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Academic Journal

Development and analysis of a Numbas diagnostic tool for use in a mathematics refresher program

Subjects: Mathematics education; Higher education; Research in mathematics education

  • Source: MSOR Connections; Vol 22, No 3 (2024): Special Issue: CETL-MSOR Conference 2023 Part 2; 29-38 ; 2051-4220 ; 1473-4869 ; 10.21100/msor.v22i3

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Academic Journal

Designing Institutional Systems that Support Neurodivergent Educators

Subjects: Education; psychology; neurodiversity

  • Source: Compass: Journal of Learning and Teaching; Vol 16, No 2 (2023); 36-41 ; 2044-0081 ; 2044-0073

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Academic Journal

Combining words and drawings, the better to understand students’ lived experiences

Subjects: Education; psychology; Transitions

  • Source: Compass: Journal of Learning and Teaching; Vol 16, No 1 (2023); 20-33 ; 2044-0081 ; 2044-0073

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Academic Journal

Completing a Ph.D. – Does it have to be a Lonely Existence?

Subjects: Education; Psychology; Mental Health

  • Source: Compass: Journal of Learning and Teaching; Vol 16, No 1 (2023); 7-10 ; 2044-0081 ; 2044-0073

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Academic Journal

Supporting the wellbeing of associate lecturers at the Open University through a creative arts intervention

Subjects: Education; Inclusive practice; psychology

  • Source: Compass: Journal of Learning and Teaching; Vol 16, No 1 (2023); 34-48 ; 2044-0081 ; 2044-0073

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Academic Journal

Making a compulsory course compelling

Subjects: Education; higher education; student-centred approach to learning

  • Source: Compass: Journal of Learning and Teaching; Vol 15, No 1 (2022) ; 2044-0081 ; 2044-0073

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Academic Journal

Pedagogical approaches to support student resilience in higher-education settings: A systematic literature review

Subjects: Education; Psychology; higher education

  • Source: Compass: Journal of Learning and Teaching; Vol 15, No 1 (2022) ; 2044-0081 ; 2044-0073

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Academic Journal

Developing an online learning community through an open reflective assessment

Subjects: Education; Public Health; Student Engagement

  • Source: Compass: Journal of Learning and Teaching; Vol 14, No 3 (2021) ; 2044-0081 ; 2044-0073

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