Blog archive — Page 47

Teaching Practice

Achieving transparency in dissertation supervision

Elements of doctoral supervision need to be implemented to undergraduate dissertation supervision in the UK

By Anosh Butt Mar 22, 2026

Research Briefing

Gender Stereotypes in the Text of Teaching Excellence Submissions

From the paper: Gender stereotyping in student perceptions of teaching excellence: applying the shifting standards theory

By Student Voice AI Sep 07, 2026

Teaching Practice

Ensuring Academic Integrity during COVID-19 pandemic

Innovative assessment practices in the University of Glasgow and the University of Greenwich for assessing students’ skills instead of exams

By Anosh Butt Sep 07, 2026

Teaching Practice

The Academic Reader as a Pedagogical Device

A recent study has shown that invoking the academic reader can help international students understand the needs of their audience

By Sheik Abdul Malik Apr 23, 2026

Teaching Practice

Disruption and Transformation via Lecture Recordings

Can teaching staff weather the disrupting effects of technology and incorporate lecture recordings into their existing pedagogies?

By Sheik Abdul Malik Apr 23, 2026

Teaching Practice

Digital Clinical Assessment – The New Normal?

Will assessing postgraduate medical and surgical students online lead to more problems than solutions?

By Sheik Abdul Malik Apr 06, 2026

Teaching Practice

Oral Examination as an Online Assessment Tool

Although face-to-face examination is unfeasible in online learning, conducting an online oral assessment can make interactions and discussions possible.

By Marisa Graser Mar 22, 2026

Teaching Practice

Flipping the Classroom for Small Group Settings

Flipped small-group tutorials work when students prepare with worked examples, then use contact time for new problems, discussion and guided support.

By Marisa Graser Sep 07, 2026

Teaching Practice

Improving student experience and learning through peer review feedback

Peer review improves feedback when students are taught how to judge work, give usable comments, and act on advice before final submission.

By Marisa Graser Sep 07, 2026

Teaching Practice

Feeding-Forward

Feed-forward turns feedback into a future-facing planning process when students reflect on comments and connect them to their next piece of work.

By Andrew Carlin Sep 07, 2026

Teaching Practice

Student Remediation Programmes in Higher Education

Remediation programmes support at-risk students when teachers combine clear diagnosis, structured follow-up and a relationship that keeps students engaged.

By Georgie Crewdson Sep 07, 2026

Teaching Practice

Trust and Active Learning

Students are more likely to commit to active learning when they trust the instructor's support, purpose and fairness.

By David Griffin Sep 07, 2026

Teaching Practice

Gamification in Statistics Teaching

Gamification can improve statistics learning when game mechanics are tied to the concept being taught rather than added as surface decoration.

By David Griffin May 28, 2026

Teaching Practice

Active Learning Strategies

Active learning helps STEM students participate when it is paired with structure, fair opportunities to speak, and clear preparation before class.

By David Griffin May 28, 2026

Teaching Practice

Research Project Assessments and Supervisor Marking

Research project marking stays credible when supervisor judgement is moderated through a clear reconciliation process, not left as a private assessment decision.

By Anosh Butt May 28, 2026

Teaching Practice

How Pretesting Students Helps Retain Their Attention

Short pre-questions can help students stay focused in online lectures by giving them something specific to listen for before the explanation arrives.

By David Griffin May 28, 2026

Teaching Practice

Group work assessment best practice

Group work assessment is more credible when contribution, process and final output are assessed separately and explained before the work begins.

By Callum Wilson May 28, 2026

Teaching Practice

Challenges of collaborative learning and its assessment

Collaborative learning assessment works best when individual accountability and positive interdependence are built into the task from the start.

By Marisa Graser May 28, 2026

Teaching Practice

Project-Based Learning in Engineering

Project-based learning helps engineering students connect theory to professional judgement when projects are realistic, supported and reflective.

By Christine Enowmbi Tambe May 28, 2026

Teaching Practice

Inverted learning: turning traditional teaching methods upside-down

Inverted learning works best when pre-class preparation and in-class practice are joined into one clear learning sequence.

By Sheik Malik May 28, 2026

Teaching Practice

Audio and Video Feedback in Online Learning Environments

Audio and video feedback can make online feedback clearer and more personal when the format is accessible, timely and sustainable for staff.

By Andrew Carlin May 28, 2026

Teaching Practice

2-Stage Examinations

Two-stage exams can turn assessment into a formative learning moment when individual accountability is protected and the group stage is designed with care.

By Andrew Carlin May 28, 2026

Teaching Practice

Face-to-Face Feedback

Face-to-face feedback can make written comments more usable by giving students space to ask questions, test assumptions and understand how marking works.

By Andrew Carlin May 28, 2026

Teaching Practice

Quectures - Flipped Classrooms and Polling

Quectures combine pre-class preparation, polling and student questions so lecture time can focus on misconceptions and difficult ideas.

By Andrew Carlin Sep 07, 2026