By using online capabilities, higher education could be transformed from a privilege into a basic human right for anyone who wants it, says Sir Tim O’Shea
Xin Xu, Natasha Robinson and Niall Winters explain why correctly articulating students’ names is so important to an inclusive learning environment, and provide practical tips for pronouncing Chinese names
Suzanne Mitchell advises on how to scale up student support services, using technology that provides multiple communications channels and early warning systems to assist specialist staff teams
When assessing the all-important ‘engagement’ metric, the sector often defaults to the crude measurement of attendance − which is clearly flawed, says Chris Headleand
Rachel Martins explains how she introduced random error into her lab simulations when teaching online physics, to better replicate real-world experiments for her students
Simon Riley and Gavin McCabe share a reflective learning and assessment framework for staff and students to co-create experiential learning that is scalable and effective
Heather McQueen explains how lecturers can fulfil their responsibility to facilitate learning for all students, particularly in large classes where individual student contact is minimal
Jude Wilson offers advice on how academics can work with their university library teams to ensure course reading lists are accessible and inclusive for all students
Theresa Mercer and colleagues explain how to develop virtual field trips that support in-person learning, boost accessibility and help future-proof teaching against unforeseen challenges
Maurice Kinsella and colleagues offer practical advice on using the virtual learning environment (VLE) tools to monitor student engagement and focus support efforts where they are needed
