McEwan, T. & Cairncross, S. (2005). Same stories, different continents
Higher Education (HE) is increasingly globalised, involving partnerships between institutions in different countries. There is little research available on such educational pa...
Cairncross, S., Mannion, M. & McEwan, T. (2003). Learning technology research in practice: Reflections from the field. In Cook, J. & McConnell, D. (Eds.). Communities of Practice. Research Proceedings of the 10th Association for Learning Technology Conference (ALT-C 2003), 70-81. ISBN 9780954587000
Research into the effectiveness of new learning technologies is needed. However education research is complex and challenging. In this paper we explore problems associated wi...
Benyon, D. (2002). Human-Centred interaction design. In Cairncross, S., Varey, A. & McEwan, T. (Eds.). Proceedings of 6th HCI Educators Workshop,
Rimbaud, Y., McEwan, T., Lawson, A. & Cairncross, S. (2013). Adaptive learning in computing for non-native speakers. In 2014 IEEE Frontiers in Education Conference Proceedings, 1-4. doi:10.1109/FIE.2014.7044142. ISBN 978-1-4799-3921-3
A significant proportion of e-Learning resources for engineering and computing education appear to be exclusively in English, requiring many learners to adapt themselves to le...
McEwan, T. & Cairncross, S. (2009). Hallelujah! using topical examples to Illustrate ethical and business Issues for engineers. In Proceedings of FIE 2010, S3E-1. doi:10.1109/FIE.2010.5673348. ISBN 978-1-4244-6262-9
Technically-oriented undergraduate students are often reluctant to engage with “Legal, Social, Ethical and Professional Issues”. In particular many learners appear to have an ...
Meharg, D., Craighill, S., Varey, A., & Cairncross, S. (2016). Belonging: Blurring the Boundaries. Scottish Educational Review, 49(1), (89-103)
This paper applies Whitchurch’s (2008) concept of the ‘third space’ to the emergent territory occupied by further education college students as they ‘cross the boundary’ to co...
Huxham, M., Laybourn, P., Cairncross, S., Gray, M., Brown, N., Goldfinch, J. & Earl, S. (2008). Collecting student feedback: a comparison of questionnaire and other methods. Assessment and Evaluation in Higher Education. 33, 675-686. doi:10.1080/02602930701773000. ISSN 0260-2938
A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first- and second-year undergraduate modules we...
Huxham, M., Earl, S., Laybourn, P., Brown, N., Cairncross, S. & Gray, M. (2006). Weighing pigs or handling Hansel? making feedback fit for purpose. Educational developments. 8, 8-10. ISSN 1469-3267
McEwan, T. & Cairncross, S. (2004). Evaluation and multimedia learning objects: Towards a human-centred approach. Interactive Technology and Smart Education. 1, 101-112. doi:10.1108/17415650480000015. ISSN 1741-5659
If initial attempts to incorporate reusable multimedia into university teaching were characterised by the efforts of enthusiasts, the growth of the “Learning Object” economy i...
Meharg, D., Tizard, J., Varey, A. & Cairncross, S. Building confidence during transition from college to university.. Paper presented at British Educational Research Association, Belfast. (Unpublished)
Cairncross, S. Interactive multimedia and learning: realising the benefits. (Thesis). Edinburgh Napier University. Retrieved from http://researchrepository.napier.ac.uk/id/eprint/4628
Interactive multimedia has the potential to create high quality learning environments
that actively engage the learner. For example it can combine explanation with