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).

Downloads

Published

25-10-2021

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.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Innovations in teaching and course delivery

License

Authors who publish with this journal agree to the following terms:

  1. 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.
  2. 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.
  3. 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).