Key Issues for Quantitative Research in Educational Psychology in Higher Education

We will discuss how to raise the quality of quantitative research in higher education from an educational psychology perspective. We will consider what key questions need to be addressed to improve our knowledge of learning and teaching in this field, and consider how research might answer these.

Lead Presenter/Host

Louise Taylor, PhD, CPsychol, is a Professor of Education and Student Experience at Oxford Brookes University in the School of Psychology and Social Work. She is a National Teaching Fellow and Principle Fellow of the HEA. She is a Senior Editor for the Journal of University Teaching and Learning Practice, and leads the OAPA course on Becoming a Journal Editor. She has published in leading journals including Studies in Higher Education and British Journal of Educational Psychology, and is a peer reviewer for several international higher education journals. For 4 years, she was also co-editor of Psychology Teaching Review, published by the British Psychological Society. She co-leads ‘T-FUN’, a Teaching-Focused University Network for those on this academic career path, and is Director of ‘Real-HE’, the Oxford Brookes University centre for ‘Research About Learning in HE’.

Linkedin:  Louise-psychol

Bluesky: @louise-psychol.bsky.social

Presenter 2

 Dr. Hai Min Dai is an Associate Professor in Education at Shanghai Jiao Tong University. Her research focuses on human-AI interaction, women’s living experiences in different social settings, and cross-cultural communication. Dr. Dai has authored articles published in top-tier journals such as Computers & Education, Computers in Human Behavior, British Journal of Educational Technology, Interactive Learning Environments, Journal of Computer Assisted Learning, and Higher Education. 

She has served as Principal Investigator and Co-Investigator for eleven research projects funded by institutions in China, the UK, Australia, and Macao SAR. Additionally, she serves as an Associate Editor for the Journal of University Teaching and Learning Practice, a guest editor for the special issue on generative AI in the British Journal of Educational Technology, and a committee member of the International Society for STEM in Education (ISSE).

ResearchGate: Hai Min Dai

Presenter 3
Dr Sarah Rose is an Associate Professor of Child psychology and Education at University of Staffordshire with expertise in the scholarship of teaching and learning.  She takes an active role in enhancing colleagues’ pedagogic scholarship skills, encouraging the application of psychological theory within education contexts and supporting the dissemination of scholarly activities. She is an associate editor for the Journal of University Teaching and Learning Practice and has published in  Assessment & Evaluation in Higher Education and Active Learning in Higher Education.  

LinkedIn: www.linkedin.com/in/sarah-rose-65a81535

Presenter 4

Dr David Playfoot is a Senior Lecturer at Swansea University, UK, where he is Head of Learning and Teaching for the School of Psychology. His background is in cognitive psychology which he now applies to higher education pedagogy research. He is a Senior Fellow of the Higher Education Academy and serves as an Associate Editor for the Journal of University Teaching and Learning Practice, Educational Psychology section. He has published educational research in Assessment and Evaluation in Higher Education, The Internet and Higher Education, and Personality and Individual Differences. He is also Co-Director of the Student Wellbeing and Outcomes Research Network (SWORN)

Presenter 5

Dr. Richard Remedios is an Associate Professor of Student Motivation and Engagement at Nottingham Trent University, England, UK. He is an Associate Editor for the British Journal of Educational Psychology. He has published work across a range of motivational subjects https://scholar.google.co.uk/citations?user=hj7gUuQAAAAJ&hl=en (H10=25). He is currently researching the effects of parents' motivational messages on student motivation and achievement, and maths anxiety in the transition to high school. He has also written theoretical papers on the use of motivational theory specifically in employability and more generally in the teaching of Psychology.

Twitter: @rremediosva

Linked in: www.linkedin.com/in/richard-remedios-b1216a28

Presenter 6

Dr Hilary Ng is an Assistant Professor at Hong Kong Metropolitan University. Her research applies her background in social and cross-cultural psychology and education technologies to investigate contemporary issues in teaching and learning.  She serves as an Assistant Editor for the Journal of University Teaching and Learning Practice. She has published psychology and educational research in various journals, including Applied Psychology, Interactive Learning Environment, International Journal of Intercultural Relations, Anxiety, Stress, & Coping, and Personality and Social Psychology Bulletin. She also advocates a constructivist approach in teaching with an aim to promote equity, diversity, and inclusion.