Teaching and learning

By Anonymous (not verified) , 6 October, 2021

Best practice pedagogy for online, blended and in-person university teaching. Educators from universities around the world share advice, insight and experience on effective instructional design, teaching styles, assessment, boosting student engagement, classroom management and ensuring students achieve those all-important learning outcomes.

 

By miranda.prynne , 7 July, 2026

What are students really paying attention to?

Students in a lecture theatre.
If we want to engage students, we must reuse and regenerate their attention rather than take, make and waste it, writes Christine Rivers, who shares advice on how to do this
Reading time
4minutes
By Laura.Duckett , 6 July, 2026

Is quarantining in medical training fit for purpose?

Medical students in scrubs walking down a university building corridor
Quarantining can make medical exams fairer, but evolving needs and limited resources raise questions about viability. Rebekah Hill and Sarah Amadasun draw from student feedback to offer solutions
Reading time
4minutes
By miranda.prynne , 3 July, 2026

What ‘learning verification’ means in practice

A lecturer talking to a student about their work.
When a student’s work sparks concerns over AI use, the best approach is to sit down with them and have a conversation to ascertain if they understand what they submitted, explains B. Jean Mandernach, who shares tips for doing this
Reading time
4minutes
By miranda.prynne , 1 July, 2026

Stop investigating, start teaching

A student and their lecturer in conversation.
Trying to detect whether a student has misused AI in their work is a wasted effort, from which no one benefits, writes B. Jean Mandernach. She proposes a different approach focused on finding out what students truly understand
Reading time
4minutes
By Laura.Duckett , 30 June, 2026

Impactful lessons begin and end with clarity

Students in class watching a teacher, among them one raises her hand to answer a question
Common in primary and secondary teaching, starter and plenary activities can get students interested and build knowledge. Paul Demetriou explains how to use them in university teaching
Reading time
5minutes
By Laura.Duckett , 17 June, 2026

Feedback is a skill to be taught, not assumed

Students in a lecture hall working on essays
Comments such as ‘This is a good essay’ might reassure but won’t help a writer improve. Here’s how to show students what strong and weak peer feedback looks like
Reading time
4minutes
By Laura.Duckett , 11 June, 2026

A ‘smart’ way to get students working together

A group of students at a desk working on a project
Reduce the tendency to ‘divide and write’ with a five-step process that draws on individual strengths, promotes constructive communication and ensures equal participation
Reading time
4minutes
By kiera.obrien , 9 June, 2026

Let’s frame preparation as an academic skill

A desk ready for work
When students struggle to get started, the problem is rarely motivation. Teach them how to build the conditions for thinking by making preparation visible in the classroom
Reading time
4minutes
By Eliza.Compton , 22 May, 2026

Assessing critical thinking in critical times

Concept of levelling up university assessment in response to GenAI
The advent of generative AI plus questions about the relevance of higher education call for a closer look at how critical thinking skills are taught and measured. Kate Williams offers ways to level up traditional assessment formats
Reading time
4minutes
By Eliza.Compton , 14 May, 2026

Assessing students when artificial intelligence is ubiquitous

Young black woman and older woman working on logistics
If we continue to prioritise memorisation in an age of wall-to-wall information, we send the wrong message to our students and employers. Michelle Seref offers advice on assessment that builds critical thinking skills
Reading time
4minutes
By Eliza.Compton , 13 May, 2026

How to start reimagining assessments authentically

Young man giving a presentation
What does authentic assessment really look like? Through real-world tasks, meaningful application and core knowledge and skills, it supports deeper learning and a more accurate measure of students’ understanding
Reading time
4minutes
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