The view from over here: what the students think about learning development (Chapter 11)

Davenport, Emma, Brazant, Kevin J., Smith, Jarelle, Huda, Nahid, Burns, Tom and Sinfield, Sandra (2023) The view from over here: what the students think about learning development (Chapter 11). In: How to be a learning developer in higher education: critical perspectives, community and practice. Routledge, London, pp. 97-105. ISBN 9781032560076

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Abstract / Description

In this chapter, we consider LD from the student perspective, by speaking with students about their experiences of working with Learning Developers and asking them to reflect on the value of these interactions. We are just as interested in why students might not interact with these services as this will seed the opportunity to rethink current LD provision across the sector. Of course we interviewed and co-authored this chapter with students who had engaged, but they revealed the reasons they were hesitant in the first place, which throws light on this issue.

Item Type: Book Section
Additional Information: "This is an Accepted Manuscript of a book chapter published by Routledge in "How to be a learning developer in higher education: critical perspectives, community and practice" on 27/11/2023, available online: http://www.routledge.com/How-to-Be-a-Learning-Developer-in-Higher-Education-Critical-Perspectives/Syska-Buckley/p/book/9781032560076. It is deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way."
Uncontrolled Keywords: learning development ; higher education
Subjects: 300 Social sciences > 370 Education
Department: The School of Art, Architecture and Design
Depositing User: Emma Davenport
Date Deposited: 06 Dec 2023 09:27
Last Modified: 06 Dec 2023 09:27
URI: https://repository.londonmet.ac.uk/id/eprint/8934

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