This study sought to identify how the FE sector was performing against five key areas of opportunity with an emphasis on skills and mindset.
This study explored the experiences and perceptions of Pre-entry adult ESOL students and teachers at Derby College towards remote teaching, learning and assessment during the Covid-19 lockdown.
This study aimed at designing and exploring strategies to improve the outcome of learner performance in Functional Skills and GCSE English.
This study explores whether engagement can be increased for vocational students by introducing more socially situated literacies into language activities.
This study explored the extent to which a flipped-classroom approach using digital resources would impact on learner engagement and progression in Functional Skills English.
This study explored the extent to which remote learning impacted on the development of learners in Further Education.
This study explored the lived experience of the move to teaching and learning online through the global pandemic and lockdown.
This study explored why - despite knowledge being readily available online - educators were experiencing a lack of 'social presence' with disengaged students not feeling part of the teaching and learning process.
This study sought to discover the extent to which teachers knew the 'secrets' of feedback, and whether their students used it effectively.
This paper explored the effect that graded observations have had on teachers, their practice and their wellbeing.
