Graham Barrett, Jon Fitzgibbons, Michele Vescovi and myself recently had an article published in the IMPact e-journal of Higher Education Research, which is published by the University of Lincoln. In it, we reflected on our experiences of teaching students digital reading (and other!) skills during the Covid-19 pandemic.

You can read the full paper here:

In case you’re pressed for time, here’s the abstract:

This small-scale study highlights some of the challenges faced teaching first-year undergraduate History students during the Covid-19 pandemic in the 2019-20 and 2020-21 academic years and outlines the strategies that were put in place to address them. The article describes how Talis Elevate, an online tool that enables students to engage actively and collaboratively with digitised readings, was deployed across a range of first-year modules in History at the University of Lincoln. Feedback from staff and students is analysed, alongside user data collected by the Talis Elevate tool. The article demonstrates that a structured approach to engaging students in online reading tasks in preparation for class functioned effectively as a driver for student learning, but that some of the issues associated with engaging students in face-toface teaching spaces, such as the reluctance of some students to contribute to discussion, were replicated online.

Citation: G. Barrett, J. Fitzgibbons, M. Vescovi and J. Wood (2023), “Reading through the pandemic: promoting active digital engagement with text-based resources”, IMPact 6(2).

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