Interest in the flipped classroom in higher education has burgeoned despite the literature revealing that the effects on assessment outcomes remain elusive. In this paper, we present the results of an empirical analysis designed to compare the impact on assessment outcomes of different approaches to the flipped classroom (didactic and…

This paper explores the benefits and drawbacks of technology-enhanced learning (TEL) to engage undergraduate students in geography modules at Newcastle University. I consider the efficacy of "student response systems" (hereafter SRS, also known as audience response systems, clickers or personal response systems) in large lectures by…

The purpose of this study is to investigate how constant changes in team allocation within a modified flipped team-based learning (FTBL) study can affect student's perception of a course (gathered by an online questionnaire) and academic performance. This teaching strategy is a team-based learning (TBL) approach combined with flipped classroom…

Due to the empirical nature of the discipline, psychology students, during the course of their degree, are required to become proficient with a range of quantitative methods. Unfortunately many of these students experience high levels of maths anxiety, which can have a damaging effect on this aspect of their educational development. The first…

This article discusses the authors' experiences of the transition from trainee to trainer on a psychotherapeutic training programme, and some of the challenges involved. Using the framework offered by Rizq (2009), the article examines the many parallel processes implicit in the roles of trainee, trainer and therapist. We explore these using…

This paper reports on a collaborative project to improve assessment undertaken by a cross-discipline group of university lecturers (Business, Engineering and Psychology) using action research methodology. First-stage analysis was based on results from an Assessment Experience Questionnaire developed by the FAST FDTL4 (Formative Assessment in…

This article presents a case study of the impact on student learning of introducing an electronic voting system (EVS) into large-group lectures for first-year undergraduate students undertaking degrees in marketing and business systems. We discuss the potential for using EVS-style interactive lectures in marketing and business programmes. We then…

The effectiveness of lecture-integrated and web-supported case studies in supporting a large and academically diverse group of undergraduate students was evaluated in the present study. Case studies and resource (web)-based learning were incorporated as two complementary interactive learning strategies into the traditional curriculum. A truncated…