Supporting research in Education Studies
Supporting research in Education Studies
Educational institutions have a vested interest in learners being engaged in the teaching and learning process. A significant aspect of this would appear to be attendance; however, it is clearly not the only way of being engaged. Universities are no exception to this interest and we, as a course team…
Concerns about student engagement on an undergraduate course at a UK university, led the teaching team to seek some funding from the University’s Teaching Fellowship scheme to conduct a small research project to try to understand factors that might be having a positive or negative impact on engagement. In an…
This paper is the result of a research project carried out by a team of lecturer and undergraduate student researchers as part of the University Teaching Fellowship scheme. The research took the form of an explorative case study with the objective to explore student perceptions as to the possible impact…
This research is situated within the notion of ‘feedback literacy’ (Carless, 2016) and academic buoyancy (Martin and Marsh, 2009). It examines ways in which students respond to and use feedback in order to ascertain the potential for tutors to maximise its effectiveness. It builds on the first phase of this…
Assessment feedback can be an opportunity to develop students’ academic buoyancy (Martin & Marsh, 2008) – itself a part of students’ academic resilience. Academic buoyancy refers to the ability to manage the everyday setbacks and challenges in education, such as a disappointing grade. This research builds on the findings and…