The journal article was called ‘Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students’. A systematic literature review which considers the social factors that affect academic success with a focus on underrepresented groups. The group began by discussing unexplained awarding gaps, and […]
Pedagogy Journal Club: February 2022
Psychological Safety in Feedback The journal article was called ‘Psychological safety in feedback: What does it look like and how can educators work with learners to foster it?’. The team reviewed 36 videos of routine formal feedback in clinical practice with the aim of offering practical ways that educators can maximise psychological safety so that […]
Pedagogy Journal Club: January 2022
The paper was ‘English as an Academic Lingua Franca: discourse hybridity and meaning multiplicity in an international Anglophone HE institution’ by Sami Alhasnawi. The paper considers data on English for special or academic purposes and how this shapes their classroom discussions. Attendees discussed the differences between understanding English, English as a Lingua Franca, and being […]
Pedagogy Journal Club: December 2021
Workplace-Based Assessments The Journal Article was ‘Workplace-Based Assessments in Postgraduate Medical Education: A Hermeneutic Approach’. The paper investigated workplace-based assessments for medical postgraduate students. It identified twelve main lessons that can be used to improve such assessments. These were; (1) using formative and summative assessments, (2) ensuring that assessors are all trained in workplace-based assessments, […]
Pedagogy Journal Club: November 2021
Learning Environments The journal article was called ‘Role of technology in the design of learning environments’. The paper considered a different way of designing learning environments using sandpits which are small interactive workshops designed to enable creative thinking with key stakeholders. 13 sandpits were held considering large (the Cube) and small (the Poppy flower) learning […]
Pedagogy Journal Club: October 2021
Sense of Belonging The journal article was called ‘An Exploration into the Importance of a Sense of Belonging for Online Learners’. The article considers the importance of sense of belonging for postgraduates’ online education by exploring their lived experience through a small-scale qualitative study. Through the research, three significant themes emerge that are important for […]
Pedagogy Journal Club: July 2021
Learning Environments The journal article was called ‘Learning environments preferred by university students: a shift toward informal and flexible learning environments’. The paper collected quantitative data from 730 students and qualitative data from 230 students attending a research University in Finland, Autumn 2015. Five main themes emerged around the learning environments preferred by these students: […]
Pedagogy Journal Club: June 2021
Internal Feedback The journal article was called ’The power of internal feedback: exploiting natural comparison processes’. The article made the case for capitalising on a student’s natural comparisons that they already make and helping them to develop their own internal feedback capacity. They explore the benefits of using a blend of both analogical and analytical […]
Pedagogy Journal Club: May 2021
Putting students on the path to learning ‘Putting students on the path to learning: the case for fully guided instruction’ made the case for fully guided instruction for anyone other than expert learners. It claimed that students learned best when given guidance rather than enabling them through problem solving in groups to work out a […]
Pedagogy Journal Club: April 2021
Reimagining our Educational Futures The journal article was called ‘Future Studies: Reimagining our Educational Futures in the Post-Covid-19 world’. It reflected on the changes in education that had been expedited due to the pandemic and considered how to prepare for the future to minimise further disruption by being proactive rather than reactive. The paper contemplated […]