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Centre for Online and Distance Education

Teaching and Research Awards (TRAs)

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Our Teaching and Research Awards (TRAs) are aimed at supporting original pedagogic research studies that can provide evidence for innovative and effective practice in distance, on-line and technology-enhanced learning, teaching and assessment.

About the awards

TRAs provide support for research activities that enhance knowledge about, and methods of implementing, distance learning and teaching. They are open to staff throughout the University of London Federation and to CODE Fellows. TRAs have a value of up to £5000.

Successful Teaching and Research Award studies comprise original enquiries that will advance knowledge and improve the student experience in the field of distance and flexible learning and are normally followed by publication.

Teaching and Research Awards (TRAs) recipients

Team members	Federation member	Project
Annie Noble-Denny, Jo Elliott, Michael Page.	Queen Mary University of London	A digital evaluation of a bespoke online learning programme
Jed Odermatt, Dominic Pates, Arthur Shearlaw and Natalia Czuba	City, University of London	Working Together for Change: Strategic Approaches to Sustainability Education Through Authentic Group-based Assessments
Marie-Luce Bourguet, Zaheer Daleel, Megan Jones.	Queen Mary University of London	Evaluating an innovative approach to supporting teamwork online - co-created spaces in the metaverse
Jenefer Golding, Cornelia Shaimemanya, Lydia Mavuru, Hileni Kapenda, Suraiya Naicker	UCL, IOE, University of London	Pan-African, Southern African-led enhancement of doctoral supervision

Team members	Federation Member	Project
Nick Fisher, Pedro Elston, Matthew Simmons	Queen Mary University of London	Student outcomes, satisfaction and engagement - transforming a traditional medical degree to a blended format
Oscar Mwaanga	CODE Fellow & University of London	Understanding AI driven teaching and learning: Examining In-depth views of students and tutors who took part in an ‘AI Tutor’ intervention on two UoLW modules
Patricia Gorak-Stolinska, Natalia Bednarska	London School of Hygiene & Tropical Medicine	Evaluation of how the use of learning technologies to teach laboratory skills affects student outcomes; retention, progression, and satisfaction, for students on a distance learning programme
Peter Komisarczuk	Royal Holloway University of London	Cyber educational gaming for flipped online education

Team members	Member institution	Project
Roslyn Taplin	SOAS	Action research supporting change in graduate skills via online distance learning for the UN Sustainable Development Goals
Michele Milner	RVC	Blended learning frameworks in healthcare curricula: Supporting innovation and success
Matthew Yee-King, Mark D'Inverno	Goldsmith	Evaluating an innovative approach to teaching artificial intelligence and creativity
David Baume	CODE Fellow	In what particular ways does UoL ODL work well?

We made the following Teaching and Research Awards in 2020/21:

Team members	Member institution	Project
Dr Elizabeth Armitage-Chan, Kirsty Fox, Prof Stephen May	RVC	Distance learning through necessity or choice? Examining the impact on students’ engagement and achievement of learning outcomes.
Dr Tony Cornford, Dr Magda Hercheui, Dr Steve Smithson	LSE, UCL	Global syllabus local learning (Gloslo)
Dr Jane Secker, Peter Kogan, Thomas Hanley, Sarah Ney, Geraldine Foley	City, University of London	Exploring the student experience of asynchronous individual and collaborative online learning in International Politics undergraduate and postgraduate programmes
Dr Simon Katan, Edward Anstead	Goldsmiths, University of London	Exploring video streaming solutions for tutor-facilitated synchronous social learning sessions in the online environment Final report

We made the following Teaching and Research Awards in 2019/20:

Team members	Member institution	Project
Liz Wilkinson	The Careers Group, University of London	Evaluating the learning design of a career learning online micro-module, focusing on the impact of ipsative assessment, self-evaluation and self-reflection in increasing learning gain and depth.
Tierney Kinnison Claire Vinten Ruth Serlin Ayona Silva-Fletcher	Royal Veterinary College	Is there a difference in student experience and learning on the PGCert VetEd when comparing blended and online only delivery models?
Alan Tait Gwyneth Hughes	Centre for Online and Distance Education; UCL	Evaluating reforms in assessment practices in University of London Transnational programmes
Oscar Mwaanga Reetu Kansal	University of London Worldwide	Decolonising University of London Worldwide Curricula and Pedagogies: Towards a ‘Collaborative’ and ‘Transformational’ model for Decolonisation Project Report

We made the following Teaching and Research Awards in 2018/19:

Team members	Member institution	Project
Alberto Asquer Dr Inna Krachkovskaya	SOAS	Using chatbots to improve student progression and achievements in distance learning
Jennie Golding	UCL Institute of Education	METEA (Mathematics Education to Empower Africa) teacher educator development Project report
Dr Dionisia Tzavara Dr Ioannis Gkliatkis Dr Dimitrios Koufopoulos	University of Liverpool University of Hertfordshire University of London	Exploring students' perceptions about the effectiveness of simulation games in Business and Management Education
Justin O'Brien Dr Alex Reppel	Royal Holloway, University of London	"Can a multi-media, Moodle based critical analysis skills intervention encourage final year undergraduates to engage more deeply with the University of London library's digital learning resources?"

We made the following Teaching and Research Awards in 2017/18:

Team members	Member institution	Project
Dr Anna Foss Rebecca French Jenny Fogarty Alexandra Conseil	London School of Tropical Hygiene and Medicine	Development of a Virtual Peer Mentorship Scheme for Public Health MSc Students Undertaking a Research Project via Distance Learning Interim summary report Journal publication(Opens in new window)
Daksha Patel Atrid Leck	London School of Tropical Hygiene and Medicine	Assessment of Value Creation from MOOC Based Learning Towards Global Elimination of Trachoma 2020 (GET 2020)
Dr Kathleen O’Reilly Anne Tholen Jenny Fogarty Dr Anna Foss Professor Graham Medley	London School of Tropical Hygiene and Medicine	Supporting Distance Learning Students’ Needs when Learning 'Quantitative Skills; Application to Modelling the Dynamics of Infectious Diseases
Dr Myrrh Domingo Dr Amos Paran Dr Andrea Révész Alessandra Palange	UCL Institute of Education (IoE)	Exploring factors that influence the impact of MOOC learning on participants’ professional practice Summary Final Report

We made the following Teaching and Research Awards in 2015/16:

Team members	Member institution	Project
Stylianos Hatzipanagos	King's College London	Designing Peer Formative Assessment with Open Badges in Online Learning Environments
Tim Neuman	University College London	Next generation blended learning
Sally Parsley	London School of Hygiene and Tropical Medicine	Exploring the use of text mining to support effective social learning in an international, open, online course
Lee-Ann Sequeira	London School of Hygiene and Tropical Medicine	Formative Multiple-choice Questions: how can technology-enhanced learning to be used to promote deep learning among distance learners?

We made the following Teaching and Research Awards in 2014/15:

Team members	Member Institution	Project
Dr Steven Warburton	Kings College London	Design patterns for Massive Open Online Courses
Dr J Simon Rofe	SOAS	“The Motivation and the Medium”: Understanding the student’s perspective on their choice of learning medium
Dr Clare Brooks	IoE	Exploring the experience of learning on a MOOC
Maylyn Tan	Singapore Institute of Management	Investigating the benefits of a mentoring-based induction programme

We made the following Teaching and Research Awards in 2013/14:

Team members	Member Institution	Project
Clare Brooks	IOE	Integrating library literacy through distance learning module design
Jonathan San Diego	KCL	Learning Analytics, students’ Online participation and academic performance
Christine Thuranira-McKeever	RVC	Sponsored/scholarship students: Does additional support in the form of teaching and in-country institutional support have an impact on their retention, progression and level of achievement?
Patricia McKellar	Laws	An e-publishing platform for legal education: Phase II: A study to explore the use of e-books, e-readers and tablet computing in the delivery of learning materials to enhance the student learning experience.

We made the following Teaching and Research Awards in 2012/13:

Team members	Member institution	Project
Niall Winters, Olajide Jolugbo, Micah Matiangi, Caroline Mbindyo, Chris Joynes	London Knowledge Lab	Peer Learning and Knowledge Sharing for Distance Learning Students using Mobile Phones
Gwyneth Hughes, Kaori Okumoto, Elizabeth Wood	IOE	Implementing Ipsative Assessment
Jacqueline Bloomfield, Anne Jones	Florence Nightingale School of Nursing and Midwifery, KCL	Using E-Learning to support Clinical Skills Acquisition: Exploring the Experiences and Perceptions of Postgraduate First Year Pre-Registration Nursing Students
Alexander Finlayson, Molly Fyfe, Susannah Whitwell	King’s Centre for Global Health, KCL	Distance Peer Education for Global Mental Health: How and what are Students Learning?
Stylianos Hatzipanagos, Charles Kasule, Patricia McKellar, Steven Warburton	King’s Learning Institute, KCL	Open Educational Resources in Distance Education: Adopting a Model of Open Learning in Academic Practice
Jane Pritchard, Neil McLean	Teaching and Learning Centre, LSE	Developing a PG Certificate in Higher Education for Teachers at ICEF Moscow