Julia Sargent
Biographic Data
| ID | 6559568 |
|---|---|
| NAME | Julia Sargent |
| GIVEN NAMES | Julia |
| FAMILY NAME | Sargent |
| SIGNATURE | SARGENT J |
| AFFILIATIONS | The Open University |
| ORCID | 0000-0001-9082-8378 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Conferences as heterotopic spaces
Aspects of gender have received limited critical attention in the literature on conferences, particularly regarding how these events are experienced. This paper brings together an example of women academics’ participation in international conferences with a critical investigation of their experiences in relation to established notions of academic identity. Using Foucault’s concept of heterotopias as a theoretical lens and collaborative autoethnog…
How and with whom do educators learn in an online professional development microcredential
A claimed technological advantage of online professional development (OPD) is the flexibility for educators to learn at a time and space of their convenience. However, the question of how, and with whom educators learn in OPD has received limited empirical attention. Using a participatory design approach, we explored the lived experiences and social networks of 19 educators following a formal OPD in a microcredential format. The mixed method stud…
Flipped learning in physical education
The integration of digital technology into educational settings is expanding rapidly. One emerging didactical approach is flipped learning (FL), which leverages digital, internet-based technologies to deliver key instructions prior to classes. It then uses active learning opportunities during face-to-face meetings that encourage students to apply what they previously learned online. The format of FL naturally expands active learning during classe…
Participatory Research Approaches in Times of Covid-19
This review aims to collate and organize the current literature base on the use of participatory research methods within Covid-19 and pandemic contexts. Participatory approaches rely on establishing trust and rapport between researchers and participants and advocate actively involving participants in the planning, implementation and evaluation of a research issue. However, by transitioning such approaches to an online and geographically distribut…
Using the meaningful physical education features as a lens to view student experiences of democratic pedagogy in higher education
Background: Higher education (HE) physical education (PE) can provide opportunities for students to develop meaning(s) and value(s) towards movement experiences. However, it is an under researched area in the educational sphere and little is known about what or how students find, meaningful movement. While there has been increasing interest in the features of meaningful PE, few studies have explored how they relate to students’ experiences of mov…
Appreciative inquiry for physical education and sport pedagogy research
With the increasing drive towards exploring strengths based and positive discourses in PESP, it is important to explore approaches that can help researchers and practitioners. This has particular relevance for areas such as digital technology where there is a need to appreciate not only the technologies themselves, but also the pedagogical practices that surround their use. Without such discussions, it is difficult to unpick ‘what works’ for prac…
Flipped learning, pedagogy and digital technology
Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and vi…
Digital technologies and learning in physical education
Digital technology has been the focus of recent debates in physical education with questions being considered about its influence on pedagogy and the future of the subject. Yet, there is scant knowledge about how digital technologies are being used by teachers and whether their use has influenced students learning. ‘Digital Technologies and Learning in Physical Education: Pedagogical Cases’ focuses on expanding the knowledge about the ways in whi…
Flipped learning, pedagogy and digital technology
Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and vi…
Digital technologies and learning in physical education
Digital technology has been the focus of recent debates in physical education with questions being considered about its influence on pedagogy and the future of the subject. Yet, there is scant knowledge about how digital technologies are being used by teachers and whether their use has influenced students learning. ‘Digital Technologies and Learning in Physical Education: Pedagogical Cases’ focuses on expanding the knowledge about the ways in whi…
Appreciative inquiry for physical education and sport pedagogy research
With the increasing drive towards exploring strengths based and positive discourses in PESP, it is important to explore approaches that can help researchers and practitioners. This has particular relevance for areas such as digital technology where there is a need to appreciate not only the technologies themselves, but also the pedagogical practices that surround their use. Without such discussions, it is difficult to unpick ‘what works’ for prac…
Digital technologies and learning in physical education
Digital technology has been the focus of recent debates in physical education with questions being considered about its influence on pedagogy and the future of the subject. Yet, there is scant knowledge about how digital technologies are being used by teachers and whether their use has influenced students learning. ‘Digital Technologies and Learning in Physical Education: Pedagogical Cases’ focuses on expanding the knowledge about the ways in whi…
Appreciative inquiry for physical education and sport pedagogy research
With the increasing drive towards exploring strengths based and positive discourses in PESP, it is important to explore approaches that can help researchers and practitioners. This has particular relevance for areas such as digital technology where there is a need to appreciate not only the technologies themselves, but also the pedagogical practices that surround their use. Without such discussions, it is difficult to unpick ‘what works’ for prac…
Flipped learning, pedagogy and digital technology
Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and vi…
Using the meaningful physical education features as a lens to view student experiences of democratic pedagogy in higher education
Background: Higher education (HE) physical education (PE) can provide opportunities for students to develop meaning(s) and value(s) towards movement experiences. However, it is an under researched area in the educational sphere and little is known about what or how students find, meaningful movement. While there has been increasing interest in the features of meaningful PE, few studies have explored how they relate to students’ experiences of mov…
Participatory Research Approaches in Times of Covid-19
This review aims to collate and organize the current literature base on the use of participatory research methods within Covid-19 and pandemic contexts. Participatory approaches rely on establishing trust and rapport between researchers and participants and advocate actively involving participants in the planning, implementation and evaluation of a research issue. However, by transitioning such approaches to an online and geographically distribut…
How and with whom do educators learn in an online professional development microcredential
A claimed technological advantage of online professional development (OPD) is the flexibility for educators to learn at a time and space of their convenience. However, the question of how, and with whom educators learn in OPD has received limited empirical attention. Using a participatory design approach, we explored the lived experiences and social networks of 19 educators following a formal OPD in a microcredential format. The mixed method stud…
Flipped learning in physical education
The integration of digital technology into educational settings is expanding rapidly. One emerging didactical approach is flipped learning (FL), which leverages digital, internet-based technologies to deliver key instructions prior to classes. It then uses active learning opportunities during face-to-face meetings that encourage students to apply what they previously learned online. The format of FL naturally expands active learning during classe…
Conferences as heterotopic spaces
Aspects of gender have received limited critical attention in the literature on conferences, particularly regarding how these events are experienced. This paper brings together an example of women academics’ participation in international conferences with a critical investigation of their experiences in relation to established notions of academic identity. Using Foucault’s concept of heterotopias as a theoretical lens and collaborative autoethnog…
Computer Science (6 works) · Psychology (6 works) · Pedagogy (5 works) · Mathematics education (4 works) · Physical education (4 works) · Sociology (4 works) · Education and Critical Thinking Development (2 works) · Educational technology (2 works) · Engineering (2 works) · Engineering ethics (2 works)