Bibliography for ED7427: Teaching and supporting learning in higher education AND ED7426: Enhancing Academic Practice in Higher Education BETA

‘7 Steps to Enhancing Large Group Teaching’. Web. <https://www.plymouth.ac.uk/uploads/production/document/path/2/2397/7_Steps_to_Enhancing_Large_Group_Teaching.pdf>.

Anderson, Lorin W., and Benjamin S. Bloom. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Abridged ed. New York: Longman, 2001. Print.

Armstrong, Steve, and Cynthia Fukami. The SAGE Handbook of Management Learning, Education and Development. London: SAGE, 2008. Print.

‘Assessment and Evaluation in Higher Education’. n. pag. Web. <http://www.tandfonline.com/loi/caeh20#.VhOeh03luUk>.

Biesta, Gert. ‘WHY “WHAT WORKS” WON’T WORK: EVIDENCE-BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH’. Educational Theory 57.1 (2007): 1–22. Web.

Biggs, John B., Catherine So-kum Tang, and Society for Research into Higher Education. Teaching for Quality Learning at University: What the Student Does. 4th ed. Maidenhead: McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011. Web. <http://lib.myilibrary.com.ezproxy4.lib.le.ac.uk/Open.aspx?id=332095>.

---. Teaching for Quality Learning at University: What the Student Does. 4th ed. Maidenhead: McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011. Web. <https://ebookcentral.proquest.com/lib/leicester/detail.action?docID=798265>.

‘Bloom’s Taxonomy’. N.p., n.d. Web. <http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm>.

Brooks et al. ‘Learning about Learning Outcomes: The Student Perspective’. (2014): n. pag. Web. <http://www.tandfonline.com/doi/abs/10.1080/13562517.2014.901964>.

Burgan, Mary. ‘In Defense of Lecturing’. (2006): n. pag. Web. <http://www.ltrr.arizona.edu/~katie/kt/COLLEGE-TEACHING/topic%203%20-%20syllabus/In%20Defense%20of%20Lecturing.pdf>.

Centre for Research on Learning and Teaching. ‘Teaching Strategies: Large Classes and Lectures’. University of Michigan, n.d. Web. <http://www.crlt.umich.edu/tstrategies/tsllc>.

‘Coffield, F., Moseley, D., Hall, E. & Ecclestone, K. (2004) Learning Styles and Pedagogy in Post-16 Learning, London, Learning and Skills Research Centre’. N.p., n.d. Web. <http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf>.

Coffield, Frank et al. ‘Should We Be Using Learning Styles? What Research Has to Say to Practice’. 2004. Web. <http://itslifejimbutnotasweknowit.org.uk/files/LSRC_LearningStyles.pdf>.

Cox, Malcolm, David M. Irby, and Judith L. Bowen. ‘Educational Strategies to Promote Clinical Diagnostic Reasoning’. New England Journal of Medicine 355.21 (2006): 2217–2225. Web.

David, Nicol. ‘From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education’. Assessment and Evaluation in Higher Education 35.5 (2010): n. pag. Web. <http://www.tandfonline.com/doi/pdf/10.1080/02602931003786559>.

Dobbins et al. ‘Understanding and Enacting Learning Outcomes: The Academic’s Perspective’. (2014): n. pag. Web. <http://www.tandfonline.com/doi/full/10.1080/03075079.2014.966668>.

‘Effective Practice in a Digital Age: A Guide to Technology-Enhanced Learning and Teaching’. 2009. Web. <http://www.webarchive.org.uk/wayback/archive/20140615094835/http://www.jisc.ac.uk/media/documents/publications/effectivepracticedigitalage.pdf>.

‘Effective Practice with E-Learning: A Good Practice Guide in Designing for Learning’. 2004. Web. <http://www.webarchive.org.uk/wayback/archive/20140615094804/http://www.jisc.ac.uk/media/documents/publications/effectivepracticeelearning.pdf>.

‘Embedding Equality and Diversity in the Curriculum | Higher Education Academy’. N.p., n.d. Web. <https://www.heacademy.ac.uk/embedding-equality-and-diversity-curriculum>.

Entwistle, Noel J., and Elizabeth R. Peterson. ‘Conceptions of Learning and Knowledge in Higher Education: Relationships with Study Behaviour and Influences of Learning Environments’. International Journal of Educational Research 41.6 (2004): 407–428. Web.

Freeman, S. et al. ‘Active Learning Increases Student Performance in Science, Engineering, and Mathematics’. Proceedings of the National Academy of Sciences 111.23 (2014): 8410–8415. Web.

Frenk, Julio et al. ‘Health Professionals for a New Century: Transforming Education to Strengthen Health Systems in an Interdependent World’. The Lancet 376.9756 (2010): 1923–1958. Web.

Fry, Heather, Steve Ketteridge, and Stephanie Marshall. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Fourth edition. Milton Park, Abingdon, Oxon: Routledge, 2014. Web. <http://ezproxy.lib.le.ac.uk/login?url=http://lib.myilibrary.com?id=638595>.

---. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Fourth edition. Milton Park, Abingdon, Oxon: Routledge, 2015. Web. <https://ebookcentral.proquest.com/lib/leicester/detail.action?docID=1770537>.

‘Futures for Higher Education. Analysing Trends.’ Web. <http://www.universitiesuk.ac.uk/highereducation/Documents/2012/FuturesForHigherEducation.pdf>.

Goodhew, Peter. ‘Book | Teaching Engineering’. N.p., 2015. Web. <http://www.goodhew.co.uk/TeachEng.htm>.

Gordon, Neil. ‘Flexible Pedagogies: Technology-Enhanced Learning | Higher Education Academy’. (2014): n. pag. Web. <https://www.heacademy.ac.uk/sites/default/files/resources/tel_report_0.pdf>.

Haggis, Tamsin. ‘Pedagogies for Diversity: Retaining Critical Challenge amidst Fears of “Dumbing Down”’. Studies in Higher Education 31.5 (2006): 521–535. Web.

‘HEA Large Group Teaching Tips’. Web. <https://www.heacademy.ac.uk/sites/default/files/largegroupteachingtoptrumps_1.pdf>.

Higgins, Hartley, and Skelton. ‘Getting the Message Across: The Problem of Communicating Assessment Feedback’. (2001): n. pag. Web. <http://www.tandfonline.com/doi/pdf/10.1080/13562510120045230>.

‘Http://Www.Tandfonline.Com/Doi/Full/10.1080/0309877X.2016.1159292’. N.p., n.d. Print.

Hughes, Gwyneth. ‘Towards a Personal Best: A Case for Introducing Ipsative Assessment in Higher Education’. Studies in Higher Education 36.3 (2011): 353–367. Web.

Hussey, and Smith. ‘The Trouble with Learning Outcomes’. (2002): n. pag. Web. <http://alh.sagepub.com/content/3/3/220.full.pdf>.

Hussey, Trevor, and Patrick Smith. ‘The Uses of Learning Outcomes’. Teaching in Higher Education 8.3 (2003): 357–368. Web.

‘Instructional Design: Learning Theories’. N.p., n.d. Web. <https://web.stanford.edu/dept/SUSE/projects/ireport/articles/general/Educational%20Theories%20Summary.pdf>.

Kember, David. ‘A Reconceptualisation of the Research into University Academics’ Conceptions of Teaching’. Learning and Instruction 7.3 (1997): 255–275. Web.

Kennedy, Hyland, and Ryan. ‘Writing and Using Learning Outcomes: A Practical Guide’. 2006. Web. <http://www.tcd.ie/teaching-learning/academic-development/assets/pdf/Kennedy_Writing_and_Using_Learning_Outcomes.pdf>.

Kneale, Pauline E., ed. Masters Level Teaching, Learning and Assessment: Issues in Design and Delivery. Palgrave teaching and learning. London: Macmillan Education/Palgrave, 2015. Print.

Lea, John, ed. Enhancing Learning and Teaching in Higher Education: Engaging with the Dimensions of Practice. Maidenhead, Berkshire, England: McGraw-Hill Education, Open University Press, 2015. Print.

---, ed. Enhancing Learning and Teaching in Higher Education: Engaging with the Dimensions of Practice. Maidenhead, Berkshire, England: McGraw-Hill Education, Open University Press, 2015. Print.

Leamnson, Robert N. ‘The Biological Basis of Learning’. Thinking about Teaching and Learning: Developing Habits of Learning with First Year College and University Students. Sterling, Va: Stylus, 1999. 11–22. Print.

‘Learning Outcomes Project Blog’. N.p., n.d. Web. <http://staffblogs.le.ac.uk/loproject/>.

‘Learning Styles’. N.p., n.d. Web. <http://repository-intralibrary.leedsmet.ac.uk/open_virtual_file_path/i391n604179t/LearningStylesSrc/7.Learning+styles/LS-introduction.html>.

Maher. ‘Learning Outcomes in Higher Education: Implications for Curriculum Design and Student Learning’. (2004): n. pag. Web. <http://reforma.fen.uchile.cl/Papers/Learning%20Outcomes%20in%20HD%20implications-Maher.pdf>.

Mann, and Robinson. ‘Boredom in the Lecture Theatre: An Investigation into the Contributors, Moderators and Outcomes of Boredom amongst University Students’. (2009): n. pag. Web. <http://onlinelibrary.wiley.com/doi/10.1080/01411920802042911/pdf>.

McLean, Bond, and Nicholson. ‘An Anatomy of Feedback: A Phenomenographic Investigation of Undergraduate Students’ Conceptions of Feedback’. (2015): n. pag. Web. <http://www.tandfonline.com/doi/pdf/10.1080/03075079.2013.855718>.

Mulligan, Denise, and Andy Kirkpatrick. ‘How Much Do They Understand? Lectures, Students and Comprehension’. Higher Education Research & Development 19.3 (2000): 311–335. Web.

Nicol, and Macfarlane-Dick. ‘Formative Assessment and Self‐regulated Learning: A Model and Seven Principles of Good Feedback Practice’. (2006): n. pag. Web. <http://www.tandfonline.com/doi/pdf/10.1080/03075070600572090>.

O’Donovan, Berry, Chris Rust, and Margaret Price. ‘A Scholarly Approach to Solving the Feedback Dilemma in Practice’. Assessment & Evaluation in Higher Education (2015): 1–12. Web.

Petrovic, and Pale. ‘Students’ Perception of Live Lectures’ Inherent Disadvantages’. (2015): n. pag. Web. <http://www.tandfonline.com/doi/pdf/10.1080/13562517.2014.962505>.

Pollard, Andrew et al. Reflective Teaching in Schools. 5th edition. London: Bloomsbury Academic, 2019. Web. <https://ebookcentral.proquest.com/lib/leicester/detail.action?docID=6933980>.

---. Reflective Teaching in Schools. 5th edition. London: Bloomsbury Academic, 2019. Web. <https://ebookcentral.proquest.com/lib/leicester/detail.action?docID=6933980>.

Price, and Kirkwood. ‘Informed Design of Educational Technology for Teaching and Learning? Towards an Evidence-Informed Model of Good Practice’. (2014): n. pag. Web. <http://www.tandfonline.com/doi/pdf/10.1080/1475939X.2014.942749>.

‘Programme Design and Specification Phase — University of Leicester’. N.p., n.d. Web. <http://www2.le.ac.uk/offices/lli/lt/curriculum-design/creating-a-new-programme/programme-design-and-specification-phase>.

Race, Phil. ‘Designing Assessment to Improve Physical Sciences Learning’. 2009. Web. <https://www.heacademy.ac.uk/sites/default/files/ps0069_designing_assessment_to_improve_physical_sciences_learning_march_2009.pdf>.

---. ‘Facilitating Learning in Small Groups’. (2004): n. pag. Web. <https://www.heacademy.ac.uk/sites/default/files/id476_facilitating_learning_in_small_groups.pdf>.

---. ‘Learning in Small Groups’. (2003): n. pag. Web. <https://www.heacademy.ac.uk/sites/default/files/resources/id475_learning_in_small_groups_race.pdf>.

Riener, Carl, and Daniel Willingham. ‘The Myth of Learning Styles’. (2010): n. pag. Web. <https://www.researchgate.net/profile/Cedar_Riener/publication/249039450_The_Myth_of_Learning_Styles/links/0046353c694205e957000000.pdf>.

Rogers, Katherine Mary Ann. ‘A Preliminary Investigation and Analysis of Student Learning Style Preferences in Further and Higher Education’. Journal of Further and Higher Education 33.1 (2009): 13–21. Web.

Seery, Michael K. ‘Flipped Learning in Higher Education Chemistry: Emerging Trends and Potential Directions’. Chem. Educ. Res. Pract. 16.4 (2015): 758–768. Web.

Shephard. ‘Higher Education for Sustainability: Seeking Affective Learning Outcomes’. (2008): n. pag. Web. <http://www.emeraldinsight.com/doi/abs/10.1108/14676370810842201>.

Smith et al. ‘Assessment Literacy and Student Learning: The Case for Explicitly Developing Students “Assessment Literacy”’. (2013): n. pag. Web. <http://www.tandfonline.com/doi/abs/10.1080/02602938.2011.598636>.

Smith, Richard. ‘Unfinished Business: Education without Necessity’. Teaching in Higher Education 8.4 (2003): 477–491. Web.

Stacey, Elizabeth, and Faye Wissenberg. ‘A Study of Face-to-Face and Online Teaching Philosophies in Canada and Australia’. Web. <http://files.eric.ed.gov/fulltext/EJ805067.pdf>.

Svanstrom et al. ‘Learning Outcomes for Sustainable Development in Higher Education’. (2008): n. pag. Web. <http://www.emeraldinsight.com/doi/full/10.1108/14676370810885925>.

‘Teaching in Higher Education’. n. pag. Web. <http://www.tandfonline.com/loi/cthe20#.VcmpZE3JDcs>.

‘Teaching Methods: Large Group Teaching’. The University of Nottingham, n.d. Web. <http://www.nottingham.ac.uk/pesl/resources/largegroup/>.

‘Teaching Methods: Small Group Teaching’. The University of Nottingham, n.d. Web. <http://www.nottingham.ac.uk/pesl/resources/smallgroup/>.

‘Teaching Sociology’. n. pag. Web. <http://tso.sagepub.com/>.

The Higher Education Academy. ‘Promoting Teaching. Making Evidence Count.’ Web. <https://www.heacademy.ac.uk/sites/default/files/making-evidence-count-web_0.pdf>.

The Promoting Teaching Project. ‘Making Evidence Count’. Web. <https://www.heacademy.ac.uk/knowledge-hub/promoting-teaching-making-evidence-count>.

‘The UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (UKPSF)’. 2011. Web. <https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf>.

Tiernan. ‘A Study of the Use of Twitter by Students for Lecture Engagement and Discussion’. (2014): n. pag. Web. <http://link.springer.com/article/10.1007/s10639-012-9246-4>.

Tlhoaele et al. ‘Using Clickers to Facilitate Interactive Engagement Activities in a Lecture Room for Improved Performance by Students’. (2014): n. pag. Web. <http://www.tandfonline.com/doi/pdf/10.1080/14703297.2013.796725>.

Trotter, Eileen. ‘Student Perceptions of Continuous Summative Assessment’. Assessment & Evaluation in Higher Education 31.5 (2006): 505–521. Web.

‘University of Leicester Transferable Skills Framework’. Web. <https://www2.le.ac.uk/offices/careers-new/information/cds/transferable-skills/transferable-skills-framework/TSFv12October2015.pdf>.

‘Using Learning Outcomes to Support Your Studies — University of Leicester’. N.p., n.d. Web. <http://www2.le.ac.uk/offices/ld/resources/study/learning-outcomes>.

Webb, Jo, and Chris Powis. Teaching Information Skills: Theory and Practice. London: Facet, 2004. Print.

‘Why Is Online Teaching Important?’ 25 Oct. 2010. Web. <https://www.youtube.com/watch?v=EDULQMR6wJs>.

Wikeley, Felicity, and Yolande Muschamp. ‘Pedagogical Implications of Working with Doctoral Students at a Distance’. n. pag. Web. <http://www.tandfonline.com/doi/pdf/10.1080/0158791042000212495>.

Wilson, and Korn. ‘Attention During Lectures: Beyond Ten Minutes’. (2007): n. pag. Web. <http://www.ministryoftruth.me.uk/wp-content/uploads/2014/09/WilsonKorn2007-Attention.pdf>.

Wingate, Ursula. ‘Doing Away with “Study Skills”’. Teaching in Higher Education 11.4 (2006): 457–469. Web.

‘Working with Learning Outcomes Online Resource’. N.p., n.d. Web. <https://connect.le.ac.uk/workwithlos/>.