No 2 (2010)

Table of Contents

Editorial

Reasons to be cheerful? PDF
John Hilsdon

Papers

The role and efficacy of generic learning and study support: what is the experience and perspective of academic staff? PDF
Richard Bailey
A comparison of staff perceptions and student experiences of issues associated with university PDF
Steve Briggs, Norma Pritchett
‘Very urgent, very difficult and quite possible’: changing students’ attitudes to notemaking by encouraging user generated content PDF
Tom Burns, Sandra Frances Sinfield, Debbie Holley, Kate Hoskins
From Deficiency to Development: the evolution of academic skills provision at one UK university PDF
Pat Hill, Amanda Tinker, Stephen Catterall
A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work PDF
Megan Lawton, Emma Purnell
The fragmented route to a whole institution approach to integrating learning development. Reporting on a work in progress PDF
Janette Myers, Frances Gibson
More than just having the right headings: Supporting students' report writing PDF
Michelle Reid
Scholarship in Mathematics Support Services PDF
Peter Samuels, Chetna Patel
Creating learning communities: three social software tools PDF
Amanda Tinker, Gillian Byrne, Christine Cattermole
Maximising student learning through minimising information search time; the role of satisficing and skimming. PDF
Susan Wilkinson

Case Studies

That’s writing talk: An insight into the Academic Writing Readers Group PDF
Rebecca Bell
Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership PDF
Robert Martin Blake, Jacqueline Pates
Using Turnitin as a formative writing tool. PDF
Judy Cohen
Referencing@Portsmouth: a web-based, interactive referencing tool PDF
Roisin Gwyer, Linda Jones, James Stewart Matthews, Anne Worden

Opinion Pieces

A tandem journey through the labyrinth PDF
Marcia B Baxter Magolda
Neither teacher-centred nor student-centred: threshold concepts and research partnerships PDF
Glynis Cousin


ISSN: 1759-667X
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