{"id":1326,"date":"2026-01-29T17:28:47","date_gmt":"2026-01-29T17:28:47","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/?page_id=1326"},"modified":"2026-01-29T17:28:47","modified_gmt":"2026-01-29T17:28:47","slug":"volume-2-issue-3","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/volume-2-issue-3\/","title":{"rendered":"Volume 2 Issue 3"},"content":{"rendered":"\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/editorial-vol-23\/\" data-type=\"page\" data-id=\"1148\">Editorial Vol 2(3)<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/involving-students-in-curriculum-design-a-research-and-statistics-course-designed-by-students-for-students\/\" data-type=\"page\" data-id=\"1133\">Involving students in curriculum design: a research and statistics course designed by students for students<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/the-simpsons-in-higher-education\/\" data-type=\"page\" data-id=\"1134\">The Simpsons in Higher Education<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/stop-with-the-flo-using-text-messaging-to-improve-retention-rates-in-university-students\/\" data-type=\"page\" data-id=\"1135\">Stop with the FLO: using text messaging to improve retention rates in University Students<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/reflecting-on-einsteins-advice-a-personal-journey-in-creating-an-experiential-approach-to-the-development-of-undergraduate-literature-reviews\/\" data-type=\"page\" data-id=\"1136\">Reflecting on Einstein\u2019s advice: a personal journey in creating an experiential approach to the development of undergraduate literature reviews<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/dipping-ones-toes-the-innovative-use-of-voicethread-in-higher-education\/\" data-type=\"page\" data-id=\"1137\">Dipping One\u2019s Toes; The Innovative Use of VoiceThread in Higher Education<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/5-minutes-with-matt-the-innovative-use-of-micro-video-blogging-in-higher-education\/\" data-type=\"page\" data-id=\"1138\">\u20185 Minutes With Matt\u2019: The Innovative use of Micro Video Blogging in Higher Education<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/innovating-integrating-technology-into-teaching-and-learning-with-operating-department-practitioner-students\/\" data-type=\"page\" data-id=\"1139\">Innovating: integrating technology into teaching and learning with Operating Department Practitioner students<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/video-animation-for-learning\/\" data-type=\"page\" data-id=\"1140\">Video Animation for Learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/is-technology-hindering-creativity\/\" data-type=\"page\" data-id=\"1141\">Is technology hindering creativity?<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/high-fidelity-simulation-in-clinical-skills-teaching-and-its-impact-on-student-engagement-a-facilitators-perspective\/\" data-type=\"page\" data-id=\"1142\">High Fidelity Simulation in Clinical Skills Teaching and its Impact on Student Engagement: A Facilitators Perspective<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/feedback-in-higher-and-professional-education-understanding-it-and-doing-it-well\/\" data-type=\"page\" data-id=\"1143\">Feedback in Higher and Professional Education: Understanding it and Doing it Well<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/writing-essays-by-pictures\/\" data-type=\"page\" data-id=\"1144\">Writing Essays by Pictures<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/cross-cultural-teaching-and-learning-for-home-and-international-students\/\" data-type=\"page\" data-id=\"1145\">Cross-Cultural Teaching and Learning for Home and International Students<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/fostering-self-efficacy-in-higher-education\/\" data-type=\"page\" data-id=\"1146\">Fostering Self-Efficacy in Higher Education<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/higher-education-for-sustainable-development\/\" data-type=\"page\" data-id=\"1147\">Higher Education for Sustainable Development<\/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-1326","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1326","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=1326"}],"version-history":[{"count":1,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1326\/revisions"}],"predecessor-version":[{"id":1327,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1326\/revisions\/1327"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1326"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}