by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

Blended and online learning skills are rapidly becoming essential for effective teaching and learning in universities and colleges. Covering theory where useful but maintaining an emphasis on practice, this book provides teachers and lecturers with an accessible introduction to e-learning.Beginning by exploring the meaning of 'e-learning', it supports tutors in identifying how they plan to use technology to support courses that blend online and face-to-face interactions. Illustrated by a range of case of studies, the book covers: designing quality, appropriate effective and online learning efficient and sustainable e-learning activity providing appropriate feedback to learnersdevising student activities and sourcing learning resources managing online and offline interactionsPacked with practical advice and ideas, this book provides the core skills and knowledge that teachers in HE and FE need when starting out and further developing their teaching course design for blended and online learning.

Preparing for Blended e-Learning

Technology is being increasingly integrated into teaching environments in view of enhancing students’ engagement and motivation. In particular, game-based student response systems have been found to foster students’ engagement, enhance classroom dynamics and improve overall students’ learning experience. This article presents outcomes of research that examined students’ experience using a game-based student response system, Kahoot!, in an Information Systems Strategy and Governance course at a research-intensive teaching university in New Zealand. We conducted semi-structured interviews with students to learn about the extent to which Kahoot! influence classroom dynamics, motivation and students’ learning process. Key findings revealed that Kahoot! enriched the quality of student learning in the classroom, with the highest influence reported on classroom dynamics, engagement, motivation and improved learning experience. Our findings also suggest that the use of educational games in the classroom is likely to minimise distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms. Other factors that contributed to students’ enhanced learning included the creation and integration of appropriate content in Kahoot!, providing students with timely feedback, and game-play (gamification) strategies.

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Students’ perception of Kahoot!’s influence on teaching and learning

Blended learning via distance in pre-registration nursing education: A scoping review.

Since the mid 1990s, larger student enrollments and more diverse student populations have resulted in a greater emphasis on enhancing students' learning experiences in higher education. The approaches used for teaching and learning have been shown to both directly impact and substantially enhance students' learning experiences. Blended learning, which is usually viewed as a combination of face-to-face and online delivery methods, can influence students' perceptions of the learning environment and, subsequently, their study experiences, learning outcomes, and ultimate academic achievement. In this paper, the author has reported on a case study regarding the use of blended learning as a delivery method at Nottingham Trent University in the United Kingdom. The author aimed to examine the benefits that blended learning provides to students' learning experiences. The discussion in this paper has focused on lessons learned from academics in developing blended learning, and has reported students' perceptions of the blended learning environment. The data collected for this study included interviews with academics and responses from students to a questionnaire survey. The research findings formed the basis of recommendations for the development of learning and teaching practices and approaches that will enhance students' learning experiences.

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Joanna Poon

Papers

Blended Learning: An Institutional Approach for Enhancing Students' Learning Experiences