In this blog post, Samantha Sharman (2nd year Classical Studies student at the University of Lincoln and one of our student researchers) compares what staff and students thought were the advantages of online reading in our survey. The post forms a sort of pair with one about ‘challenges‘, published yesterday. Over the past few years,Continue reading The advantages of online reading – academic and student perspectives
As part of his role as a student researcher on the Active Online Reading project, Stefan Szablewski, a third year studying History at the University of Nottingham examined responses to our survey from staff and students that explored the challenges of reading. Here’s his summary of what he discovered. Reading online at university is somethingContinue reading The challenges of online reading – what do academics and students say?
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
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
Yesterday, we presented some interim findings from our student survey in a poster at a Unesco Inclusive Policy Lab event, Education and Digital Skills: A Conversation Event. You can see the poster here: You can also download the poster as a pdf here. We’ll be writing a longer blog post early next week with moreContinue reading Some interim findings of the Active Online Reading student survey