All Outputs (127)

Feeling our way forward: Embracing emotions in geography higher education (2024)
Presentation / Conference Contribution

Whilst emotions are increasingly recognised in geographical research, their role in impacting teaching, learning, assessment and broader performance outcomes in geography higher education has been explored to a lesser extent. In this paper, we will u... Read More about Feeling our way forward: Embracing emotions in geography higher education.

The impact of the cost-of-living crisis on population health in the UK: Rapid evidence review (2024)
Journal Article

Background: In the UK, unique and unforeseen factors, including COVID-19, Brexit, and Ukraine-Russia war, have resulted in an unprecedented cost of living crisis, creating a second health emergency. We present, one of the first rapid reviews with the... Read More about The impact of the cost-of-living crisis on population health in the UK: Rapid evidence review.

Courageous and compassionate teaching: International reflections on our responses to teaching geography during the pandemic (2023)
Journal Article

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

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 Contribution

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 Contribution

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 Contribution

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

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

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.

Creating pivotal moments in undergraduate learning through assessment dialogue (2021)
Presentation / Conference Contribution

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.

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

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

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.

Reconceptualising Assessment and Feedback to Promote Student Wellbeing (2019)
Presentation / Conference Contribution

We present results from a three-year qualitative enquiry, exploring changing student emotions and learning behaviours linked to a student-teacher dialogic assessment approach implemented in a second year undergraduate course at a large teaching-orien... Read More about Reconceptualising Assessment and Feedback to Promote Student Wellbeing.

Borderland Spaces of Partnership: Encountering Emotion in Learning and Enhancing Student Wellbeing (2019)
Presentation / Conference Contribution

In the context of rising student wellbeing challenges, supporting students and their emotions in learning is increasingly significant. Pedagogic partnerships have the potential to help students work with their emotions in their learning in a positive... Read More about Borderland Spaces of Partnership: Encountering Emotion in Learning and Enhancing Student Wellbeing.

Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing (2019)
Journal Article

© 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

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.

Student-Faculty Partnership in Assessment: Encountering Emotion and Enhancing Wellbeing in Students (2019)
Presentation / Conference Contribution

In the context of increasing wellbeing challenges for students in higher education, we argue that pedagogic partnership has the potential to help students recognise and work positively with their emotions. We present a case study exploring changing s... Read More about Student-Faculty Partnership in Assessment: Encountering Emotion and Enhancing Wellbeing in Students.

Degree outcomes and national calibration: Debating academic standards in UK Geography (2019)
Journal Article

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

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.

Reconceptualising assessment to promote student learning, resilience and wellbeing (2019)
Presentation / Conference Contribution

In this workshop we present results from a longitudinal mixed methods study which evidences that dialogic feed-forward assessment asserts a positive influence on the undergraduate student experience in a number of inter-related cognitive and affectiv... Read More about Reconceptualising assessment to promote student learning, resilience and wellbeing.