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Amid continuous growth in student enrolments, the proliferation of e-learning technology and the global accessibility of vast repositories of information on the web, higher education (he) is struggling to keep pace with these changes. The classic response involves adjusting the amount of instructional time to achieve excellence, as evidenced by the 50-minute lecture-based learning structure still used widely in many institutions today. However, dutch research in the 1980s and 1990s suggested that it is the learning process which accounts for learning outcomes and not the amount of teaching. Furthermore, such research found that after an optimal learning outcome is attained, increased teaching time is associated with a decline in learning outcomes. However, many he institutions persist in their focus on teaching time to maintain ‘control’ over students’ learning activities. The present chapter examines the underlying cause of (and changes in) student learning behaviour in response to increased teaching time.keywordsdirect instructionteaching timeteaching behaviourinstructional timeglobal accessibilitythese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Children with high levels of wellbeing are more engaged in learning and achieve greater academic success. Conversely, psychological distress has a detrimental impact on children’s learning experiences and ability to achieve their potential. Schools and communities can offer optimal settings to intervene in social contexts, and to support children’s mental health and learning outcomes. Effectiveness studies show that interventions can help students identified with socio-emotional difficulties to improve in these dual domains, yet few programme evaluations investigate the process issues underlying behaviour change in recipients (Mackenzie & Williams, 2018). While it is increasingly recognised that children themselves need to be engaged in evaluating and developing the interventions and services that affect them (McLaughlin, 2015), research environments are typically adult spaces in which children have less control.\ud \ud In this chapter, the author challenges research encounters shaped by adult perceptions of children and of children’s marginalised position in society. Using her research with children (aged 11-14 years old) who attended a targeted, socio-emotional programme, she discusses how behaviour change interventions can be understood fully only through the ‘unique voice’ of the child, not through inferences and assumptions on the part of researchers. The author’s case study illustrates how a child-focused, reflexive approach was used to guide the research process. Behaviour change drivers underpinning improvements in children’s wellbeing and facilitating their increased engagement in learning were understood through the unique, personal expertise of programme recipients. Children’s ‘voice’ is shown as being integral to a meaningful understanding of intervention effectiveness and to developing services to meet users’ needs most effectively.

Open wikis such as WikiEducator (WE) (http://www.wikieducator.org/Main_Page) lie at the intersection of two significant applications of learning technology: open educational resources (OERs), which are freely available materials that can be shared, modified, adapted, and reused in diverse learning contexts; and collaborative authoring environments. This chapter presents a case study of the use of open wikis in a single online postgraduate course in the College of Education at Massey University (New Zealand). The case discussion includes an illustration of the use of open wiki technology at WikiEducator within the course from two different points of view: the use of wikis as a presentation tool by the course teaching staff; and as a production tool by learners seeking to create OERs as part of an instructional design project. The chapter also links the challenges and opportunities associated with these points of view to wider possibilities and pressures attending the terrain in which contemporary higher education is situated.