Anne is Professor of Professional Learning at Leeds Metropolitan University. Lin Norton is Professor of Pedagogical Research and Associate Dean of Learning and Teaching at Liverpool Hope University. She is a chartered psychologist who has taught and researched in a psychology context for many years. She describes herself as a practitioner researcher with a strong interest in action research carried out to improve teaching and the student learning experience.

"A very helpful text with a focus on contemporary issues in the field" (Curriculum Development Advisor, Staffordshire University)

• IntroductionLearning about learning or learning to learn (L2L)Supporting students’ critical reflection on practiceProblem-based learning in higher educationAction learning and inquiry methods on postgraduate course for professional practitionersWho do they think they are? Students’ perception of themselves as learnersMoving from dependence to independence: the application of e-learning in higher educationBeyond e-learning: can intelligent agents really support learnersUsing assessment to promote quality learning in higher educationFormative assessment of the practice-based element of degree workBuilding on vocational competence: achieving a better qualified workforce by degrees: A discussion of what makes the foundation degree differentCombining service learning and social enterprise in higher education to achieve academic learning, business skills development, citizenship education and volunteerismSupporting students with disabilities in higher educationThe development of reflective practice in higher education: a theoretical perspective

Anne is Professor of Professional Learning at Leeds Metropolitan University. Lin Norton is Professor of Pedagogical Research and Associate Dean of Learning and Teaching at Liverpool Hope University. She is a chartered psychologist who has taught and researched in a psychology context for many years. She describes herself as a practitioner researcher with a strong interest in action research carried out to improve teaching and the student learning experience.

"A very helpful text with a focus on contemporary issues in the field" (Curriculum Development Advisor, Staffordshire University)

• IntroductionLearning about learning or learning to learn (L2L)Supporting students’ critical reflection on practiceProblem-based learning in higher educationAction learning and inquiry methods on postgraduate course for professional practitionersWho do they think they are? Students’ perception of themselves as learnersMoving from dependence to independence: the application of e-learning in higher educationBeyond e-learning: can intelligent agents really support learnersUsing assessment to promote quality learning in higher educationFormative assessment of the practice-based element of degree workBuilding on vocational competence: achieving a better qualified workforce by degrees: A discussion of what makes the foundation degree differentCombining service learning and social enterprise in higher education to achieve academic learning, business skills development, citizenship education and volunteerismSupporting students with disabilities in higher educationThe development of reflective practice in higher education: a theoretical perspective

Anne is Professor of Professional Learning at Leeds Metropolitan University. Lin Norton is Professor of Pedagogical Research and Associate Dean of Learning and Teaching at Liverpool Hope University. She is a chartered psychologist who has taught and researched in a psychology context for many years. She describes herself as a practitioner researcher with a strong interest in action research carried out to improve teaching and the student learning experience.

"A very helpful text with a focus on contemporary issues in the field" (Curriculum Development Advisor, Staffordshire University)

• IntroductionLearning about learning or learning to learn (L2L)Supporting students’ critical reflection on practiceProblem-based learning in higher educationAction learning and inquiry methods on postgraduate course for professional practitionersWho do they think they are? Students’ perception of themselves as learnersMoving from dependence to independence: the application of e-learning in higher educationBeyond e-learning: can intelligent agents really support learnersUsing assessment to promote quality learning in higher educationFormative assessment of the practice-based element of degree workBuilding on vocational competence: achieving a better qualified workforce by degrees: A discussion of what makes the foundation degree differentCombining service learning and social enterprise in higher education to achieve academic learning, business skills development, citizenship education and volunteerismSupporting students with disabilities in higher educationThe development of reflective practice in higher education: a theoretical perspective