Pivoting PGT dissertation provision for online learning: our response, reflections, and recommendations

Authors

DOI:

https://doi.org/10.47408/jldhe.vi22.781

Keywords:

student engagement, dissertation writing, cognitive load, Q&A sessions, Covid-19

References

Ali, W. (2020) ‘Online and remote learning in higher education institutes: a necessity in light of COVID-19 pandemic, Higher Education Studies, 10(3), p.16. https://doi.org/10.5539/hes.v10n3p16.

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Choe, R. C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R., Toma, S. P., Shapiro, C., Levis-Fitzgerald, M., Barnes, G. and Crosbie, R. H. (2019) ‘Student satisfaction and learning outcomes in asynchronous online lecture videos’, CBE—Life Sciences Education, 18(4), ar55. https://doi.org/10.1187/cbe.18-08-0171.

Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A. and Lam, S. (2020) ‘COVID-19: 20 countries’ higher education intra-period digital pedagogy responses’, Journal of Applied Learning and Teaching, 3(1), pp.9-28. https://doi.org/10.37074/jalt.2020.3.1.7.

Leppink, J. (2017) ‘Cognitive load theory: practical implications and an important challenge’, Journal of Taibah University Medical Sciences, 12(5), pp.385-391. https://doi.org/10.1016/j.jtumed.2017.05.003.

Rabe-Hemp, C., Woollen, S. and Humiston, G. S. (2009) ‘A comparative analysis of student engagement, learning, and satisfaction in lecture hall and online learning settings’, Quarterly Review of Distance Education, 10(2), pp.207-218, pp.250-252.

Thai, N. T. T., De Wever, B. and Valcke, M. (2017) ‘The impact of a flipped classroom design on learning performance in higher education: looking for the best “blend” of lectures and guiding questions with feedback’, Computers & Education, 107, pp.113-126. https://doi.org/10.1016/j.compedu.2017.01.003.

Traver, R. (1998) ‘What is a good guiding question?’ Educational Leadership, 55(6), pp.70-73.

Wilson, K. and Korn, J. H. (2007) ‘Attention during lectures: beyond ten minutes’, Teaching of Psychology, 34(2), pp.85-89. https://doi.org/10.1080/00986280701291291.

Young, M. S., Robinson, S. and Alberts, P. (2009) ‘Students pay attention! Combating the vigilance decrement to improve learning during lectures’, Active Learning in Higher Education, 10(1), pp.41-55. https://doi.org/10.1177/1469787408100194.

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Published

2021-10-13

How to Cite

Koristashevskaya, E. and Purcell, S. . (2021) “Pivoting PGT dissertation provision for online learning: our response, reflections, and recommendations”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.781.

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Section

Adapting core features of learning development: skills and writing support