Orchestrating interdependence in an international online learning community

This paper focuses on research into the student experience as participants in the development of an international online community. The background context for this is an international master’s programme and the specific context for the research is a module on Digital Media Applications (DMA), which are outlined. The programme design emphasises peer and formative assessment practices and the pedagogical approach aims to foster group collaboration in international teams. Following an overview of the research methods adopted, a number of emergent themes from the data analysis of student diaries are discussed, including issues of language, culture and identity. In conclusion, we offer some reflections on these issues and discuss the underpinning assumptions (in relation to assessment practices in particular) that have given direction to our subsequent ongoing research and development.     

'I Travelled Among Unknown Men': basic skills tutors' perceptions of the National Probation Service as a foreign culture and the implications of this for cross-cutting policy

This article uses the case study of basic skills specialists' perceptions of the National Probation Service (NPS) as a foreign culture, to discuss some issues in developing and implementing cross-cutting policy on basic skills in the NPS. The article draws on three sources of qualitative data, collected as part of the evaluation of the NPS basic skills pathfinder. As educators, tutors experienced the following aspects of NPS culture as alien: its language, values and priorities, environment, and working with offenders. A typology of tutors as explorers, tourists and the stay-at-home type is used to present the extent to and ways in which tutors coped with the NPS. Possible implications of tutors' perceptions for policy development and research on basic skills in the NPS are discussed. The article concludes by relating the case study to broader issues in cross-cutting policy.     

The relational value of professional dialogue for academics pursuing HEA fellowship

The question of how academics in higher education institutions demonstrate they have the ability to teach and provide a high quality learning experience challenges the sector. Within this context, the use of professional dialogue for recognising teaching expertise is growing. This qualitative research explored how 16 academics valued their engagement in professional dialogue, and its impact as a developmental opportunity. The findings underline the importance of the relational and social aspects and value of this type of professional learning.     

The Improvement of Mothers’ and Children’s Emotional and Behavioral Reactions through the Modification of Attentional Bias in Mothers: A Micro-Trial Study

Objective. The aim of this study was to test whether and to what extent inducing attentional bias in mothers toward a child’s positive emotions using a micro-trial method would improve mothers’ emotional and behavioral reactions in parenting-related situations. Effects on children were also assessed. Design. Forty-two mothers of 4- to 5-year-old children participated. Half of the mothers were exposed to an attention bias modification task designed to elicit a transient bias toward positive stimuli. After the manipulation, they were observed during a free-play session and frustration laboratory tasks designed to elicit positive and negative emotions. Results. Mothers exposed to the attention bias modification task displayed more positive emotional and behavioral reactions toward their child during both free-play and frustration tasks. Their children also behaved better, especially during the free-play session. The influence of mothers’ attention allocation on children’s outcomes was mediated by mothers’ behavior. Conclusions. An attention bias modification program is useful in improving interactions between mothers and children.