Colin Loughlin
Biographic Data
| ID | 9503555 |
|---|---|
| NAME | Colin Loughlin |
| GIVEN NAMES | Colin |
| FAMILY NAME | Loughlin |
| SIGNATURE | LOUGHLIN C |
| AFFILIATIONS | Lund University |
| ORCID | 0000-0001-9240-2565 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Building higher education
Through interviews with senior academic management representing 16 UK higher education institutions (HEIs), this study explores the relationship between the espoused pedagogical values focusing on student-centred learning, and the construction of large-class, fixed-seat lecture theatres. Despite the widespread promotion of student-centred, collaborative, and active learning approaches in university policy, educational strategies, and corporate li…
The illusion of attendance
Large-class university lectures remain commonplace, yet their educational value is contested. While the majority of criticism contrasts transmissive lectures with active learning pedagogies, this case study evaluates a lecture series on its intrinsic qualities, looking at staff and student understandings of the lecture’s contribution to academic outcomes and the affect attendance has on students’ study habits. The study took place within a health…
The use of lectures
This case study of large-class teaching at a UK university focuses on the place of large-scale lectures in academics’ approaches to teaching, their use by students in their studies, and their relationship to institutional quality assurance policies. The case is a second-year module comprised of 180 students, and it includes two-hour lectures as the primary mode of teaching. The data is drawn from a range of sources including observations, intervi…
No prominent works on this page.
The use of lectures
This case study of large-class teaching at a UK university focuses on the place of large-scale lectures in academics’ approaches to teaching, their use by students in their studies, and their relationship to institutional quality assurance policies. The case is a second-year module comprised of 180 students, and it includes two-hour lectures as the primary mode of teaching. The data is drawn from a range of sources including observations, intervi…
The illusion of attendance
Large-class university lectures remain commonplace, yet their educational value is contested. While the majority of criticism contrasts transmissive lectures with active learning pedagogies, this case study evaluates a lecture series on its intrinsic qualities, looking at staff and student understandings of the lecture’s contribution to academic outcomes and the affect attendance has on students’ study habits. The study took place within a health…
Building higher education
Through interviews with senior academic management representing 16 UK higher education institutions (HEIs), this study explores the relationship between the espoused pedagogical values focusing on student-centred learning, and the construction of large-class, fixed-seat lecture theatres. Despite the widespread promotion of student-centred, collaborative, and active learning approaches in university policy, educational strategies, and corporate li…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Computer Science (2 works) · Curriculum (2 works) · Documentation (2 works) · Evaluation of Teaching Practices (2 works) · Focus group (2 works) · Higher education (2 works)