The implementation of lecture recording (LR) technology is becoming common practice in higher education (HE). While it is often promoted as a technological solution to inclusion, there is a need for more in-depth research to examine such assumptions. This study was conducted in a research-intensive elite university in the UK, employing…

This article offers a description and critical evaluation of a novel method for inquiry-based learning (IBL) directed at undergraduate students: a Global Health Hackathon. The hackathon was piloted as part of an "Introduction to Global Health" undergraduate course in order to enable students to gain "and" create knowledge about…

This paper discusses the role of the lecture in contemporary higher education. Moving beyond the polarised perspectives that characterise recent debates on the subject, it considers both the potential problems and possible pedagogical, practical and social benefits of the lecture as a mode of teaching and learning. Through an examination of…

The aim of this study was to explore lecturers' experiences with and perspectives on dyslexia and dyslexic students to inform the wider debate about the issues of dyslexia support in higher education. Data were collected and analysed using an abbreviated constructivist grounded theory method. Participants were categorised as "positive",…

Note-taking in lectures is often taken to be the distinguishing characteristic of learning at university. It is typically assumed that this is a commonsensical skill that students either have or will learn through trial and error. The data from a research project in one New Zealand university suggest that taking good notes is not a skill that…

This paper examines the role of ideology in academics' conceptions of their discipline. The focus is on how individual ideologies affect the way academics conceptualise and enact the discipline in practice. It uses data collected for a study involving 18 academics in 15 disciplines working at seven different institutions which had the broader…

Little is known about what happens to disciplinary knowledge when it is taught in contemporary UK universities of different status. Here, Basil Bernstein's theories are applied to what sociology lecturers say about teaching, demonstrating that in conditions in which students are less likely to engage with sociological theory, lecturers,…

Traditional lecture-based teaching methods are being replaced or supplemented by approaches which call for reframing the roles and identities of teachers and learners. Enquiry-Based Learning (EBL) is one such approach. This paper reports on a study investigating the perceptions of staff and students (N=25) involved in an EBL capacity building…

Evidence suggests that college students' concentration levels are limited and hard to maintain. Even though relevant in higher education, scant empirical research exists on interventions to "re-set" their concentration during a college lecture. Using a within-subjects design, four active learning interventions are administered across two…

This paper reports and analyses data from a longitudinal qualitative research study which is investigating the changing teaching self-concept of university lecturers who combine online and face-to-face teaching. The first phase of this collective case study research has focused on the experiences of five 'early adopter' university lecturers during…