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Outputs (22)

Why Didn't the Pre-Arrival Intervention to Combat Maths Anxiety Work? (2023)
Journal Article
Mathias, J., & Staddon, R. V. (2023). Why Didn't the Pre-Arrival Intervention to Combat Maths Anxiety Work?. Journal of the Foundation Year Network, 6, 99-112

There has been a growing demand for advanced quantitative skills in UK workplaces in the last twenty years. In response to this, the foundation programme in this study mandates social science, business and biology students to complete a 30-credit mat... Read More about Why Didn't the Pre-Arrival Intervention to Combat Maths Anxiety Work?.

Exploring higher education students’ perspectives on factors affecting use, attitudes and confidence with learning technologies (2023)
Journal Article
Staddon, R. V. (2023). Exploring higher education students’ perspectives on factors affecting use, attitudes and confidence with learning technologies. International Journal of Instruction, 16(2), 31-52

The use of technology in higher education has become unavoidable. Between the “pivot” to online teaching during the COVID-19 pandemic and pressure from universities to integrate technology innovatively within courses, educators are increasingly turni... Read More about Exploring higher education students’ perspectives on factors affecting use, attitudes and confidence with learning technologies.

A supported flipped learning model for mathematics gives safety nets for online and blended learning (2022)
Journal Article
Staddon, R. V. (2022). A supported flipped learning model for mathematics gives safety nets for online and blended learning. Computers and education open, 3, Article 100106. https://doi.org/10.1016/j.caeo.2022.100106

Flipped learning is a popular pedagogy, and its benefits, challenges and implementations have recently been discussed widely. This study presents the implementation of a new ‘supported’ flipped learning model for teaching foundation-year mathematics,... Read More about A supported flipped learning model for mathematics gives safety nets for online and blended learning.

Taxonomies of technological knowledge in higher education: A mapping of students’ perceptions (2022)
Journal Article
Staddon, R. (2022). Taxonomies of technological knowledge in higher education: A mapping of students’ perceptions. Australasian Journal of Educational Technology, 38(3), 179-196. https://doi.org/10.14742/ajet.7562

This paper presents the findings from a qualitative study exploring students’ perceptions of what constitutes technological knowledge. Technological knowledge dimensions from previous literature do not seem to be student-led, but rather suggested by... Read More about Taxonomies of technological knowledge in higher education: A mapping of students’ perceptions.