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Outputs (113)

Courageous and compassionate teaching: International reflections on our responses to teaching geography during the pandemic (2023)
Journal Article
Dyer, S., Hill, J., Walkington, H., Couper, P., McMorran, C., Oates, Y., …West, H. (in press). Courageous and compassionate teaching: International reflections on our responses to teaching geography during the pandemic. Journal of Geography in Higher Education, https://doi.org/10.1080/03098265.2023.2266999

This paper reflects on what we learnt about teaching geography during the COVID-19 pandemic. We interrogate how we, as geography educators working in different contexts, navigated the novel teaching spaces created during the pandemic using two key re... Read More about Courageous and compassionate teaching: International reflections on our responses to teaching geography during the pandemic.

Pandemic pedagogies: Reflecting on online learning using the community of inquiry framework (2023)
Journal Article
West, H., Hill, J., Abzhaparova, A., Cox, W., & Alexander, A. (in press). Pandemic pedagogies: Reflecting on online learning using the community of inquiry framework. Journal of Geography in Higher Education, https://doi.org/10.1080/03098265.2023.2190962

The COVID-19 pandemic resulted in profound disruption to geography higher education. A pivot to online teaching required staff to rapidly adapt their practices to novel digital spaces. Whilst many studies have reported the different pedagogic approac... Read More about Pandemic pedagogies: Reflecting on online learning using the community of inquiry framework.

The benefits and challenges of online learning during the COVID-19 Pandemic: Lessons for future blended learning (2023)
Presentation / Conference
West, H., Hill, J., Abzhaparova, A., Cox, W., & Alexander, A. (2023, February). The benefits and challenges of online learning during the COVID-19 Pandemic: Lessons for future blended learning. Presented at Geographies of Blended Learning Conference, Cardiff, Wales

The online pivot caused by the COVID-19 pandemic required many staff to adapt their practices to digital learning environments. Whilst studies have reported the different approaches adopted, fewer have evaluated the resultant learning experience. In... Read More about The benefits and challenges of online learning during the COVID-19 Pandemic: Lessons for future blended learning.

Reflecting on the benefits and challenges of online learning during the COVID-19 Pandemic (2022)
Presentation / Conference
West, H., Hill, J., Abzhaparova, A., Cox, W., & Alexander, A. (2022, August). Reflecting on the benefits and challenges of online learning during the COVID-19 Pandemic. Presented at Royal Geographical Society Annual International Conference, Newcastle

The COVID-19 pandemic resulted in profound disruption to geography higher education. A pivot to online teaching required staff to rapidly adapt their practices to novel learning environments and digital spaces. Whilst many studies have reported the d... Read More about Reflecting on the benefits and challenges of online learning during the COVID-19 Pandemic.

Positioning relational feed-forward as a caring pedagogy to enhance students’ affective responses to assessment (2022)
Presentation / Conference
Hill, J., & West, H. (2022, August). Positioning relational feed-forward as a caring pedagogy to enhance students’ affective responses to assessment. Presented at Royal Geographical Society Annual International Conference (RGS-IBG Annual International Conference), Newcastle

Receiving assessment feedback is inherently emotional for students. As such, instructors need to consider how to manage students’ responses to feedback so that they feel capable of improving their work and maintaining their wellbeing. In this present... Read More about Positioning relational feed-forward as a caring pedagogy to enhance students’ affective responses to assessment.

How to thrive when studying online (2022)
Journal Article
Cox, W., Alexander, A., West, H., Abzhaparova, A., & Hill, J. (2023). How to thrive when studying online. Journal of Geography in Higher Education, 47(3), 502-511. https://doi.org/10.1080/03098265.2022.2087214

The Covid-19 pandemic led to significant changes in higher education institutions, with a rapid pivot from on-campus to online teaching and learning. The move to predominantly online teaching resulted in a very different learning experience for many... Read More about How to thrive when studying online.

Dialogic feed forward in assessment: Pivotal to learning but not unproblematic (2022)
Journal Article
Hill, J., & West, H. (2022). Dialogic feed forward in assessment: Pivotal to learning but not unproblematic. Teaching and Learning Inquiry, 10, https://doi.org/10.20343/teachlearninqu.10.20

A key debate in higher education is how assessment and feedback can be constructed to maximize opportunities for meaningful student learning. In this paper, we explore how a learning-focused model of feedback, teacher-student dialogic feed-forward, i... Read More about Dialogic feed forward in assessment: Pivotal to learning but not unproblematic.

Formalising the relationship between Geography Education & Geographies of Education as GeogEd (2021)
Presentation / Conference
West, H., Hill, J., Finn, M., Healey, R., Marvell, A., & Tebbett, N. (2021, September). Formalising the relationship between Geography Education & Geographies of Education as GeogEd. Paper presented at Royal Geographical Society Annual International Conference, Online

In 2019, the Higher Education Research Group (HERG) formally became the Geography and Education Research Group (GeogEd). What may appear as a simple change in name masks a renewed understanding of the synergies between geography education (at all lev... Read More about Formalising the relationship between Geography Education & Geographies of Education as GeogEd.

The history of the higher education research group (2021)
Presentation / Conference
Healey, R., France, D., Hill, J., & West, H. (2021, September). The history of the higher education research group. Paper presented at Royal Geographical Society Annual International Conference, Online

This paper sets the scene for the discussions that follow by evidencing and reflecting upon the history of the Higher Education Research Group. We report on the purpose of the Group when it was established in the late 1970s as the Higher Education Le... Read More about The history of the higher education research group.

Creating pivotal moments in undergraduate learning through assessment dialogue (2021)
Presentation / Conference
Hill, J., & West, H. (2021, September). Creating pivotal moments in undergraduate learning through assessment dialogue. Paper presented at Royal Geographical Society Annual International Conference, Online

A key debate in higher education is how assessment and feedback can be constructed to maximize opportunities for meaningful student learning. In this paper, we explore how a learning-focused model of feedback, teacher-student dialogic feed-forward, i... Read More about Creating pivotal moments in undergraduate learning through assessment dialogue.