How my failure to read a play helped my students develop their learning

Authors

  • Lucinda Becker University of Reading

DOI:

https://doi.org/10.47408/jldhe.vi22.706

Keywords:

Covid-19, student confidence, Shakespeare

Author Biography

Lucinda Becker, University of Reading

Lucinda Becker is Professor of Pedagogy in the Department of English Literature at the University of Reading.

References

Brookfield, S. (2009) ‘The concept of critical reflection: promises and contradictions’, European Journal of Social Work, 12(3), pp.293–304. Available at: https://doi.org/10.1080/13691450902945215 (Accessed: 5 October 2021).

Kahu, E.R. (2013) ‘Framing student engagement in higher education’, Studies in Higher Education, 38(5), pp.758–773. Available at: https://www.tandfonline.com/doi/pdf/10.1080/03075079.2011.598505 (Accessed: 5 October 2021).

Kolb, D.A. (2015) Experiential learning: experience as the source of learning and development. 2nd edn. Upper Saddle River, New Jersey: Pearson Education, Inc.

Tinto, V. (1997) ‘Classrooms as communities: exploring the educational character of student persistence’, The Journal of Higher Education, 68(6), pp.599–623. Available at: https://doi.org/10.2307/2959965 (Accessed: 5 October 2021).

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Published

2021-10-25

How to Cite

Becker, L. (2021) “How my failure to read a play helped my students develop their learning”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.706.