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A substantial amount of the heavy lifting associated with getting face-to-face courses online as part of the emergency remote teaching response to the global COVID-19 pandemic has fallen, at times rather awkwardly at the feet of teachers and trainers. Teachers and trainers have had to become both learning designers, and online tutors overnight. In many instances what we have seen as part of this pivoting to online learning is the perpetuation of existing classroom based pedagogical approaches. This has, in most instances equated to the delivery of live lectures via video-conferencing software (such as Zoom and Skype), or previously recorded classroom-based lectures being reused.

This paper explores the affordances of synchronous and asynchronous lecture video use in online learning based on the view that whilst pre-recorded videos are customary and can add added value to the online learning environment, they should be used based pedagogical pertinence, rather than through convenience or simply to save time.

The pedagogical nuances of online learning and student engagement must be broadly considered, so that the formation of conditions in which learning is most likely is at the forefront.

This is a viewpoint paper. Much of the paper is based on the views of the author – supported by references/research.

The purpose of this viewpoint paper is to address the privileged position that classroom learning continues to hold over online learning and to consider the nuances associated with space and place in learning design and teaching for online learners.

It is often believed that the learning that is undertaken in the classroom is superior to the learning designed and delivered for online delivery. In many instances online learners have been subjected to learning and teaching designed for the classroom – learning that is designed for a very different delivery mode, one in which space and place have a significantly different impact on learning, and where connectedness with teaching staff and other students is assumed.

No findings as this is a viewpoint paper.

No research implications as this is a viewpoint paper.

This paper has practical implications for learning designers and those involved in the design and development of online learning events.

No originality value as such as this is a viewpoint paper.

As online learning becomes more ubiquitous and particularly in consideration of the current need to move classroom based teaching online given Covid-19, it seems opportune to address the pedagogical differences between online and face-to-face teaching, so that online delivery moves beyond the paradigms of its face-to-face counterpart, such as the lecture. This paper explores the need for a fit for purpose pedagogical approach for online learning, as opposed to one in which a classroom based pedagogy is applied, often rather clumsily to an online learning environment.

The engagement of students in an online learning environment is closely associated with student success. The argument is that students who are actively engaged are more likely to learn and to achieve greater success. Student engagement is facilitated through the design and arrangement of the learning material, and by the presence, attitude and the facilitation of learning by the online teacher or trainer.

Rather than presenting any research findings this paper simply explores concepts relating to online learning design and online teaching.

The practical implication of this paper are better alignment between teaching/training interventions and learning design.

This paper is a viewpoint paper and is original. This paper has not been submitted elsewhere. 10; 10;This paper would be a valuable resource for those new to online learning or those looking to establish a fit for purpose approach to online learning.

As a means of better understanding learner success, higher education institutions, training providers, and corporate learning and development teams are contemplating the opportunities learning analytics affords. Simply put, learning analytics is the collection, analysis, and reporting of learner data, for the principle means of enhancing learning. It is argued that learning analytics – when available in a consistent and digestible format – not only provides educators with a clear view of the learners “footprint” but also allows for the means of navigating the broad spectrum of possible learning interventions. This brief paper outlines a clear definition of learning analytics and provides some suggestions on how learning analytics can assist in informing the decision-making relating to learning interventions for learning designers and educators via an evidence-based approach, one in which learner success is at the forefront.

Viewpoint paper

This paper has found that the collecting, reporting, predicting, and acting on learning analytics are more effective means of targeting adjustment to learning material, including interactive aspects, videos, text, discussion board activities, collaborative group work, assessment tasks, quizzes, branching scenarios, and teacher facilitated learning interventions.

This is not a research paper, and as such so no limitations/implications are presented.

This paper explores how this is undertaken using an evidence-based approach, one in which learner success is at the forefront.

This paper provides some practical strategies for trainers, educators, and learning designers.

Viewpoint paper

The intent of this paper is in readdressing Kolb’s work on learning styles and its relevance to the learning design process in online learning.

Not a research paper – viewpoint. No research has been conducted as such.

This paper introduces a number of learning design interventions aligned to Kolb’s learning styles inventory (LSI).

This paper is designed to assist practitioners (Learning Designers) design learning environments in consideration of Kolb’s LSI.

This is a viewpoint paper that revisits Kolb’s LSI.

The purpose of this paper is in providing guidance to human resource development and frontline managers in shaping employee learning at work.

This paper takes a viewpoint approach.

This paper builds on recent discussions on the inseparable nature of working and learning: peripheral management practice that facilitates employee learning (Cohen, 2014) to focus on the practical activities that frontline managers can do to promote and facilitate employee learning.

To the best of my knowledge and belief, this paper contains no material previously published or written by any other person, except where due reference is given in the text.

This paper aims to look at the peripheral management practice that facilitates employee learning. Such management practices are embedded or inseparable to working and being a good manager.

Point of view.

For many frontline managers and their employees, the separation between working and learning is often not apparent. There appears to be no clear distinction between when they are working and when they are learning.

Better development of organizational managers.

This paper highlights the informal nature of learning and working and builds on the understanding that much of the learning that occurs at work occurs as part of a social act, often involving managers and their employees. In this way, employee learning that is identified and facilitated by frontline managers is so often entwined in other management activity. Furthermore, this paper outlines some practical actions that organizations can undertake to aid greater frontline management involvement in employee learning.

In May 2012, nine men from the Rochdale area of Manchester were found guilty of sexually exploiting a number of underage girls. Reporting on the trial, the media focussed on the fact that eight of the nine men were of Pakistani origin, while the girls were all white. It also framed similar cases in Preston, Rotherham, Derby, Shropshire, Oxford, Telford and Middlesbrough as ethnically motivated, thus creating a moral panic centred on South Asian grooming gangs preying on white girls. Despite the lack of evidence that the abuse perpetrated by some Asian men is distinct from male violence against women generally, the media focus on the grooming gang cases has constructed a narrative in which South Asian men pose a unique sexual threat to white girls. This process of ‘othering’ South Asian men in terms of abusive behaviour masks the fact that in the United Kingdom, the majority of sexual and physical abuse is perpetrated by white men; it simultaneously marginalises the sexual and domestic violence experienced by black and minority ethnic women. Indeed, the sexual abuse of South Asian women and girls is invisibilised within this binary discourse, despite growing concerns and evidence that the men who groomed the young girls in the aforementioned cases had also perpetrated domestic and sexual violence in their homes against their wives/partners. Through discourse analysis of newspaper coverage of these cases for the period 2012‒2018, this paper examines the British media's portrayal of South Asian men – particularly Pakistani men – in relation to child-grooming offences and explores the conditions under which ‘South Asian men’ have been constructed as ‘folk devils’. It also highlights the comparatively limited newspaper coverage of the abuse experiences and perspectives of Asian women and girls from the same communities to emphasise that violence against women and girls remains an ongoing problem across the nation.

Approaches to the sociology of culture have largely been constituted around the long tradition of functionalism in sociology. This has hampered the field greatly. Among other shortcomings, this intellectual foundation has led to a limited understanding of ideology and civil society, a conservative political orientation and an overdeterministic view of social action and the actor. In this paper, I explore and then apply a new approach to the sociology of culture, one that attempts to conceptualize more robustly the dynamics of ideology, ideological conflict and civil society. As part of this project, I endeavor to map out a critical cultural perspective that establishes a multidimensional understanding of the contingency of social action.