2022
Brown, C.L., Grussendorf, J., Shea, M.D. and DeMas, C.J., 2022. Changing the paradigm? Creating an adaptive course to improve student engagement and outcomes in introductory political science classes. Journal of Political Science Education. Available at: https://doi.org/10.1080/15512169.2022.2069573
Harsell, D.M., Barsky, C. and Golas, S., 2022. Simulation efficacy and applicability: Reported learning from a virtual computer-based pandemic simulation on skill-based competencies among public affairs students. Journal of Public Affairs Education, 28(2), pp. 182-210. Available at: https://doi.org/10.1080/15236803.2021.2011665
Heffernan, A., Murphy, M.P.A. and Yearwood, D. 2022. Can active learning be asynchronous? Implementing online peer review assignments in undergraduate political science and international relations courses. European Political Science. Available at: https://doi.org/10.1057/s41304-022-00386-6
Jester, Natalie (2022) Twitter as higher education community of practice: a political science perspective. PS: Political Science & Politics. (In Press) https://eprints.glos.ac.uk/10645/
2021
Bachner, J. and O’Byrne, S., 2021. Teaching Quantitative Skills in Online Courses: Today’s Key Areas of Focus and Effective Learning Tools. Journal of Political Science Education, 17(sup1), pp. 297-310. Available at: https://doi.org/10.1080/15512169.2019.1677475
Ivanov, I.D., 2021. The Use of Interactive Student Response Software in an Introductory International Relations Course. Journal of Political Science Education, 17(sup1), pp. 421-439. Available at: https://doi.org/10.1080/15512169.2019.1694533
2020
Blau, I., Shamir-Inbal, T. and Avdiel, O., 2020. How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?. The internet and higher education, 45, p.100722. https://www.sciencedirect.com/science/article/pii/S1096751619304403?casa_token=rGrtWVUAfVYAAAAA:-MvpwDQwZE3AaM0a8BUUDsOxuMYPSy1z6SPTt3QYCa0BaObHsumbOipuWtfJC3wYsej9dEjum2s
Mayhew, Emma. "Staying tuned: the impact of screen-captured video to support a multimedia approach to learning." European Political Science 19.4 (2020): 653-667. https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/article/10.1057/s41304-020-00254-1&casa_token=psRLnSi3O_8AAAAA:gFlr01pOiGGadZqrJo8T-pYNuVwgoPM9RhICFyDlzw9C9CluuM8gzYPE68VcAhnDeyTwmH7FZ7HjIEtoqQ
Sillaots, M., Fiadotau, M., Söthe-Garnier, R., Upshall, D.R., Callaghan, P., Gorislavski, R., Elshenawy, A.M.S.A., Emiroğlu, O.S., Gorshkova, E., Selina, I. and Hõ, A., 2020. A Digital Game to Teach Research Methods. https://www.researchgate.net/profile/Mikhail-Fiadotau/publication/347593072_Methodyca_A_Digital_Game_to_Teach_Research_Methods/links/5fe72b53a6fdccdcb802226c/Methodyca-A-Digital-Game-to-Teach-Research-Methods.pdf
Smith, D., 2020. Understanding the influence of demographics on attendance and access of synchronous and asynchronous online tuition. Pan-University Scholarship Event (The Open University).
Smith, D., and Smith, K., 2020. Understanding student engagement with synchronous and asynchronous online tuition and recordings. International Conference of Education, Research and Innovation (Seville). https://library.iated.org/view/SMITH2020UND
Vasilevski, N. and Birt, J., 2020. Analysing construction student experiences of mobile mixed reality enhanced learning in virtual and augmented reality environments. Research in Learning Technology, 28. https://journal.alt.ac.uk/index.php/rlt/article/view/2329
2019
Beetham, H. and Sharpe, R. eds., 2019. Rethinking pedagogy for a digital age: Principles and practices of design. Routledge.
Bowers, M., 2019. Show Me What You're Thinking: Using Student-Generated Photography to Flip the Political Science Classroom. Journal of Political Science Education, 15(4), pp. 498-506. Available at: https://doi.org/10.1080/15512169.2018.1509007
Daniela, L., Strods, R. and Kalniņa, D., 2019. Technology-Enhanced Learning (TEL) in Higher Education: Where Are We Now?. In Knowledge-intensive economies and opportunities for social, organizational, and technological growth (pp. 12-24). IGI Global. https://www.igi-global.com/chapter/technology-enhanced-learning-tel-in-higher-education/214322
Dunn, T.J. and Kennedy, M., 2019. Technology enhanced learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137, pp.104-113. https://www.sciencedirect.com/science/article/pii/S0360131519300831?casa_token=JUC_jYcaG7sAAAAA:146wgCsDIsb9Ms0Cpk01o1nUFemP7Fs3sw4WzyYodysJf0mHrGNp-GJWRKE8oLUky-Z8wx0QmAc
Mayhew, E., 2019. The New Generation of Prezi Presentation Software, Provided by Prezi Inc., and Student Engagement and Learning Within Political Science. Journal of Political Science Education, 15(3), pp. 406-409. Available at: https://doi.org/10.1080/15512169.2018.1485572
Mayhew, Emma. "No longer a silent partner: How Mentimeter can enhance teaching and learning within political science." (2019): 546-551. https://www.tandfonline.com/doi/abs/10.1080/15512169.2018.1538882?casa_token=GGVujNmC9s0AAAAA:ef3ZlB73i4GAwBJeNljttvrKlyAiF1OEISvcJSWtJAef2NtReNAZ7sessNPmruxEnE6KdEBp-QTVqQ
Mayhew, Emma. "Hearing everyone in the feedback loop: using the new discussion platform, Unitu, to enhance the staff and student dialogue." European Political Science 18.4 (2019): 714-728. https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/article/10.1057/s41304-019-00211-7&casa_token=xcCFtPWhcDwAAAAA:P0yXXXWVhCOTjsLWegnseKw-F5V3WTcG9Q3gbx3cC0oSt-xSswvtUWUoGJns0VNzbuqYBFFu7k01ZVAyXw
Nicolaou, C., Matsiola, M. and Kalliris, G., 2019. Technology-enhanced learning and teaching methodologies through audiovisual media. Education Sciences, 9(3), p.196. https://www.mdpi.com/502156
Serrano, D.R., Dea‐Ayuela, M.A., Gonzalez‐Burgos, E., Serrano‐Gil, A. and Lalatsa, A., 2019. Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54(2), pp.273-286. https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12330?casa_token=wQbpeoIkNqQAAAAA:FY3INbqClMsjV1IvmrvaXjw98czpi1LOkS8FEujjGAwzSKOfhLzNwHuxGinqKcfWFxcnM_MqBFnjxPTw
Su, F., 2019. Blended Learning Pedagogy in Higher Education. In: Peters, M., Heraud, R. eds. Encyclopedia of Educational Innovation. Singapore: Springer. Available at: https://doi.org/10.1007/978-981-13-2262-4_19-1
Thompson, L. 2019. Using audience response systems to amplify student learning in political science: a case study of electoral systems teaching. European Political Sciience, 18, pp. 351–362. Available at: https://doi.org/10.1057/s41304-018-0188-1
2018
Bennett, S., Lockyer, L. and Agostinho, S., 2018. Towards sustainable technology‐enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice. British Journal of Educational Technology, 49(6), pp.1014-1026. https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12683?casa_token=qmaA-h-enjYAAAAA:bmjmA1Zd-7Wt-9XvyKaYw8HXskAlFsme8UdVEC0M7jQjjucKG7lJo-XcTdRCM5wG08DjF3KPsMJH3bDM
Dukuzumuremyi, S. and Siklander, P., 2018. Interactions between pupils and their teacher in collaborative and technology-enhanced learning settings in the inclusive classroom. Teaching and Teacher Education, 76, pp.165-174. https://www.sciencedirect.com/science/article/pii/S0742051X18301161?casa_token=N04dj--Upi0AAAAA:9wJQ3UV6Jkio0ATFtj0hnQSv8pX78nHfM1ByShqyR71VCIAgxUqpkg3Gv4G0-kJmbqNPZQCt0p4
FitzGerald, E., Kucirkova, N., Jones, A., Cross, S., Ferguson, R., Herodotou, C., Hillaire, G. and Scanlon, E., 2018. Dimensions of personalisation in technology‐enhanced learning: A framework and implications for design. British Journal of Educational Technology, 49(1), pp.165-181. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.12534?casa_token=WLT-32Ii0VMAAAAA%3AuUJauW05yDO3avrTP-CLRCW2-yv_yrWa8onrUt7rVqU7YYs0Z1bvDNxl_TBQa-2I0_OFzLzNhEHOI3rV
Flavin, M. and Quintero, V., 2018. UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation. Research in Learning Technology, 26. https://journal.alt.ac.uk/index.php/rlt/article/view/1987
Howard, S.K., Yang, J., Ma, J., Ritz, C., Zhao, J. and Wynne, K., 2018, December. Using data mining and machine learning approaches to observe technology-enhanced learning. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 788-793). IEEE. https://ieeexplore.ieee.org/abstract/document/8615443?casa_token=NGUO765B9oIAAAAA:ehukkIYh6yAY3U1LFrstYG0u2jdUyl6urMgivhtWbLlNT-WIz9vkUBmmj4D1oGOUyC-7f4JJjQ
Mangaroska, K. and Giannakos, M., 2018. Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning Technologies, 12(4), pp.516-534. https://ieeexplore.ieee.org/abstract/document/8454297?casa_token=ai3HLV7xGnoAAAAA:6ZolDURS8PBqDBqrxiwqh5KbyK5G5q2CPPDXLKosHEZfy2CE1Qd1ID7SibHICvusZQaxOtg3WQ
Zou, D., Xie, H. and Wang, F.L., 2018. Future trends and research issues of technology-enhanced language learning: A technological perspective. Knowledge Management & E-Learning: An International Journal, 10(4), pp.426-440. http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/37
2017
Adekola, J., Dale, V.H. and Gardiner, K., 2017. Development of an institutional framework to guide transitions into enhanced blended learning in higher education. Research in Learning Technology, 25. https://journal.alt.ac.uk/index.php/rlt/article/view/1973
Flavin, M., 2017. Disruptive technology enhanced learning: The use and misuse of digital technologies in higher education. Springer.
Ju, R., Buldakova, N., Sorokoumova, S., Sergeeva, M., Galushkin, A., Soloviev, A. and Kryukova, N., 2017. Foresight Methods in Pedagogical Design of University Learning Environment. EURASIA Journal of Mathematics, Science and Technology Education, 13(8). Available at: https://www.ejmste.com/download/foresight-methods-in-pedagogical-design-of-university-learning-environment-4947.pdf
Lee, J. and Choi, H., 2017. What affects learner's higher-order thinking in technology-enhanced learning environments? The effects of learner factors. Computers & Education, 115, pp.143-152. https://www.sciencedirect.com/science/article/pii/S0360131517301513?casa_token=TRFl1ZaExeQAAAAA:3yF7DoPup3462WOpKktze5o-Xer9FhU7yZnw3ooJE37QRXBGWjJEMwyeaQ__FI7P7lSRDeDyVvU
Mayhew, Emma. "Playback feedback: The impact of screen-captured video feedback on student satisfaction, learning and attainment." European Political Science 16 (2017): 179-192. https://link.springer.com/article/10.1057/eps.2015.102
Nel, L., 2017. Students as collaborators in creating meaningful learning experiences in technology‐enhanced classrooms: An engaged scholarship approach. British Journal of Educational Technology, 48(5), pp.1131-1142. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.12549?casa_token=BAr-bGg4rP0AAAAA%3AF6mU6mgCdZyl1n4cu-uMNyyPlRuTIMm8YOboeEX9ATzbU5u0SFiwMjs7OSEC-W8RAUmVy4B8JJmjPO93
Obradovic-Wochnik, J. and Hayes, S., 2017. Re-Visualising International Relations: Audio-Visual Projects And Direct Encounters With The Political In Security Studies. European Political Science, 16, pp. 415–429. Available at : https://doi.org/10.1057/eps.2016.21
Roberts, D (2017). The Message Is The Medium': Evaluating The Use Of Visual Images To Provoke Engagement And Active Learning In Politics and International Relations Lectures
Roberts, D (2017). Higher education lectures: From passive to active learning via imagery https://journals.sagepub.com/doi/abs/10.1177/1469787417731198
Rodríguez-Triana, M.J., Prieto, L.P., Vozniuk, A., Boroujeni, M.S., Schwendimann, B.A., Holzer, A. and Gillet, D., 2017. Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review. International Journal of Technology Enhanced Learning, 9(2-3), pp.126-150. https://www.inderscienceonline.com/doi/abs/10.1504/IJTEL.2017.084489
Woodcock, P., 2017. Towards Dialogue: Audio Feedback On Politics Essays. European Political Science, 16, 193–205. Available at : https://doi.org/10.1057/eps.2015.101
2016
Glazier, R.A., 2016. Building Rapport to Improve Retention and Success in Online Classes. Journal of Political Science Education, 12(4), pp. 437-456. Available at: https://doi.org/10.1080/15512169.2016.1155994
2015
Anson, I.G., 2015. Assessment Feedback using Screencapture Technology in Political Science. Journal of Political Science Education, 11(4), pp. 375-390. Available at: https://doi.org/10.1080/15512169.2015.1063433
2010
Ralph, J., Head, N. and Lightfoot, S. 2010. Pol-Casting: The Use of Podcasting in the Teaching and Learning of Politics and International Relations. European Political Science, 9, pp. 13–24. Available at: https://doi.org/10.1057/eps.2009.38
2007
Roberts, D (2007). The Engagement Agenda, Multimedia Learning and the use of images in HE lecturing https://www.tandfonline.com/doi/abs/10.1080/0309877X.2017.1332356?casa_token=Z1FUBwjVITsAAAAA:JJ5UAGuoiaqpegV-1y3VRxCVaVsCySsCBA5FN26fy5FKmyXgASXOs9H9QhlpDQ7fqMyIuBZ5wYUpQg