Dr Rachel Staddon's Outputs (4)

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.

The importance of a supportive environment in the flipped classroom (2022)
Presentation / Conference Contribution
Staddon, R. V. (2022, July). The importance of a supportive environment in the flipped classroom. Presented at 29th International Conference on Learning, Valencia, Spain

Taxonomies of technological knowledge (2022)
Presentation / Conference Contribution
Staddon, R. V. (2022, June). Taxonomies of technological knowledge. Presented at The Three Rivers North East Universities Consortium Conference 2022, Online

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.