Papers by Andrew Sackville
29th Annual, 2005
... above. The academic component of this entitlement involves the types of scaffolding activitie... more ... above. The academic component of this entitlement involves the types of scaffolding activities related to how we get students to think like academics, to engage with discourse like academics, write and read like academics. The ...
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This paper discusses the relationship between the design, the delivery and research into supporte... more This paper discusses the relationship between the design, the delivery and research into supported-online programmes in Clinical Education at one University. It initially sets the context for the discussion by outlining the pedagogic approach and the design adopted for the programmes, before outlining the action-research approach adopted by the Programme Team. It summarises the research which was conducted into the programme between 2000 and 2006, which focussed on the quantity and quality of the online discussion which supported the participants' learning. A multi-method research approach was adopted, which allowed the Programme Team to gain insights into some of the aspects of interactivity in the online learning community which emerged. These insights in turn influenced the Programme Team in the re-design of aspects of the programmes; and the further development of the online delivery of the programmes. As part of a cyclical process -this in turn led to the formulation of fur...
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Keywords. This paper presents the findings of an initial study to identify the use of Problem-bas... more Keywords. This paper presents the findings of an initial study to identify the use of Problem-based Learning in the teaching of computing within higher education programmes. The study aimed to identify examples of the use of PBL, as well as examples of good practice and issues that needed consideration for successful implementation. Practitioners were surveyed
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The International Journal of Learning: Annual Review, 2010
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Whilst tutoring a supported online programme in Clinical Education over the last six years, we ha... more Whilst tutoring a supported online programme in Clinical Education over the last six years, we have become aware that there are significant differences in the ways in which both groups of students ‐ “online learning sets” and individual students, engage in “online discussion” using a VLE discussion board. We have carried out research at various points in the history of the programme to identify different types of “learners”. In order to develop our understanding we have now embarked on a major research programme as part of the SOLSTICE Centre for Excellence for Teaching and Learning, to explore the different dimensions of “online discussion”, and the role that both design and tutor intervention has in shaping this discussion. This paper reports on the first stage of this analysis. By studying the postings of four separate learning sets simultaneously following the same ten-week module, it identifies two “active” discussion sets and two comparatively “passive” discussion sets. It als...
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British Journal of Social Work, 1989
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effective learning & teaching in MEDICAL DENTAL & VETERINARY EDUCATION, 1988
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Proceedings of 36th IUT conference, 2011
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Presnted at IUT Conference 2012
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Presentation to IUT Conference 2008.
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Presentation to IUT Conference 2009
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Presented at NCL Conference 2008
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Presented at the IUT Conference 2011
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Presented at IUT Conference 2005
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Papers by Andrew Sackville