Student and teacher co-navigation of a course: following the natural lines of academic enquiry.
Journal Article
Huxham, M., Hunter, M., McIntyre, A., Shilland, R., & McArthur, J. (2015)
Student and teacher co-navigation of a course: following the natural lines of academic enquiry. Teaching in Higher Education, 20(5), 530-541. https://doi.org/10.1080/13562517.2015.1036730
Using the mountaineering metaphor of ‘natural lines’ this article describes the co-navigation of an honours course by students and teachers. It suggests the benefits and possi...
Oral versus written assessments: a test of student performance and attitudes
Journal Article
Huxham, M., Campbell, F., & Westwood, J. (2012)
Oral versus written assessments: a test of student performance and attitudes. Assessment and Evaluation in Higher Education, 37(1), 125-136. https://doi.org/10.1080/02602938.2010.515012
Student performance in and attitudes towards oral and written assessments were compared using quantitative and qualitative methods. Two separate cohorts of students were exami...
The medium makes the message: Effects of cues on students' lecture notes
Journal Article
Huxham, M. (2010)
The medium makes the message: Effects of cues on students' lecture notes. Active learning in higher education, 11(3), 179-188. https://doi.org/10.1177/1469787410379681
Previous work has shown that students’ notes often fail to record key facts and concepts. The relatively recent widespread adoption of PowerPoint slides and handouts might now...
‘Observation has set in’: comparing students and peers as reviewers of teaching
Journal Article
Huxham, M., Scoles, J., Green, U., Purves, S., Welsh, Z., & Gray, A. (2017)
‘Observation has set in’: comparing students and peers as reviewers of teaching. Assessment and Evaluation in Higher Education, 42(6), 887-899. https://doi.org/10.1080/02602938.2016.1204594
Peer review is a powerful method to enhance teaching in higher education. Peers, however, may not be the most relevant people in evaluating teaching success; as the most impor...