Outputs (53)

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. (2024). Pandemic pedagogies: Reflecting on online learning using the community of inquiry framework. Journal of Geography in Higher Education, 48(2), 157-176. 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.

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.

The history of the Higher Education Research Group of the UK Royal Geographical Society: The changing status and focus of geography education in the academy (2020)
Journal Article
Healey, R. L., France, D., Hill, J., & West, H. (2022). The history of the Higher Education Research Group of the UK Royal Geographical Society: The changing status and focus of geography education in the academy. Area, 54(1), 6-14. https://doi.org/10.1111/area.12685

The opening paper in our special section sets the scene for the discussions that follow by evidencing and reflecting on the history of the Higher Education Research Group. We report on the purpose of the Group when it was established in the late 1970... Read More about The history of the Higher Education Research Group of the UK Royal Geographical Society: The changing status and focus of geography education in the academy.

GeogEd: A new research group founded on the reciprocal relationship between geography education and the geographies of education (2020)
Journal Article
West, H., Hill, J., Finn, M., Healey, R. L., Marvell, A., & Tebbett, N. (2022). GeogEd: A new research group founded on the reciprocal relationship between geography education and the geographies of education. Area, 54(1), 24-32. https://doi.org/10.1111/area.12661

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 le... Read More about GeogEd: A new research group founded on the reciprocal relationship between geography education and the geographies of education.

Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing (2019)
Journal Article
Hill, J., Healey, R. L., West, H., & Déry, C. (2021). Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing. Journal of Geography in Higher Education, 45(2), 167-185. https://doi.org/10.1080/03098265.2019.1661366

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Despite emotion being recognized as fundamental to learning, the affective aspects of learning have often been side-lined in higher education. In the context of rising student we... Read More about Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing.

Age and development of active cryoplanation terraces in the alpine permafrost zone at Svartkampan, Jotunheimen, southern Norway (2019)
Journal Article
Matthews, J. A., Wilson, P., Winkler, S., Mourne, R. W., Hill, J. L., Owen, G., …Geary, A. P. (2019). Age and development of active cryoplanation terraces in the alpine permafrost zone at Svartkampan, Jotunheimen, southern Norway. Quaternary Research, 92(3), 641-664. https://doi.org/10.1017/qua.2019.41

Schmidt-hammer exposure-age dating (SHD) of boulders on cryoplanation terrace treads and associated bedrock cliff faces revealed Holocene ages ranging from 0 ± 825 to 8890 ± 1185 yr. The cliffs were significantly younger than the inner treads, which... Read More about Age and development of active cryoplanation terraces in the alpine permafrost zone at Svartkampan, Jotunheimen, southern Norway.

Degree outcomes and national calibration: Debating academic standards in UK Geography (2019)
Journal Article
Wyse, S., Page, B., Walkington, H., & Hill, J. (2020). Degree outcomes and national calibration: Debating academic standards in UK Geography. Area, 52(2), 376-385. https://doi.org/10.1111/area.12571

The information, practices and views in this article are those of the author(s) and do not necessarily reflect the opinion of the Royal Geographical Society (with IBG). © 2019 Royal Geographical Society (with the Institute of British Geographers). In... Read More about Degree outcomes and national calibration: Debating academic standards in UK Geography.

Writing a successful essay (2019)
Journal Article
West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay. Journal of Geography in Higher Education, 43(4), 609-617. https://doi.org/10.1080/03098265.2019.1655720

Essay writing is a fundamental skill for many students, in geography as well as other disciplines. Being able to write a successful essay is important academically, but the transferable skills and attributes you develop are equally as important for p... Read More about Writing a successful essay.