ÌÇÐÄVlog

My research inspired laptop bans in classrooms around the world, but we need nuance in our thinking about using technology, says Danny Oppenheimer

Until the pandemic forced teaching to go online almost overnight, universities were widely considered impervious to major change. But if one age-old practice can be flipped on its head, why not others? We ask six academics where they would direct their efforts first 

Researcher says academics should create moments ‘in which students are able to reflect on what they see and hear’

Many institutions may find it challenging to translate the crisis experience into an immediate enhancement of teaching and learning, says Michael Gaebel 

‘No detriment’ policies lead to wide variation in degree classifications across sector

Academics must emphasise that thinking critically does not mean dismissing everything as biased, say Darren Linvill and Patrick Warren

Former universities minister calls on Department for Education to support private member’s bill outlawing contract cheating

In virtually all our endeavours in the academy, collaboration is valued – so why is the classroom an exception, ask Kwong Nui Sim and Michael Cowling

‘Warming up’ the screen needs to become a priority for educators, especially for video-based tutorials and seminars, says Lucinda McKnight

Experts say institution’s decision to scrap plans to build ‘gargantuan lecture hall’ provides ammunition to the argument for more evidence-based pedagogical practices

His experience teaching in Iraq has underlined for Jack R. Williams the perils of simply extrapolating from personal experience

Long-standing divides between schooling, employment and industry will be disrupted, predicts Singapore MP

Arizona State University president says digital learning shift must ‘stay attached’ to core knowledge-generating activities

With US enrolment numbers falling off a cliff, the future is ripe for deep, cross-border partnerships between institutions, says Rick Shangraw

People who teach digital skills in a computer lab know that students aren’t always as adept as they might pretend to be, says Elizabeth Losh

Universities’ wariness of online instruction was suddenly swept aside last year by Covid-19. But how successful has the overnight digital transition been? Is it sustainable? And should it be? Paul Jump runs through the results of our major survey of university staff

Degree outcome statements show some universities have clamped down on rising number of firsts

It’s highly likely that one result of the pandemic will be a significant improvement in higher education throughout the region, says Liz Reisberg

Concordia University case prompts caution over possible exploitation of recordings

Continuous professional development must become an integral part of the academic career path, not a mere ‘extracurricular’ endeavour, says Alexandra Mihai

Applying emotion science allows us to motivate students and help them focus, pay attention and connect more deeply, says Flower Darby

Covid-19 proves both a stimulant and restraint on the jettisoning of long-form lectures

Shazia Jagot’s life was transformed by the chance to read Chaucer as an undergraduate. It is crucial, she argues, that a new generation of black and ethnic minority students get the same opportunity

Academics debate how best to test students’ learning at a distance and reduce cheating: remote invigilation or exercises that ask students to apply their knowledge

Despite the strong rhetoric currently en vogue, an end to lectures entirely would be an intellectual loss, says Seán Williams

Women writers are still largely marginalised on syllabuses, particularly in the Ivy League, according to new study

My student is right to wonder out loud why learning in college must be a forced march rather than a playful adventure, says Gregory Skutches

It won’t be long before we’re all looking to immersive technology to further students’ learning, says Mary Matheson

Universities should partner with students instead of treating them like passive recipients of our superior knowledge, says Simone Buitendijk

Researcher uses role-play techniques to demonstrate both the technical and interpersonal challenges of decision-making during a pandemic

In these difficult times, boosting your teaching credentials could result in an even better job when you bounce back

Office for Students suggests universities may need to provide extra lectures or repeat courses after pandemic-related disruption

Reassessing operations through an institutional mission lens will prove more palatable than business-driven decisions, says ex-Adelaide boss

Cyberpsychology expert Linda Kaye says it’s crucial that we understand the personal, social and educational implications of the shift to online teaching and learning

Having surveyed thousands of instructors on their lockdown experiences, James T. Walker discusses two key findings and their practical implications

Student demographics will guide whether universities retain or discard large-scale lectures, administrator says

More than 13,000 sign petition calling for blanket policy to protect students’ grades from impact of coronavirus pandemic

Sector leaders question viability even when people can again gather in big crowds, with Australians leading the sceptics

Give undergraduates knowledge that they can apply widely in the workplace, not expertise in particular programmes, say experts

Policymakers urged to spread best practice rather than use heavy-handed regulation to force focus on retention

Open University report suggests using rap lyrics as texts and explaining content like an MC

Uneasy bonds between lecturers and education specialists must be strengthened to deliver post-pandemic learning, says Neil Mosley

Growing impatience with online learning in South Korea highlights the limitations of socially distanced teaching, says Justin Fendos

Metrics rarely reflect how students have addressed their weaknesses, which is itself the most rewarding part of university teaching, says Megan Argo

Calls to redesign curricula for online study ignore how scholars need time and peer support to reinvent courses, says Carole Binns

°Õ±á·¡â€™s Careers Clinic series brings together the great and the good of higher education to answer a burning careers question

Institutions respond with both electronic crackdowns and pedagogical soul-searching

Australian incident could reflect exasperation at ‘spike’ in misconduct detections

Practitioners have a lot to teach students, but the value of research training should not be dismissed lightly, says Sam Christie

Long-standing cost pressures exacerbated by the pandemic swamping Canberra’s efforts to mould university efforts to economic needs

Essay mills’ opportunism, preying on student anxiety about online assessment methods, strengthens the case for legislation, says Douglas Blackstock

Review says stall in the rise of firsts and widespread commitment to ‘statement of intent’ is already protecting degree standards

Murdoch gives the language another year and backs away from proposal to sideline some academics from research

Pandemic or no pandemic, academics should try to find time for regular rethinking of their curricula and methods, says Jessica Johnson 

Project shows that when students compare their work with others, it is more effective than lecturers providing comments

THE’s new Careers Clinic series brings together the great and the good of higher education to answer a burning careers question

Australian analysis uncovers marked improvement in student performance but marginal and mixed impacts on satisfaction

Institution aims to end national reluctance to ask about racial and ethnic identity, with other universities across the country showing interest in following suit

Professionalising university teaching and changing incentive structures are the first steps, says Steven Mintz

Survey of UK-based undergraduates reveals fears over spring term restart despite overall satisfaction with universities’ handling of Covid-19 pandemic