Editorial

Editing an issue of the journal can be a daunting task, particularly when faced with selecting a group of articles, from a wide range of topics, from a wide range of countries. It is perhaps even more daunting to try and present some sort of coherent thread or pathway between the articles. However, in this issue, largely by chance, almost half of the articles are set in the context of postgraduate education. Another group focusses on the use of technology. Although an ‘early adopter’, I still remain slightly sceptical of some of the enthusiasms for electronic means of communication, so it is good to see some more rigorous exploration of the value and appropriateness of such ideas. A further group also has electronic links: I certainly used games and simulations, mostly manual ones when computer use was expensive, but today’s ubiquitous technology enables smarter use of such approaches.

However, the first of the articles in this issue presents the use of problem-based learning in an unusual context, that of physical skills development. Luo Yu-Jy explores the consequences of adopting PBL in terms of skills development in badminton as well as in terms of learning effectiveness. Perhaps surprisingly, the results show that PBL aids the development of physical skills, as well as the problem-solving and social skills and the motivation to learn that have been seen elsewhere.

The next section moves on to the more technological aspects, although still looking at learning in groups but picking up, particularly, on the mechanisms for communication. The first of this clutch of papers, by Tian Luo and colleagues looks at the use of microblogging-supported activities. The conclusions suggest that micro-blogging is a viable approach in many contexts but that many students would need additional support both to gain from its use and also to continue their engagement. This necessitates a long-term commitment from the teaching staff. Alexia Katrimpouza and colleagues from the University of Patras focus on the use of Twitter. This study looks not only on the relationship between the electronic communications and learning outcomes but also examines the effects (or not) of differences in student personality. Finally, in this group, is an article by Alenka Tratnik and colleagues from the University of Maribor on the differences in student satisfaction between online and face-to-face courses in Business Studies. Their findings suggest that students were, in some ways, more satisfied with face-to-face courses than online ones.

Moving on to different facets of simulation, Ava Peisachovich and colleagues from Toronto discuss a simulated-person methodology for use in teaching. Medical education, in particular, uses professional actors as simulated patients to foster interpersonal and diagnostic skills, but the approach is capable of wider application. An inter-professional approach was found to be particularly useful. Dolors Gil-Doménech and Jasmina Berbegal-Mirabent consider some of the challenges in teaching mathematics to students who are not studying STEM subjects. They propose game-based learning as a way to overcome some of these challenges and illustrate this with an example of a game-based groupwork approach in a business studies course. Szu-Wei Chen and colleagues explore the use of digital games to teach energy conservation and find that, of the two types that they generated, the game using animations and interactivity produced significantly better results on aspects of learning.

Two papers look at different cultural aspects. Norhafezah Yusof and colleagues from Universiti Utara Malaysia reflect on a programme to provide work experience for postgraduate students in order to develop effective intercultural communication competencies and draw wider lessons for teachers of communication skills. Amanda Mason and Jarmila Hickman describe and evaluate a mentoring scheme at Liverpool John Moores University aimed at providing peer support for international doctoral students. Although the evaluation suggests that the scheme was generally successful it does reveal some challenges in cultural integration.

Mentoring is also the focus of a paper by Louise Jackson and Caitríona Price, which examines the use of peer-mentoring within a Faculty of Music. The scheme reviewed is largely directed towards encouraging aspirations towards postgraduate study but the study has much wider implications.

Minh-Quang Duong and colleagues study inequalities within the Vietnamese higher education system in the face of rapid expansion of numbers. In particular, they look at the impact of inequality on leadership qualities and other soft skills that are much sought after by Vietnamese employers. They conclude that co-curricular activities have a greater influence than curricular aspects in many cases.

Finally, a short opinion piece by Chet Barney advocates the training of PhD students to teach as a vital part of their development.