Learning to learn online: creating an open-access learning development platform
Keywords:online learning, blended learning, learning design, student engagement, student feedback
CAST (2021) The Universal Design for Learning guidelines. Available at: https://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-yes.pdf (Accessed: 2 June 2021).
Calleja, J. (2020a) Learning Skills Platform Overview. Internal HEI report. Unpublished.
Calleja, J. (2020b) Learning Skills Project Brief. Internal HEI report. Unpublished.
Canterbury Christ Church University (2021a) Learning and Teaching Strategy 2015-22. Available at: https://www.canterbury.ac.uk/learning-and-teaching-enhancement/docs/Learning-and-Teaching-Strategy-2015-2022.pdf (Accessed: 3 June 2021).
Canterbury Christ Church University (2021b) Learning Skills Hub. Available at: https://blogs.canterbury.ac.uk/ccculearningskills/ (Accessed: 7 June 2021).
Canterbury Christ Church University (2021c) Key Blended Learning Principles at Canterbury Christ Church University. Available at: https://cccu.canterbury.ac.uk/Project-2020-21/documents/learning-and-teaching/Blended-Learning-Principles-2021.pdf (Accessed: 8 June 2021).
Castle, S. R. and McGuire. C. J. (2010) ‘An analysis of student self-assessment of online, blended, and face-to-face learning environments: implications for sustainable education delivery’, International Education Studies, 3(3), pp.36-40.
Central Digital and Data Office (2018) Understanding accessibility requirements for public sector bodies. Available at: https://www.gov.uk/guidance/accessibility-requirements-for-public-sector-websites-and-apps (Accessed: 1 June 2021).
Christie, H., Tett, L., Cree, V. E. and Machine, V. (2016) ‘It all just clicked: a longitudinal perspective on transitions within university’, Studies in Higher Education, 41(3), pp. 478–490. https://doi.org/10.1080/03075079.2014.942271.
Francis, K., Troop, M., Salter, J., Parahoo, R., Costanzo, L. and Desmarais, S. (2019) ‘Scribe hero: an online teaching and learning approach for the development of writing skills in the undergraduate classroom’, Online Learning, 23(2), pp.217-234.
Hoffman, B. and Ritchie, D. C. (1998) Teaching and learning online: tools, templates, and training. Available at: https://files.eric.ed.gov/fulltext/ED421092.pdf (Accessed: 4 June 2021).
Magyar, A., McAvoy, D. and Forstner, K. (2011) ‘If only we knew what they wanted: bridging the gap between student uncertainty and lecturers' expectations’, Journal of Learning Development in Higher Education, Issue 3, March, pp.1-18. https://doi.org/10.47408/jldhe.v0i3.68.
Major, A. and Calandrino, T. (2018) ‘Beyond chunking: micro-learning secrets for effective online design’, Florida Distance Learning Journal, 3(13), pp.1-5. Available at: https://nsuworks.nova.edu/fdla-journal/vol3/iss1/13 (Accessed: 2 June 2021).
Panigrahi, R., Srivastava, P. R. and Sharma, D. (2018) ‘Online learning: adoption, continuance & learning outcome - A review of literature’, International Journal of Information Management, 43, pp.1-14.
Phillips, R., McNaught, C. and Kennedy, G. (2012) Evaluating e-learning. Suffolk: Taylor and Francis.
QAA (2014) The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies. Available at: https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf (Accessed: 2 June 2021).
How to Cite
LicenseAuthors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).