Currently browsing: PRAXIS Research Group

Number of items at this level: 21.
Generated on Sun Dec 10 17:21:55 2023 GMT.

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Aristeidou, Maria; Ferguson, Rebecca; Perryman, Leigh-Anne and Tegama, Natalie (2021). The Roles and Value of Citizen Science: Perceptions of Professional Educators Enrolled on a Postgraduate Course. Citizen Science: Theory and Practice, 6(1), article no. 24.

Bhandari, Renu and Rainford, Jon (2023). Exploring the Transitions of Neurodivergent Access Students to Level One Study: Narratives of Study Skills and Support. International Journal of Educational and Life Transitions, 2(1), article no. 5.

Glover, Alison; Jones, Megan; Thomas, Angela and Worrall, Leigh (2023). The Triad of Success Factors that can Strengthen Student Teacher Mentoring. Educator Perspectives, 3 pp. 15–20.

Lister, Kate; Pearson, Victoria; Coughlan, Tim and Tessarolo, Felipe (2022). Inclusion in Uncertain Times: Changes in Practices, Perceptions, and Attitudes around Accessibility and Inclusive Practice in Higher Education. Education Sciences, 12(8), article no. 571.

Mallon, Sharon; Richards, Chris and Rixon, Andy (2023). Student and teacher experiences of online synchronous learning. Journal of Applied Research in Higher Education (Early access).

Martin, Shannon and Lusted, Jim (2023). Critical reflections on the racialised hierarchies of an ethnically diverse staff-student scholarship project team. Journal of Learning Development in Higher Education(26)

Samra, Rajvinder; França, Alex Bacadini; Lucassen, Mathijs F G and Waterhouse, Philippa (2023). A network approach to understanding distance learners' experience of stress and mental distress whilst studying. International Journal of Educational Technology in Higher Education, 20(1), article no. 27.

Stickler, Ursula and Emke, Martina (2023). Future-proofing language teaching: How the COVID-19 pandemic has changed our profession. CALICO Journal, 40(2) pp. 137–152.

Toledo-Rodriguez, Maria and Lister, Kate (2022). Resilience in the curriculum: outcomes of a curriculum infusion intervention with neuroscience students. Widening Participation and Lifelong Learning, 24(1) pp. 139–164.

Waterhouse, Philippa and Moller, Naomi (2023). Creating an online educational resource to support learners navigate their studies alongside work and/or family. The International Review of Research in Open and Distributed Learning (Early access).

Conference or Workshop ItemTo Top

Bossu, Carina (2022). Understanding the impact of an online accredited HEA Fellowship scheme on students’ experiences. In: Teaching and Learning Conference 2022: Teaching in the spotlight: Where next for enhancing student success?, 5-7 Jul 2022, Newcastle, UK.

Bossu, Carina (2022). Fostering lifelong learning through professional development and recognition at the Open University UK. In: Tenth Pan-Commonwealth Forum on Open Learning (PCF10), 14-16 Sep 2022, Calgary, Canada, Commonwealth of Learning (COL).

Bossu, Carina; Sargent, Julia; Ismail, Nashwa and Wilson, Jane (2021). Sharing experiences of an online HEA Fellowship scheme and its impact on learning and teaching. In: ALT Annual Conference: Shared Experience, Different Perspectives, 7-9 Sep 2021, UK/Online, Association for Learning Technologies.

Bossu, Carina; Sargent, Julia; Ismail, Nashwa and Wilson, Jane (2022). Achieving professional learning and improving students experience at the OU through Applaud. In: Computers and Learning Research Group (CALRG) conference 2022, 21-22 Jun 2022, Online.

Roy, James (2022). Two Ends of a Spectrum: 'I have no interest in getting to know other students online' versus 'It was nice to be given the chance to meet my tutor and other students in person'. Some cautionary tales from 825 Level 1 distance learning students about flexible modes of delivery. In: Advance HE Teaching and Learning Conference 2022: Teaching in the spotlight: Where next for enhancing student success?, 5-7 Jul 2022, Northumbria University, Newcastle.

Roy, James (2019). Think again! Transformative online pedagogy and the student who says ‘I am uncomfortable communicating with unknown people online’. In: ICDE: World Conference on Online Learning 2019, 3-7 Nov 2019, Dublin, Ireland.

OtherTo Top

Bhandari, Renu and Rainford, Jon (2022). Exploring the transitions of Neurodivergent Access students to Level One Study: Narratives of Study Skills and Support. The Open University.

Bossu, Carina; Sargent, Julia; Ismail, Nashwa and Wilson, Jane (2021). Understanding the impact of Applaud on learning and teaching across the Open University. Praxis, The Open University, UK.

Bower, Virginia; Taylor, Julie; Hampson-Stemp, Hayley; Fullard, Michael; Peterson, Andrew and Carden (ed.), Catherine (2023). Character and ITE: A Practical Guide. Jubilee Centre for Character and Virtues. University of Birmingham, Birmingham.

Glover, Alison; Jones, Megan; Thomas, Angela and Worrall, Leigh (2022). Effective mentoring in Initial Teacher Education: What works and why. The Open University, Cardiff, Wales.

Jones, Megan and Worrall, Leigh (2022). Effective Mentoring in Initial Teacher Education: What works and why? Case Studies from The Open University Partnership in WALES PGCE Programme. The Open University in Wales, Cardiff, Wales.

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