Providing access to recordings of university classes, such as lectures and tutorials, has become a mainstream trend in higher education of the last two decades - but is this an effective learning tool?
As professional educators we might all recognise that reflective practice is a useful tool for personal and professional development, but do we all have the same understanding of the practice? Does it matter?
Colleagues from The Open University Business School and the School of Engineering and Innovation discuss their recent scholarship research project investigating the effects of background music used in audio-visual materials.
SoTL holds immense potential to enhance teaching and learning, yet its successful integration into teaching programmes is not without challenges. Professor Jacqueline Baxter explores some common obstacles that educators face and potential strategies to address them.
In this blog, Carol Edwards and Andrew Maxfield discuss their recent research into the likes and dislikes of Open University students within online tutorial rooms. The blog highlights some of the authors’ key findings, how the authors have used these findings to influence a new tutorial programme on a new LLB level one module and shares the views of Open University students on this.
Getting students to collaborate online as part of their studies is often assumed to be a 'good thing' - but why? And if it is a 'good thing', how can we ensure that students are able to benefit from this kind of learning?
We can create brilliantly designed learning programmes but if we forget to take account of the contexts, environments and cultures that learning takes place within even the very best learning designs may flounder and fail to deliver their intent.
Two colleagues from The Open University Business School (OUBS) present a selection of findings from a recent survey showing what the Faculty of Business and Law (FBL) students think of active participation in online tutorials.
Dr Charles Mbalyohere and Jessica Giles explore the theme of international employability arising from an ongoing collaborative research project between The Open University and Makerere University in Uganda.
With the rise of degree apprenticeships as a growing route into higher education learning, the time is right to examine the implications of degree apprenticeships’ role within the sector, and to raise some questions about the role of formal work-based learning in future workforce development.