A questionnaire measuring nine different aspects of teachers' beliefs and intentions concerning teaching in higher education was distributed to teachers at four institutions in the United Kingdom, yielding 638 complete sets of responses. There was a high degree of overlap between the participants' scores on the subscales measuring beliefs and intentions, and analyses of both sets of scores yielded two factors reflecting an orientation towards learning facilitation and an orientation towards knowledge transmission. However, teachers' intentions were more orientated towards knowledge transmission than were their beliefs, and problem solving was associated with beliefs based on learning facilitation but with intentions based on knowledge transmission. Differences in teachers' intentions across different disciplines and between men and women seemed to result from different conceptions of teaching, whereas differences in teachers' intentions across different institutions and between teachers with different levels of teaching experience seemed to result from contextual factors. Teaching intentions thus reflect a compromise between teachers' conceptions of teaching and their academic and social contexts.

Since the introduction of the National Student Survey in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to university students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers are discouraged when students fail to take note of their feedback or sometimes do not collect assignments that have been marked. Understanding why feedback is not always acted upon remains an important area for researchers. This paper reports on an in-depth interview study with 14 final year undergraduates reflecting on their perceptions of feedback written on marked assignments by selecting examples of what they considered to be 'good' and 'bad' work. Findings suggested that emotional reactions play a significant part in determining how students will act on the feedback they receive and the concept of 'emotional backwash' is introduced.

In this paper it is argued that the current trend of making assessment criteria more explicit in higher education may have a deleterious effect on students' learning. Helping students to concentrate on assessment criteria paradoxically means that they may take a strategic approach and end up focusing on the superficial aspects of their assessment tasks, rather than engaging in meaningful learning activity. One solution might be to re-conceptualize assessment criteria as 'learning criteria' using Biggs' principle of constructive alignment in curriculum development and delivery. To illustrate how this can work in practice, a case study is presented detailing the development of a counselling psychology module over several years to progressively incorporate a text-based adaptation of the problem-based learning approach. Student evaluations of the approach are presented together with some examples of feedback given on students' work to demonstrate the effects on students' understanding and functioning knowledge

Analysis and review of the literature on requirements for academic writingAssessment criteria are increasingly incorporated into teaching, making it important to clarify the\ud pedagogic status of the qualities to which they refer. We reviewed theory and evidence about the\ud extent to which four core criteria for student writing—critical thinking, use of language, structuring,\ud and argument—refer to the outcomes of three types of learning: generic skills learning, a deep\ud approach to learning, and complex learning. The analysis showed that all four of the core criteria\ud describe to some extent properties of text resulting from using skills, but none qualify fully as\ud descriptions of the outcomes of applying generic skills. Most also describe certain aspects of the\ud outcomes of taking a deep approach to learning. Critical thinking and argument correspond most\ud closely to the outcomes of complex learning. At lower levels of performance, use of language and\ud structuring describe the outcomes of applying transferable skills. At higher levels of performance,\ud they describe the outcomes of taking a deep approach to learning. We propose that the type of learning\ud required to meet the core criteria is most usefully and accurately conceptualized as the learning\ud of complex skills, and that this provides a conceptual framework for maximizing the benefits of using\ud assessment criteria as part of teaching

In spite of the advancement and variety of available mobile based applications, there is an eminent need to investigate the current position of the acceptance of those mobile health applications that are tailored towards the patients' medical information management and access. This paper explores and analysis the technology acceptance of the use of smart mobile phones from users' perceptions, viewpoint, and experience. The paper will focus on studies of the factors affecting the intention to use the smart mobile phone in the medical domain. Our proposed Mobile Technology Acceptance Model (Mo-HTAM) assessed the significance of the correlation between technology design, perceived ease of use, perceived usefulness as independent factors and the intention to use m-Health services as the dependent factor.The correlation coefficient analysis indicated that there is a significant relationship between the major constructs. Rigorous analytical testing confirmed that there is a direct relationship between social, cultural and technological constructs with intention to use m-Health applications. The model indicated that a well-informed technology design will increase the intention to use m-Health application, and perceived usefulness is more significant to the intention to use m-health applications than the perceived ease of use.These findings indicated that intention to use mobile health informatics is formed by the perceptions of the user of m-Health technology design approach, especially in relation to the navigation and the data presentation on the mobile device.