A blog about digital teaching and learning in History and related subjects
In this blog post, Matt East (Talis Education) shares some initial findings from the Active Online Reading project’s international surveys of staff and students. A key strand of the Active Online Reading project has involved surveying staff and students on their experiences of online reading, both in terms of their personal practice and, in theContinue reading What we have learned so far from the Active Online Reading surveys
The Post-Pandemic Pedagogy project, which I’ve been working on with Marcus Collins (Loughborough), Aimee Merrydew (Keele) and others for the past year (funded by the EMC, History UK and the RHS), involved a survey of History staff and students at UK universities. We asked them about their experiences and perceptions of teaching and learning duringContinue reading Post-pandemic reading
In this blog post, Anna Wray, one of our student researchers from the University of Nottingham outlines her experiences and practices of digital reading. She tells us how books helped her to improve her posture while reading digitally and has some useful tips (and tools) about focusing when studying online. History, put quite simply, requiresContinue reading The benefits and challenges of reading online – a student perspective
This post is the first in a series of three reviewing the literature on academic reading by Rachel Bartley (UCL, Active Online Reading project student researcher). In reviewing the literature on student reading practices in higher education we begin with a post that examines the basic core of academic reading. In pursuing more effective strategiesContinue reading The Purpose and Practice of Academic Reading
Matt East and Jamie Wood At the end of November, we reviewed the responses to the Active Online Reading project student survey so far. This was for a poster we were preparing for a Unesco Inclusive Policy Lab event on Education and Digital Skills. In an earlier blog post, we said that we’d provide someContinue reading Student views and experiences of reading: interim analysis