{"id":1322,"date":"2026-01-29T17:24:25","date_gmt":"2026-01-29T17:24:25","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/?page_id=1322"},"modified":"2026-01-29T17:24:25","modified_gmt":"2026-01-29T17:24:25","slug":"volume-2-issue-1","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/volume-2-issue-1\/","title":{"rendered":"Volume 2 Issue 1"},"content":{"rendered":"\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/face-to-face-versus-remote-synchronous-instruction-for-the-teaching-of-single-interrupted-suturing-to-a-group-of-undergraduate-paramedic-students-a-randomised-controlled-trial\/\" data-type=\"page\" data-id=\"1160\">Face-to-face versus remote synchronous instruction for the teaching of single-interrupted suturing to a group of undergraduate paramedic students: a randomised controlled trial<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/students-perceptions-of-self-selected-peer-learning-in-a-collaborative-chinese-speaking-assessment\/\" data-type=\"page\" data-id=\"1161\">Students&#8217; perceptions of self-selected peer learning in a collaborative Chinese speaking assessment<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/we-do-not-like-old-fashioned-exams-the-innovative-use-of-alternative-assessments-on-a-law-degree-with-a-foundation-year\/\" data-type=\"page\" data-id=\"1162\">We do not like old fashioned exams: the innovative use of alternative assessments on a Law Degree with a Foundation Year<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/lecture-theatre-pantomime-a-creative-delivery-approach-for-teaching-undergraduates\/\" data-type=\"page\" data-id=\"1163\">Lecture Theatre Pantomime: A creative delivery approach for teaching undergraduates<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/enhancing-student-induction-to-library-and-it-services-in-higher-education\/\" data-type=\"page\" data-id=\"1164\">Enhancing student induction to library and IT services in higher education<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/a-reflection-upon-the-value-of-embracing-the-principles-of-learning-communities-as-part-of-a-response-to-pressure-to-reduce-staff-student-ratios-in-post-1992-higher-education-institutions-whilst-maint\/\" data-type=\"page\" data-id=\"1165\">A reflection upon the value of embracing the principles of learning communities as part of a response to pressure to reduce staff student ratios in post-1992 Higher Education Institutions whilst maintaining the quality of student work-based learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/intelprep-bard-and-linkimplication-processes-for-improving-student-learning-and-decision-making\/\" data-type=\"page\" data-id=\"1166\">IntelPrep, BARD and LinkImplication: processes for improving student learning and decision making<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/we-still-havent-found-what-were-looking-foror-have-we\/\" data-type=\"page\" data-id=\"1167\">We still haven&#8217;t found what we&#8217;re looking for, or have we?<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/widening-participation-preparing-students-of-diverse-backgrounds-for-higher-education\/\" data-type=\"page\" data-id=\"1168\">Widening Participation: Preparing Students of Diverse Backgrounds for Higher Education<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/design-education-learning-teaching-and-researching-through-design\/\" data-type=\"page\" data-id=\"1169\">Design Education \u2013 Learning, Teaching and Researching Through Design<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/brabazon-t-2013-digital-dieting-from-information-obesity-to-intellectual-fitness-ashgate-publishing-ltd-farnham-uk-isbn-978-1-4724-0937-9\/\" data-type=\"page\" data-id=\"1170\">Brabazon, T. (2013). Digital Dieting: From Information Obesity to Intellectual Fitness. Ashgate Publishing Ltd Farnham, UK. ISBN 978-1-4724-0937-9<\/a><\/li>\n<\/ul>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":6,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1322","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1322","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1322"}],"version-history":[{"count":1,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1322\/revisions"}],"predecessor-version":[{"id":1323,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1322\/revisions\/1323"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1322"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}