For 2024-2025, ALDinHE has funded six research funded projects. Watch out for the next call for research funding in June 2025.
Why some students don’t book 1:1 appointments with learning development.
Siobhan Hawke – Bath Spa University
Abstract
This project, building on previous research by the Academic Skills team, which examined attendance data across three cohorts, revealed significant benefits for attendees but identified gaps in engagement among mature students. Males, despite attending in equal proportions to females, are less likely to book multiple appointments, which is a marker for increased attainment success. The project aims to explore the reasons behind these disparities in engagement and repeat appointments. Utilising a mixed-method approach, the study will conduct a survey for broad student perspectives and follow-up focus groups for deeper insights, particularly from underrepresented groups. Semi-structured interviews with male students will investigate initial experiences and barriers to further appointments. Collaboration with the Students Union and student partners ensures unbiased data collection and skill development for participants. Findings will identify barriers and inform tailored services and interventions, promoting accessibility, inclusive practices, and improved communication about academic support services.
Moving to Learn
Nichola Woods- Central Saint Martins, University of the Arts, London
Abstract
In 2023 we implemented the first of a series of movement workshops within our teaching practice. These movement workshops were piloted both as a response to the increase in sedentary learning practices and to explore the potential of embodied learning in the teaching of academic skills and learning approaches.
This proposal outlines a collaborative research project that seeks to investigate the student experience around embodied learning within these movement workshops and to evaluate embodied learning as a practice within higher education learning development.
Action-research is proposed as an effective methodology to capture workshop interventions, and qualitative research methods will be applied to gather and analyse data. Research is to be disseminated by research paper and conference attendance. Significantly, the action-research process will drive developments directly back into teaching and learning practices for a continuous enhancement for students.
Exploring the role of Learning Developers in supporting students with attention deficit hyperactivity disorder (ADHD).
Dr Gill Smith – Lancaster University
Abstract
ADHD, which is more prevalent amongst university students than the wider population, has significant impacts on academic performance and Learning Developers are often required to support these students and their complex needs. Despite this trend, there is little guidance on how students with ADHD can be supported, and where advice exists it is vague. Thus, there is an increasing call for evidence-based guidance for practitioners in academic support roles working with these students.
This project will use focus groups, interviews and subsequent thematic analysis to investigate the experiences of both students and learning developers to:
- Create a resource to guide LDers supporting students with ADHD.
- Explore the role(s) of LDers in supporting students with ADHD, including current and best practice.Â
- Identify barriers faced by students with ADHD and effective strategies used to mitigate these.Â
Learning Development and the future of personalised learning : Do diagnostics and/or confidence-reflection tools help learning development teams to target and personalise their approach?
Dr Zara Hooley – De Montfort University
Abstract
The UK HE sector is increasingly recognising the need for personalised learning support. As the student body becomes more diverse, diagnostic testing can provide support tailored to an individual’s strengths and needs. Learning development teams play a crucial role in this personalised support, especially during transitional periods. Our project will explore how learning developers can use diagnostic testing to help students understand their learning needs and enable staff to offer targeted assistance. Through a literature review, a scoping exercise, and focus groups with students, our project investigates the impact of diagnostic tools on learning development interventions, aiming to map current practices and explore future possibilities for enhancing tailored support.
Learning Development Practitioners access to Professional Development, Recognition and Promotion Routes: An International Perspective.
Dr Steve Briggs and Dr Ralitsa Kantcheva – University of Bedfordshire
Abstract
Learning Development (LD) practitioners have access to an expanding range of professional recognition and development opportunities. However, reports from members of the LD community highlight variations in the extent to which CPD engagement is facilitated and supported. Associated research that has sought to objectively establish trends pertaining to the factors that inhibit, or support engagement is limited. This international (comprising UK, Canada, New Zealand and Australia) study will address this gap in knowledge through establishing personal, institutional, national and international factors that impact on LD practitioner access to and engagement with professional development and recognition. To facilitate meaningful comparisons of LD practitioners a taxonomy of LD roles will be developed. Outcomes from this project will support future strategic planning of CPD provision for LD practitioners. It will also serve to surface potential inequalities experienced by LD practitioners which can in turn be challenged.Â
Re-engaging Students in Learning Development through Subject Specific Resources
Rosanne English – University of Strathclyde
Abstract
The COVID-19 pandemic had a significant impact on many aspects of daily life, but particularly impacted students who were forced to learn online in an unfamiliar environment.
Self-determination theory tells us that intrinsic motivation can be improved if one has autonomy, competence, and relatedness. Consequently, it may be useful to motivate students to engage more with classes by explicitly incorporating practice of scientifically proven learning techniques into subject materials.
This project seeks to apply an intervention across three science departments to explore whether explicit incorporation of techniques shown to be effective (such as spaced learning, dual coding- learning scientists) into subject materials can improve student experience, outcomes and engagement.
The output of this project could be adapted by colleagues across all disciplines to effectively support students in re-engaging with on campus classes and improve their understanding of learning development.