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于Flexibility and Pedagogy in Higher Education

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Chris Dennis

Chris Dennis
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Stuart Abbott

Stuart Abbott
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Ruth Matheson

Ruth Matheson
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Sue Tangney

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Page Range:: vii–viii

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Dar Hadith al Hassania

Figures
6.1.	The shadow module	82
6.2.	Interactions between shadow module constituencies	83
6.3.	Potential benefits of shadow modules on key stakeholders	89
6.4.	Summary of the key motivations and barriers to student engagement in online communities specifically for supporting shadow modules	90
9.1.	Key features of Academic Support Online; resources sit under nine topic areas	126
9.2.	Each menu-based topic area (‘writing’ has been selected in this example) has a range of resources organised under ‘getting started’, ‘developing skills’ or ‘exploring further’	127
9.3.	Each individual resource has an introductory page, which is tagged, and shows links to related workshops, tutorials or other events; a click on the image opens the resource	127
9.4.	Further resources related to the one selected appear under each resource descriptor, extending the visibility of the offer	128
9.5.	Workshop description, with additional screenshot illustrating the one-click registration functionality, and integration of face-to-face and online offer	128
9.6.	Enhanced search functionality and integrated tagging. This example page shows search returns for the term ‘essay’ – illustrating the ability to search and then browse via ASO content type (event, FAQ, resource, tutorial, viewpoint) and theme	129
9.7.	Relational tagging, termed ‘themes’ – users can navigate the site through themed hyperlinks	129
9.8.	A ‘Viewpoints’ resource within the media channel, illustrating the simplified contextual information	130
9.9.	Summary analytics data for Academic Support Online – year 1	131
10.1.	Screen capture of Commonplace homepage	146
10.2.	Content posted by type 2011–2017	152
10.3.	Screen capture of ‘If only someone had told me’	153
10.4.	Screen captures of ‘Jargon Buster’	154
10.5.	Page from ‘Student Guide to Elephant & Castle 2017’	155
10.6.	Screen capture of ‘Cai eats London’ article	156
10.7.	User sessions and unique page views 2011–2017	159
Tables
1.1.	YXM130 learning outcomes	16
2.1.	Content and learning outcomes	28
2.2.	Assessment criterion, per assessment method	31
3.1.	Example Mentimeter question scheme	47
3.2.	Selected responses to ‘what did you find most useful about this workshop and why?’	48
6.1.	Evaluation of the benefits and limitations of online platforms for creating online learning communities based on our own experiences	85
6.2.	Comparison of the benefits and limitations of true-, near-, and far-peer teaching	91
11.1.	Division of tweets by category	171
11.2.	Percentage of total tweets in the ‘Engagement’ and ‘Interactive’ categories next to number of new followers	171
11.3.	‘Engagement’ and ‘Interactive’ tweets set against tweet impressions, profile visits, mentions and number of new followers	172
11.4.	December 2015: most popular tweets, ranked according to total number of tweet impressions	173

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Flexibility and Pedagogy in Higher Education

Delivering Flexibility in Learning through Online Learning Communities

ISBN:: 9789004438118

出版社:: Brill

印刷出版日期:: 31 Aug 2020

Subjects
- Education

Front Matter

Figures and Tables

Notes on Contributors

Introduction

Chapter 1 Bend Me, Shape Me

Chapter 2 Promoting Flexible Learning through Embedded, Online Study Skills Support

Chapter 3 Greater Than the Sum of Its Parts

Chapter 4 Enhancing the Student Experience

Chapter 5 A Classroom without Walls

Chapter 6 Shadow Modules and Student-Led Online Learning Communities

Chapter 7 Youth Justice Live!

Chapter 8 Opening the Door to the Virtual School

Chapter 9 Academic Support Online

Chapter 10 Commonplace

Chapter 11 Flexibility, Socialisation and the Use of Twitter by a University Library

Chapter 12 The Student Hub Live

Chapter 13 Online Learning Communities and Flexibility in Learning

Back Matter

Index

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Delivering Flexibility in Learning through Online Learning Communities

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