The use of virtual drop-in sessions during Covid-19 as a means to increase engagement with learning development

Authors

  • Ed Bickle Bournemouth University
  • Stephanie Allen
  • Marian Mayer

DOI:

https://doi.org/10.47408/jldhe.vi22.740

Keywords:

online teaching, virtual drop-in sessions, Covid 19, learning development, student engagement

References

Hayman, R., Coyles, A., Mellor, A. and Wharton, K. (2020) ‘The role of personal tutoring in supporting the transition to university: experiences and views of widening participation sport students’, Journal of Learning Development in Higher Education, Issue 18, October, pp.1-29. https://doi.org/10.47408/jldhe.vi18.591.

Khan, A., Egbue, O., Palkie, B. and Madden, J. (2017) ‘Active learning: engaging students to maximize learning in an online course’, Electronic Journal of e-Learning, 15(2), pp.107-115.

Roberts, F. (2015) ‘Student views of using e-learning tools to facilitate independent learning of anatomy and physiology’, Journal of Learning Development in Higher Education, Issue 9, July, pp.1-22. https://doi.org/10.47408/jldhe.v0i9.269.

Russell, J. (2013) ‘Running drop-in advice services in a university setting’, International Journal of Clinical Legal Education, 19, pp.383-394. https://doi.org/10.19164/ijcle.v19i0.37.

Stone, C. and Springer, M. (2019) ‘Interactivity, connectedness and “teacher-presence”: engaging and retaining students online’, Australian Journal of Adult Learning, 59(2), pp.146-169.

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Published

13-10-2021

How to Cite

Bickle, E., Allen, S. and Mayer, M. (2021) “The use of virtual drop-in sessions during Covid-19 as a means to increase engagement with learning development”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.740.

Issue

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

Section

Adapting core features of learning development: skills and writing support

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