In this paper we use new experimental data to investigate students' preferences regarding lecture mode and length, and assessment type across two unique dimensions: expected learning and enjoyment. Our main findings are as follows: first, students demonstrate a strong preference against online lectures. Students expect to learn more from, and…

This paper considers feedback in the context of modularised programmes in higher education in the UK. It is argued that the self-contained nature of modular assessment may limit feedback dialogue between staff and students to assignment-specific issues, and may impede student progress towards holistic programme-level aims and outcomes. A feedback…

This article reviews the findings of a small-scale investigation into the criteria used by a number of SACWG departments for assessing final-year project modules in business and history and other written history assignments. The findings provide the basis for a broader discussion of the issues relating to the formulation and use of assessment…

A college instructional module uses the film "JFK" and related reading materials to convince even the less motivated students that reasoning abilities can be of significant personal and public value. Small groups are assigned presentations based on research and readings. Student response has been enthusiastic and the technique has been…