Supporting students

A number of STEM students find their modules academically demanding; success for such students requires the development of resilience and a growth mindset, as discussed in Johnston-Wilder and Lee (2010.

Students on IT/computing degrees at the Open University (OU) complete a compulsory project at the end of their studies (TM470), yet some students face challenges completing the project due to difficulties with independent work. The prompt for this study was students’ poor performance on TM47

Academics are often interested in using their own research in their teaching – this can be a valuable way of sharing their passion for their subject, connecting students with cutting edge research knowledge, and enabling students to experience authentic science practices.

The benefits of peer mentoring for students studying in Higher Education are well established and have been demonstrated in online, blended and hybrid settings. Best practice in establishing financially sustainable schemes in online settings at a large scale is under researched.

Residential schools are essential for accreditation of our engineering qualifications by Professional Engineering Institutions and they have had to be temporarily replaced by a set of practical engineering activities due to the Covid-19 pandemic.

Having taught on project modules at HNC, HND and final UG level (T452), I have observed that the most intense tutor engagement is when discussing possible topics.

The correspondence tuition that tutors provide, via the TMAs, is a key part of our teaching and support to students and represents a major investment of time and effort by tutors.

The objective of this small-scale study was to create a tutor free, active learning environment where students feel at ease to discuss and work on skill-based problems together.

Welsh-medium education has attracted increased attention over the past 50 years. Much research has been conducted in secondary and higher education contexts, including the teaching and learning of mathematics in Welsh.

According to the social constructivist model of learning, social opportunities are considered to be important in an educational experience for their positive influence. The principle is that the learning can be reinforced through the interaction with others.