QAA Assessment & Feedback Roadshow outcomes, and what they mean for student voice

QAA's assessment and feedback roadshow highlights AI-resilient design, clearer feedback, and student partnership priorities for UK university teams in 2026.

Students feel hopeful about AI, but worry and guilt shape how safe it feels to use

From the paper: Feeling AI: Circulating emotions, institutional climates, and moral boundaries in student use of AI. What a national survey and focus groups reveal about trust, anxiety, and AI policy in higher education.

Westminster's PTES 2026 launch shows how survey incentives and confidentiality shape postgraduate feedback

Westminster's PTES 2026 launch pairs a £15 GiftPay incentive with clear confidentiality rules, a practical lesson in postgraduate survey design.

Student evaluations improve when staff and students redesign them together

From the paper: Redesigning student evaluations of teaching: integrating faculty and student perspectives. What a six-year redesign project reveals about building better teaching evaluations.

UCL's first Student Partnerships & Voice Conference, and what it means for student feedback strategy

UCL will launch its first Student Partnerships & Voice Conference in June 2026, signalling a more strategic approach to student voice and feedback action.

Students engage less with employability support when opportunities feel unclear, irrelevant, or badly timed

From the paper: Improving student engagement in employability development: recognising and reducing affective and behavioural barriers. Why students disengage from employability opportunities when confidence, relevance, and timetabling do not line up.

OfS quality assessment flags missing module evaluations and student surveys at King Stage Limited

An OfS quality assessment found no evidence of planned module evaluations or student surveys at King Stage, sharpening expectations for student voice evidence.

Belonging is weaker when students feel they must hide part of themselves

From the paper: Fitting in, feeling true: student experiences of sense of belonging and authenticity. Why universities should ask not only whether students belong, but whether they can do so without self-editing.

Advance HE highlights student-staff partnership in block learning, and why it matters for student feedback

Advance HE highlights how student-staff partnership in block learning can move student feedback from end-point surveys to continuous, actionable dialogue.

What new students need to feel they belong, and stay well

From the paper: Factors affecting new students' sense of belonging and wellbeing at university. Why universities should listen for academic, social, environmental, and personal barriers in early student feedback.

Student satisfaction tends to be higher in smaller universities

From the paper: Student satisfaction as a function of student and staff sizes in higher education. What the study suggests about institutional scale, student support, and why scores alone cannot explain satisfaction gaps.

QAA research on student representation practices, and what it means for student feedback systems

QAA-backed research across 78 UK institutions shows how student representation, surveys, and qualitative feedback are evolving across higher education.

Students see accreditation work better when quality assurance is visible

From the paper: Accreditation processes and their impact on improvements in the organisation and management of Spanish university degrees: student assessment. Why students perceive accreditation more positively when they understand the process and can participate in it.

University of Glasgow launches a Student Voice Framework, and what it means for student feedback governance

Glasgow's new Student Voice Framework sets minimum expectations for surveys, committees, and responses, giving universities a clear student feedback model.

Student survey data works better when universities benchmark and triangulate it

From the paper: Research institutions' perspectives on assessment and improvement efforts that contribute to college quality. What the study suggests about benchmarking, triangulation, and turning survey evidence into institutional action.

Bath's 2026 student feedback system shows how to collect the right survey at the right level

Bath's 2026 student feedback system combines NSS, course-level, and postgraduate surveys, showing how universities can collect feedback by cohort and purpose.

Students judge feedback comments as fairer when they are usable

From the paper: Fairly useful feedback: characteristics of feedback comments perceived as fair by students. Why students read constructive, actionable feedback as fairer than supportive wording alone.

Leeds Trinity's PRES results show what strong PGR feedback practice looks like

Leeds Trinity's 2026 PRES results now put it above the sector on postgraduate researcher satisfaction, showing why sharper PGR feedback analysis matters.

Student belonging declines over the first year, and first-generation gaps open later

From the paper: Dynamic belonging – how student belonging changes over time for first-generation students. What a mixed-method study suggests universities should measure beyond welcome week.

Newcastle Experience Survey 2026 shows how to collect and act on student feedback

Newcastle University's 2026 Newcastle Experience Survey shows how institution-wide student feedback can support faster, more visible action for quality leaders.

University of Bath acts on student feedback with a new neuroinclusive study space

University of Bath has opened a neuroinclusive Woodland Lounge shaped by student feedback, showing how institutions can turn student voice into visible change.

Students and educators prioritise different things in digital assessment quality

From the paper: Walking the tightrope of quality assessment: balancing perspectives and priorities of stakeholder groups. Why student experience, feedback quality, purpose, and technology all need a place in digital assessment design.

University of Nottingham opens PTES, showing how to close the feedback loop

University of Nottingham has opened PTES for taught postgraduates, linking survey collection to visible follow-up and stronger student feedback action.

A validated employability scale can sharpen student surveys and careers support

From the paper: Measuring students’ self-perceived employability capital attainment: the development and validation of a scale. Why earlier, better employability measurement matters for survey design and careers support.

King’s Wellbeing Survey, and why joined-up student feedback matters

King’s Wellbeing Survey shows how a university can combine local wellbeing feedback with NSS and PTES to build a joined-up student voice system for action.

AI detectors catch many LLM-assisted essays, but privacy and false positives remain major risks

From the paper: From AI to authorship: Exploring the use of LLM detection tools for calling on "originality" of students in academic environments. What student survey data and detector tests suggest about privacy, fairness, and trust.

University of Glasgow's MyGrades rollout shows what a better student feedback system looks like

The University of Glasgow has rolled out MyGrades across the institution, showing how student feedback can reshape assessment visibility, access, and follow-up.

Student evaluation scores are not automatically comparable across departments, programmes, or time

From the paper: On the comparability of SET scores: measurement invariance across programs, departments, and time. Why universities should test whether student evaluation scores mean the same thing before benchmarking across departments or years.

University of Westminster's Mid-Module Check-ins show what earlier module feedback can look like

University of Westminster's Mid-Module Check-ins show how earlier, in-semester module feedback can help teams respond before end-of-term surveys land.

Brief self-reflection improves feedback satisfaction for lower-performing students

From the paper: Perceptions of feedback: the use of self-reflection to improve student satisfaction. Why a short reflection task before releasing comments may matter most for lower- and medium-performing students.

Students use Generative AI for feedback, but trust teachers more

From the paper: Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness. Why students use both feedback sources, but trust teacher feedback more when the stakes are higher.

University of Nottingham opens student feedback on strategic change through Future Nottingham 2

University of Nottingham has opened formal student feedback on Future Nottingham 2, showing how universities can evidence student voice during change.

Teaching evaluation surveys work better when students and staff help design them

From the paper: Redesigning student evaluations of teaching: integrating faculty and student perspectives. How a six-stage redesign process identified the teaching qualities students and staff most want evaluation surveys to measure.

UKRI refreshes the new deal for postgraduate research, and why PGR feedback evidence matters

UKRI has refreshed new deal for postgraduate research, sharpening expectations for doctoral support and the PGR feedback evidence universities need to track

Belonging works better as connection across the student life course

From the paper: Beyond belonging: connecting across the STEMM + B student life course. Why UK universities should treat belonging as changing patterns of connection, not a single stable score.

OfS condition E10 tightens subcontracting requirements, and why student feedback evidence matters

OfS condition E10 tightens subcontracting requirements for English lead providers, raising expectations for complaints data, oversight, and feedback evidence.

Muslim students’ belonging is shaped by faith provision, religious literacy and peer care

From the paper: Navigating sacred and secular: the dynamic evolution of Muslim students’ sense of belonging in UK higher education. How faith provision, staff religious literacy, peer support, and policy climate shape belonging over time.

OfS publishes latest TEF data dashboard, and what it means for student experience evidence

OfS has published the latest TEF data dashboard, restoring current NSS student experience and outcomes evidence for English providers and quality reporting.

Why assessment fairness does not feel the same to every student

From the paper: It’s (un)fair! undergraduate student self-construals, self-esteem, and perceptions of summative assessment fairness. Why universities should separate assessment process from assessment outcome when they interpret student feedback on fairness.

Jisc Online Surveys switches Insights to median response time, and why it matters for student feedback surveys

Jisc Online Surveys now reports median response time in Insights and adds new question types, helping universities review survey burden and feedback quality.

What 3,070 misconduct reflections reveal about academic integrity policy

From the paper: Examining student reflections on academic misconduct: insights for academic integrity in higher education. What 3,070 student reflections suggest about integrity literacy, assessment design, and support.

QAA's Strathclyde TQER report, and what it means for student feedback on assessment timeliness

QAA's Strathclyde TQER report flags delays in assessment feedback and highlights student voice that leads to timely action, a clear signal for quality teams.

What ethnic-minority students mean by belonging, and what surveys often miss

From the paper: Sense of belonging defined: how ethnic-minority students conceptualise belonging in the university. Why universities need broader belonging measures and richer student voice data.

OfS key performance measures, and what they signal for student voice evidence

OfS key performance measures now track TEF activity, quality investigations and student awareness, shaping what universities should evidence on student voice.

Faster feedback policies do not guarantee better NSS results

From the paper: Universities' policies on feedback speed do not meaningfully predict students' satisfaction with assessment and feedback. Why UK universities should look beyond turnaround targets when improving NSS assessment and feedback scores.

QAA launches Assessment & Feedback Roadshow, what it means for student feedback on assessment

QAA's Assessment & Feedback Roadshow runs 23 to 26 March 2026, spotlighting GenAI, assessment literacy, and feedback practice for UK university teams.

When are student evaluations of teaching actually reliable?

From the paper: The reliability of student evaluations of teaching. Why student evaluation scores are only moderately stable even in the best case, and what UK universities should do before using them to judge teaching quality.

Jisc adds file uploads to Online Surveys, and why it matters for student feedback surveys

Jisc has added file uploads to Online Surveys, giving universities a way to collect richer student feedback evidence alongside comments, ratings, and examples.

Care-experienced students need reliable relationships, not only bursaries

From the paper: The ethics of love and care in higher education: Perspectives of students with care experience. Why relational support matters alongside formal provision for retention and belonging.

OfS delays student outcomes and experience measures data dashboard update, what universities should do now

OfS has delayed the annual update to the student outcomes and experience measures data dashboard to spring 2026. Here is how to keep NSS benchmarking current.

Belonging can rise in first year, but survey comparisons across time can mislead

From the paper: First-year students’ sense of belonging in higher education: examining measurement invariance and longitudinal development across migration background and generation status in HE. What this research implies for interpreting belonging survey trends and equity gaps.

OfS student pulse survey results, what universities should do now

The OfS student pulse survey offers fresh term-time insight on support, finances and awareness in England, and shows how to strengthen your feedback loop.

From student to customer: what changes in postgraduate feedback

From the paper: Student or customer? Mainland Chinese students’ self-identification and reflexivity in Hong Kong’s self-financed taught postgraduate programmes. How value for money and trust shape where students take their feedback.

QAA launches the UK TNE Quality Scheme, what it means for student feedback in transnational education

QAA launches the UK TNE Quality Scheme for August 2026. What it means for collecting, analysing and acting on student feedback across TNE partnerships.

Student Voice as Partnership, Not Extraction

From the paper: Repositioning Student Voice and Agency: A Call for the Epistemic Expansion of Scholarship of Teaching and Learning Inquiry. Why universities should treat student feedback as shared knowledge-making, not a one-way data collection exercise.

Jisc: building a business case for learning analytics, keeping student feedback in the loop

Jisc’s business case for learning analytics guidance highlights stakeholder buy-in, student transparency, and using feedback to improve interventions.

Welcome week attendance boosts peer belonging, but not staff belonging

From the paper: Sense of belonging in higher education: The effect of early introductory activities. What a longitudinal study suggests UK universities should measure after welcome week.

Jisc: digital equity in transnational education, and what to capture in student feedback

Jisc highlights why digital equity in transnational education depends on strong student voice evidence, and what UK providers should capture in feedback.

What gets students to fill in teaching evaluations? Evidence on incentives and messaging

From the paper: Motivating student participation in teaching evaluations: evidence from a hypothetical scenario experiment in China. What this study suggests UK universities should prioritise when trying to improve response rates.

QAA assessment literacy toolkit, aligning expectations to improve student feedback on assessment

QAA-funded assessment literacy toolkit gives universities practical student and staff guides to align expectations and act on feedback about assessment.

When geopolitics shapes what Chinese international students feel able to say

From the paper: Politicized identity and language practices: Understanding Chinese international students’ language ideologies amid U.S.-China geopolitical tensions. What interview evidence suggests about self-censorship, tokenisation, and inclusive practice.

OfS research: student feedback during financial challenges, and what universities should monitor

New OfS research on student feedback during financial challenges shows what students notice first, and how universities can evidence and mitigate impact.

Belonging is not fixed: how ethnic-minority students build it over time

From the paper: Invisible threads: how ethnic-minority students weave belonging in higher education. What a longitudinal study shows about belonging trajectories, student agency, and practical support.

OfS updates NSS promotion guidance, avoiding inappropriate influence in 2026

OfS refreshed NSS promotion guidance for 2026, clarifying inappropriate influence risks and what universities should avoid when promoting the survey fairly.

Active learning and clear goals are linked to stronger student resilience

From the paper: Fostering resilience among university students: the role of teaching and learning environments. What a mixed-methods study suggests universities can do to strengthen resilience through learning design and clearer expectations.

QAA targeted peer review at the University of Glasgow, and what it signals for student feedback evidence

QAA’s targeted peer review at the University of Glasgow flags assessment process risks, a prompt to strengthen student feedback evidence and follow-up.

Tracking student belonging over time: why first-generation trajectories matter

From the paper: Dynamic belonging – how student belonging changes over time for first-generation students. What UK universities should take from a more time-sensitive approach to belonging, engagement, and student voice.

QAA welcomes new student committee members, what it means for student engagement in quality assurance

QAA has welcomed new members to its student committee, a prompt for universities to strengthen student engagement in quality assurance with traceable feedback.

Campus climate predicts interfaith learning, safe spaces and challenge matter in UK surveys

From the paper: How can universities support students’ interfaith learning? Findings from a longitudinal survey of students in the UK. What the research suggests about pluralism, safe spaces, and insensitive or coercive experiences.

OfS corrects TEF data dashboard calculations, what institutions should check in student experience evidence

OfS corrected TEF data dashboard calculations after a benchmarking error; here is what universities should check in NSS-derived student experience evidence.

In hybrid classes, flexibility drives online participation, and social presence drives campus attendance

From the paper: Online and on-site participation in synchronous hybrid settings: reasons from the perspective of higher education students. What student questionnaire and interview data reveals about why students choose online or on-campus attendance.

OfS quality assessment leads to enhanced monitoring at De Montfort University, and why student feedback evidence matters

An OfS quality assessment has triggered enhanced monitoring and Condition BB at De Montfort University, showing why student feedback evidence matters.

Advance HE: PRES 2025 shows decade-high satisfaction, and how to act on PGR feedback

Advance HE’s PRES 2025 results show decade-high satisfaction. Here’s what institutions can do next to analyse PGR feedback at scale, including open-text.

OfS escalates oversight of subcontracted provision, and why student feedback evidence matters

The Office for Students has imposed enhanced monitoring and a new ongoing condition following quality concerns in subcontracted provision, highlighting the need for robust, traceable student feedback evidence.

Low-SES Students Face Cultural Mismatch on Placements

From the paper: “They want people who are not me”: low socioeconomic status students' WIL experiences. What a qualitative case study suggests about cultural mismatch, confidence, and better placement support.

What deaf and hard of hearing students say makes higher education accessible

From the paper: Accessibility and support in higher education: a case study of deaf and hard of hearing students’ perceptions. What this research suggests UK universities should prioritise in support, communication, and inclusive teaching.

Intersectional barriers disabled students describe — and how universities can respond

From the paper: An intersectional perspective on disabled students’ experiences in German higher education. What interviews reveal about stigma, disclosure, and support — with lessons for UK universities.

What Students Really Mean by Teaching Excellence

From the paper: The meaning of excellence in learning and teaching to students. A mixed methods study reveals that students define excellent teaching through support, student-centricity, and opportunities for growth.

Who Actually Fills In Student Evaluations? New Evidence on Non-Response Bias

From the paper: Can student evaluations be made more representative? Testing alternative strategies. What a randomised experiment reveals about which students complete teaching evaluations — and how to close the gap.

Can Machine Learning Help Instructors Make Sense of Student Evaluation Comments?

From the paper: Understanding university instructor responses to machine-learning analysis of mid-semester teaching evaluations. How topic modelling can turn open-text student feedback into actionable insights for instructors of large courses.

Can Behaviour-Focused Evaluation Questions Reduce Gender Bias in Student Feedback?

From the paper: Rethinking bias in student evaluations: a multivariate analysis of observable instructional behaviors. How reframing evaluation questions around concrete teaching behaviours may eliminate gender bias in student feedback.

Conditional Belonging: What Minority Ethnic STEM Students Tell UK Universities

From the paper: ‘I deserve to be here’: minority ethnic students and their conditional belonging in UK higher education. How belonging becomes conditional — and what universities can do about it.

Emotional Engagement in Online Forums: Three Patterns That Shape Participation

From the paper: Conceptualising Emotional Engagement in an Online Asynchronous Forum. What students' emotional engagement behaviours mean for designing online discussion spaces and interpreting student voice.

PhD competency confidence varies by research style: evidence from 1,105 doctoral students

From the paper: Do PhD students’ research styles predict their perceived competencies? We review a validated competency inventory and what it means for doctoral programme support and PGR survey design.

What do UK anthropology students need from learning resources?

Learn how UK anthropology students use resources to enhance their learning experience, both online and offline.

Do fieldwork and placements improve history education?

An exploration of how fieldwork and placements enhance history education in the UK, preparing students for the future.

How do economics students rate their university libraries?

Learn how university libraries boost the academic success of economics students, from resources to study spaces.

Architecture students' perspectives on communication

An analysis of architecture students' education experiences, emphasizing the importance of effective communication and course structure.

Navigating the storm - the impact of student voice on UK academics

Learn how UK academics use student feedback for better teaching, focusing on text analysis to handle challenges and improve education.

Student voices in evaluation - motivations and perceptions

This post explores UK students' views on evaluations, emphasizing the need for clarity and actionable feedback to enhance education.

Exploring the depths of student dissatisfaction in UK higher education

Exploring student dissatisfaction in UK higher education, focusing on the impact of surveys on policies and rankings.

Revolutionising Student Evaluation Data Use in UK Higher Education

UK universities revolutionise student evaluation use, adopting new analysis methods to enhance teaching quality and responsiveness to feedback.

Benchmarking Student Engagement in UK Higher Education

This post on UK higher education explores benchmarking to enhance student engagement and educational quality through student feedback and innovative practices.

AI and Education - Equity Challenges and Opportunities

This post explores AI's role in UK education, focusing on equity opportunities and challenges, highlighting both the potential benefits and risks of AI in creating or exacerbating disparities.

Algorithmic fairness in student performance ML models

How can at risk students be identified and supported in higher education whilst avoiding discrimatory bias?

Exploring the concept of student voice through four theoretical lens

Student voice in higher education can be conceptualised by considering theories dervied from compulsary education research, economics, philosophy, and human geography.

Appreciative inquiry as a student voice practice in HE

Appreciative inquiry promotes positive student voice and aims to create a collaborative community which inspires transformation.

Respect is key for successful student voice as co-creation practices

Respectful and self-respecting dialogue between staff and students is essential for the development equitable higher education practices

How to enhance student voice in university governance

The effectiveness of student voice in university governance can be enhanced by considering the experiences of student representatives.

Implications of initial teacher reaction to student voice

How do teacher reactions to student evaluations impact teaching practices and how feedback timing and presentation enhance student voice.

Student voice in the context of marketized higher education

Explore how the marketized higher education system impacts student voice in curriculum design and the challenges of student-as-consumer roles.

The importance of distinguishing student voice practices

Investigating the differences between student voice practices by considering student responsibility and access, and exploring why this important

Why is it important to 'close the loop' in student voice initiatives?

The lack of systematic processes in place to facilitate action in response to student feedback is limiting the success of student voice initiatives

Empowerment and transformation through student voice

Choice and freedom of expression in student voice allows students to authentically express their views and promote meaningful change.

How can the success of a student voice initiatives be evaluated?

A broad range of student voice initiatives can be assessed by considering the reach and fitness of purpose of the project.

Is student voice focus harming participation in HE?

Is the student-as-consumer model in higher education causing participation fatigue despite the increased emphasis on student voice?

Student voice is underpinned by student rights and respect

Explore how student voice in higher education is anchored in rights and respect, highlighting the need for genuine listening and valuing student perspectives.

The important role of student voice in curriculum design

The involvement of student voice in curriculum design leads to greater student engagement and academic outcome

The relationship between student voice and personal tutoring

A recent study explores student perceptions of personal tutoring and reflects on the relationship between student voice and personal tutoring.

The current understanding of student voice in assessment and feedback

A recent literature review explored the key benefits of student voice in assessment and feedback and identified methodology used within research.

The challenges of engaging students in student voice

A case study excploring the challenges associated with encouraging student participation in higher education evaluation

Student voice in the development of assessment practices

How can student voice be utilised through assessment development to increase student motivation, learning outcomes, and equity in higher eduction?

Obstacles to students voice in curriculum design

Explore the challenges and benefits of student voice in curriculum design and ways to overcome barriers to student participation.

Improving HE quality through student voice

A range of student voice forms is vital for the improvement of higher education quality at an institutional scale

An economic view on the impact of student voice on education

As universities operate as businesses and students take on the role of consumers, student voice becomes a powerful tool.

The role of student voice role in equity in higher education

Exploring the limitations of student voice and the role of listening to promote equity within higher education

Encouraging students to pursue postgraduate research degrees

Researchers at one US university have outlined the strategies they’ve used to address the concern of declining graduate student numbers.

The value of involving students in curriculum redesign

University students struggle to find an appropriate work-life balance. To help address their concerns, researchers have involved them in curriculum design.

3D Virtual Environments and Interdisciplinary Student Teams

University students may gain confidence and comfort from experiencing interdisciplinary teams first in immersive 3D virtual environments.

Social Media: Its Use, Overuse and Academic Impact

Social media usage has been associated with academic procrastination in students. A recent study examines how grades are affected by this usage.

Peer assessment in motivating student team-based activities

Research from a Columbian university suggests that continuous peer-assessment motivates lower-achieving students during group projects.

Combining podcast-based learning with exercise

Replacing traditional lectures with a combination of educational podcasts and physical exercise has received positive feedback from students in the US.

Can a ‘flipped classroom’ approach help students succeed?

A recent US study has demonstrated an approximate 50% reduction in failure rates by employing a ‘flipped classroom’ approach to science lectures.

Adapting Traditional Lectures into Online Video Content

Adapting traditional university lectures for online delivery can be extremely challenging. A lecturer at the University of Pretoria shares her experiences.

The Effect of Instruction on Learning- Case Based Versus Lecture Based

A study at the American University of Beirut suggests that case-based learning may provide an effective alternative to traditional lecture-based learning.

Non-Traditional Immersive Seminars

Researchers have shown that adding simple physical exercises to a university lecture can significantly improve long-term knowledge attainment.

Student Response Systems in Large Active-Learning Classrooms

Often in large university lecture theatres only a handful of students actively participate through the asking and answering of questions.

Question and answer sessions in online tutorials

Question and answer sessions are a great way for students to receive real-time feedback. However, retention rates for these sessions are commonly low.

Simulation-Based Learning in Higher Education

Discover simulation-based learning for skill development in higher education, overcoming real-life practice challenges.

Video Improves Learning in Higher Education

Video can be an effective tool to convey distilled information whilst giving students control over When, Where, and at Which pace they want to learn.

Collaborative learning: understanding students’ engagement

In the age of remote study, what tools can educators use to enhance student engagement and empower responsible, self-directed learning?

Student behavioural profiles in blended learning courses

What can instructors do to enhance engagement? Mirriahi et al. investigate the behaviours shown by students in blended learning courses.

Agile Manifesto for Teaching and Learning

Embrace Agile in higher education for student-centered learning, collaboration, adaptability, and enhanced teaching experiences.

Enhancing Feedback in Higher Education

Enhance student performance using blended learning, merging face-to-face and online feedback for diverse and effective collaboration.

Supporting the Less Adaptive Student

Discover how blended learning and dispositional learning analytics help students from diverse backgrounds adapt to problem-based learning environments.

The use of blended learning from the perspective of students

Instructional best practice recommendations for the use of blended learning from the perspective of students to improve their learning experiences.

Modified Blended Learning in Engineering

AGH-UST adapted Building Automation Courses with blended learning strategies, balancing remote learning and hands-on experience during COVID-19.

Exploring student experience of formative assessment

Using various formative assessment types to help students to cope with workload of their course and their degree

Staff-student partnerships to enhance assessment literacy

Exploring the weakest links in learning and teaching and most significant contributors to student dissatisfaction

The disconnect on what makes good feedback

Examine the gap between students and educators on effective feedback in higher education, emphasizing quality, personalization, and actionable improvement.

Rethinking models of feedback for learning - the challenge of design

Feedback is critical to education, yet the most heavily criticised aspect of courses in higher education.

Impacts of peer tutoring on academic performance

Researchers at a US university have demonstrated significant improvements in student grades through the introduction of student-led tutoring.

The Academic Benefits of Adding Exercise to University Lectures

Preventing mind-wandering in students during long lectures can be challenging. Getting them up and moving may be the key, say researchers at McMaster University, Canada.

Viewing Introductory Videos Prior to Lectures Aids Student Learning

A Malaysian university has found that introductory pre-lecture videos can lessen the demand on students’ visuospatial ability while increasing comprehension.

Reviewing teaching behaviour through classroom observations

Discover the importance of advanced teaching behaviors in higher education and how institutions can support lecturers to enhance student success.

The Benefits for Students of Problem-Based Learning

Implementations of the problem-based learning approach can have a positive impact on students' learning - boosting motivation as well as results.

Feedback and Feedforward in UK Higher Education

The future of undergraduate assessment – The realities of audio feedback and novelties of feedforward for engagement undergraduate students

Achieving transparency in dissertation supervision

Elements of doctoral supervision need to be implemented to undergraduate dissertation supervision in the UK

Ensuring Academic Integrity during COVID-19 pandemic

Innovative assessment practices in the University of Glasgow and the University of Greenwich for assessing students’ skills instead of exams

The Academic Reader as a Pedagogical Device

A recent study has shown that invoking the academic reader can help international students understand the needs of their audience

Disruption and Transformation via Lecture Recordings

Can teaching staff weather the disrupting effects of technology and incorporate lecture recordings into their existing pedagogies?

Digital Clinical Assessment – The New Normal?

Will assessing postgraduate medical and surgical students online lead to more problems than solutions?

Oral Examination as an Online Assessment Tool

Although face-to-face examination is unfeasible in online learning, conducting an online oral assessment can make interactions and discussions possible.

Flipping the Classroom for Small Group Settings

How can the flipped approach to teaching be adapted to suit small class sizes and tutorial style teaching?

Improving student experience and learning through peer review feedback

As a more effective way to improve feedback in Higher Education, Nicol et al. (2014) propose to include peer review, both receiving and providing feedback.

Feeding-Forward

The aggregation of self-reflection sheets from assignment feedback can form part of a personal development plan.

Student Remediation Programmes in Higher Education

The teacher-student relationship is a critical factor in the remediation of struggling undergraduate students.

Trust and Active Learning

It can be challenging for lecturers to encourage trust from their students. A US study has explored the impact it may have on student performance.

Gamification in Statistics Teaching

A recent study has shown that adding challenge-based games to the teaching of statistics increases student test scores by almost 35%.

Active Learning Strategies

Active in-class learning can help foster community and student engagement in STEM classrooms, particularly with underrepresented groups.

Research Project Assessments and Supervisor Marking

Is general assessment more important than subject knowledge and scientific argument for marking student dissertations?

How Pretesting Students Helps Retain Their Attention

At any given lecture, between a third and a half of students may experience mind-wandering, with this increasing with time spent in the lecture.

Group work assessment best practice

Here we will look at advantages, disadvantages and recommendations for assessment in collaborative learning.

Challenges of collaborative learning and its assessment

By having students learn and work together, they can develop a variety of soft skills, but how do we assess collaborative learning activities?

Project-Based Learning in Engineering

A case study in the application of project based learning and the skills it aims to teach along with implementation strategies.

Inverted learning: turning traditional teaching methods upside-down

Inverted learning techniques can offer numerous benefits and improvements in student satisfaction over traditional teaching methods.

Audio and Video Feedback in Online Learning Environments

With increasing student numbers, video feedback is an opportunity to improve relationships with students and their perception of feedback

2-Stage Examinations

Students have found 2-stage examinations to be more useful for their learning, utilising a pool of knowledge to distribute exam pressures

Face-to-Face Feedback

With rising student numbers in further education, face-to-face feedback offers an opportunity to personalise feedback

Quectures - Flipped Classrooms and Polling

Pre-lecture material and engagement allows students to overcome their own misconceptions about topics

Increasing Student Engagement in Online Modules

This study highlights the importance of tutor engagement with students and other key aspects for the successful delivery of online courses.

Key elements of team teaching

Important elements to be considered for a successful team-teaching experience (in Higher Education).

Student Feedback on Flipped Teaching

Flipping the classroom gets better results but how does it effect student feedback on, and performance in, their classes?