A piece in this week’s Higher is worth a look. Graham Gibbs is writing on the usefulness of specific kinds of contact and the learning gains that can be achieved.

Much of this is based on his recently republished paper “Dimensions of Quality”, previously referenced in this blog.

I don’t ink the outcomes should be any surprise, but it’s always useful to see the assertions backed by research.

I think the key issue raised is about how we communicate to students, and their parents, about how higher education actually works. The simplistic measure of percentage scheduled teaching time publicised in Key Information Sets is at best unhelpful, and at worst, deliberately misleading.