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Matthew Jones - One of the best experts on this subject based on the ideXlab platform.

  • Higher Education Staff Experiences of Using Web-Based Learning Technologies
    Educational Technology & Society, 2004
    Co-Authors: Debra Salmon, Matthew Jones
    Abstract:

    Given the drive in Higher Education institutions to employ web-based learning (WBL) technologies in their curricula, this article sets out to address the question of how Staff experience the incorporation of such technologies into their Educational practice. The study focuses on an initiative involving four institutions in South and West England that aimed to encourage the strategic development of WBL resources in health and welfare professional Education programmes. Thirty-three Higher Educational Staff from a range of organisational locations took part in a qualitative process study. The findings suggest that while Staff were enthusiastic about their engagement with WBL they experienced problems embedding their project work within their organisations, managing their time and obtaining institutional recognition for their work. Such findings represent a challenge to commentaries that emphasise “technological illiteracy” or “technophobia” amongst Staff as barriers to WBL implementation. The study favours an analysis that emphasises how WBL initiatives are incorporated into existing Higher Education managerial, decision-making and reward structures.

Debra Salmon - One of the best experts on this subject based on the ideXlab platform.

  • Higher Education Staff Experiences of Using Web-Based Learning Technologies
    Educational Technology & Society, 2004
    Co-Authors: Debra Salmon, Matthew Jones
    Abstract:

    Given the drive in Higher Education institutions to employ web-based learning (WBL) technologies in their curricula, this article sets out to address the question of how Staff experience the incorporation of such technologies into their Educational practice. The study focuses on an initiative involving four institutions in South and West England that aimed to encourage the strategic development of WBL resources in health and welfare professional Education programmes. Thirty-three Higher Educational Staff from a range of organisational locations took part in a qualitative process study. The findings suggest that while Staff were enthusiastic about their engagement with WBL they experienced problems embedding their project work within their organisations, managing their time and obtaining institutional recognition for their work. Such findings represent a challenge to commentaries that emphasise “technological illiteracy” or “technophobia” amongst Staff as barriers to WBL implementation. The study favours an analysis that emphasises how WBL initiatives are incorporated into existing Higher Education managerial, decision-making and reward structures.

Nicola Reimann - One of the best experts on this subject based on the ideXlab platform.

  • Learning about assessment: the impact of two courses for Higher Education Staff
    International Journal for Academic Development, 2017
    Co-Authors: Nicola Reimann
    Abstract:

    This interview-based study investigated the impact of two academic development courses about assessment. Participants learnt concepts and terminology that enabled them to better understand and communicate about assessment. The courses also stimulated critical thinking about assessment practices and conceptual change, with ‘assessment for learning’ emerging as significant with the qualities of a threshold concept. Certain learning activities stood out as transformational as they supported the examination of assessment from different perspectives and the integration of implicit with explicit knowledge, but only if participants had sufficient workplace experience that they could link to the formal knowledge taught in the courses.

  • Personal understanding of assessment and the link to assessment practice: the perspectives of Higher Education Staff
    Assessment & Evaluation in Higher Education, 2016
    Co-Authors: Nicola Reimann, Ian Sadler
    Abstract:

    The study investigates how Higher Education Staff understand assessment, and the relationship between these understandings and their assessment practices. Nine individuals attended a workshop that guided them through the creation of a concept map about assessment, which was subsequently discussed in one-to-one semi-structured interviews. We found considerable variation in understanding of assessment, both between and within participants, and this appeared to be a consequence of the varied contexts within which assessment operates. Some assessment practices were highly complex, and at times closely entwined with teaching. In addition, individuals’ practices helped to illuminate variation in how underlying concepts (e.g. assessment for learning) were understood. The approach supported the construction of the participants’ understanding of assessment, and enabled the exploration of the interplay between thinking and reported practice, which were closely aligned. It also drew attention to the need to further develop methodologies which capture both the complexity of thinking about assessment and real-world assessment practices

  • Personal understanding of assessment and the link to assessment practice: the perspectives of Higher Education Staff
    Assessment & Evaluation in Higher Education, 2016
    Co-Authors: Nicola Reimann, Ian Sadler
    Abstract:

    AbstractThe study investigates how Higher Education Staff understand assessment, and the relationship between these understandings and their assessment practices. Nine individuals attended a workshop that guided them through the creation of a concept map about assessment, which was subsequently discussed in one-to-one semi-structured interviews. We found considerable variation in understanding of assessment, both between and within participants, and this appeared to be a consequence of the varied contexts within which assessment operates. Some assessment practices were highly complex, and at times closely entwined with teaching. In addition, individuals’ practices helped to illuminate variation in how underlying concepts (e.g. assessment for learning) were understood. The approach supported the construction of the participants’ understanding of assessment, and enabled the exploration of the interplay between thinking and reported practice, which were closely aligned. It also drew attention to the need to ...

Shereen Hussein - One of the best experts on this subject based on the ideXlab platform.

  • ‘Hanging on a Little Thin Line’: Barriers to Progression and Retention in Social Work Education
    Social Work Education, 2009
    Co-Authors: Joanna Moriarty, Jill Manthorpe, Bharat Chauhan, Gwynne Jones, Helen Wenman, Shereen Hussein
    Abstract:

    Identifying the reasons why students leave Higher Education without completing their studies has become an increasingly important issue in Higher Education in the United Kingdom. This paper reports on a series of interviews held with social work students, social work educators, and Higher Education Staff with responsibilities for recruitment and retention in four English Higher Education institutions (HEIs). The interviews aimed to identify some of the reasons why students might consider leaving before achieving a social work qualification and some of the initiatives the HEIs had set in place to reduce this risk. The findings suggest that some of the widening participation initiatives established in many HEIs are aimed at students at the beginning of their studies but that social work students might benefit from additional support at other periods, for example, both during and on their return from practice placements. Furthermore, the changing profile of social work students may have implications for coho...

Per Olaf Aamodt - One of the best experts on this subject based on the ideXlab platform.