All Outputs (6)

Assessment as a Mediating Artefact for Students in Transition from College to University (2019)
Journal Article
Fotheringham, J. (2019). Assessment as a Mediating Artefact for Students in Transition from College to University. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 11(2),

This paper presents research findings from a longitudinal study of students making the transition from colleges to a Scottish university. Data from interviews with staff and students suggest that although students are offered pre-entry transition sup... Read More about Assessment as a Mediating Artefact for Students in Transition from College to University.

Researching international students: methodological challenges of rebel data (2018)
Journal Article
Ecochard, S., & Fotheringham, J. (2018). Researching international students: methodological challenges of rebel data. International Student Experience Journal, 6(1), 1-7

This paper presents findings from a small scale study into the attitudes and preferences of international students for support provision at a Scottish Higher Education institution. The article outlines some of the challenges arising from analysing qu... Read More about Researching international students: methodological challenges of rebel data.

International Students’ Unique Challenges – Why Understanding International Transitions to Higher Education Matters (2017)
Journal Article
Ecochard, S., & Fotheringham, J. (2017). International Students’ Unique Challenges – Why Understanding International Transitions to Higher Education Matters. Journal of Perspectives in Applied Academic Practice, 5(2), 100-108. https://doi.org/10.14297

International students represent a large and increasing share of the diversity encountered on British campuses, with 19% of the student body coming from another country to study in the United Kingdom. While the concept of transition in the context of... Read More about International Students’ Unique Challenges – Why Understanding International Transitions to Higher Education Matters.

Social Media Adoption in Adult Education ‒ Administrators' Experience (2014)
Journal Article
Šliogerienė, J., Valūnaitė Oleškevičienė, G., Fotheringham, J., & Palfreyman, K. J. (2015). Social Media Adoption in Adult Education ‒ Administrators' Experience. Public Policy and Administration, 13(4), 690-703. https://doi.org/10.13165/VPA-14-1

The rapid development of social media poses a multitude of considerations on this technology adoption. The emphasis in literature is put mainly on student or teacher perspective and less emphasis is dedicated upon administrators who also represent an... Read More about Social Media Adoption in Adult Education ‒ Administrators' Experience.

Student generated content: pedagogy and practice (2013)
Journal Article
Fotheringham, J., & Smyth, K. (2013). Student generated content: pedagogy and practice. Social Media: Challenges and opportunities for education in modern society: Research Papers, 1(1), 5-8

Digitally supported pedagogical approaches made possible by developments in technology, and in particular by Web 2.0, are continuing to create new opportunities for learning, teaching and assessment in Higher Education. The use of student-generated c... Read More about Student generated content: pedagogy and practice.

Write-TEL (Writing for Publication in Technology Enhanced Learning) (2011)
Journal Article
Smyth, K., Whitton, N., & Fotheringham, J. (2011). Write-TEL (Writing for Publication in Technology Enhanced Learning). UCISA, 51-58

The Write-TEL project sought to provide a well structured, online supported opportunity for a group of educators from different institutions to write up one of their own technology enhanced learning (TEL) initiatives as the focus of their first publi... Read More about Write-TEL (Writing for Publication in Technology Enhanced Learning).