkhe Ltd., 2023-04-18) Bamber, Veronica
    Roni Bamber reflects on a 20 year journey through quality enhancement in Scotland.
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    Our days are numbered – how metrics are changing academic development
    (Wonkhe Ltd., 2020-12-18) Bamber, Veronica
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    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, Jane
    Online 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