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Higher education has witnessed continuous growth in online learning, further catalysed by the COVID-19 pandemic. Moving forward, it is important to transition from remote teaching to sustainable, high-quality and mature online learning practices for impactful student learning. This paper presents the findings of a qualitative multiple case study research that investigated the pedagogical decisions and rationales of educators and digital learning professionals in deliberately designed online learning contexts. Data were collected through 31 interviews, observations and documents from seven interdisciplinary design teams across six UK universities over an extended period. Three themes were constructed to convey key research insights including: (1) embracing a multi-level view of student learning journeys, (2) embedding multiple and diverse ‘voices’ and (3) creating a complex web of social learning opportunities and ‘spaces’. The findings from this study offer a revitalised understanding of pedagogies suggesting holistic and multivoiced approaches to online learning. Findings pointed to the need for narrative-based approaches to online learning design, attention to purposeful hybrid learning spaces and an expansive view of educators’ role. The insights presented in this paper can be enlightening for educators, teaching teams, digital learning teams, academic developers, researchers and university leadership, opening up dialogue and new directions for online learning practices and research.

Abstract Higher Education institutions across the world hold a moral and, in many cases, legal responsibility to make their educational offerings accessible and inclusive. Typically, universities may rely solely on checklists of recommendations, which although a key component of developing equitable and inclusive teaching, often fall short of accounting for the multifaceted range of attributes a holistic definition of inclusivity entails. This paper posits that there is a need for better understanding of potential implementation barriers, coupled with guidance and support for both practitioners as well as policy makers. Research reported in this paper presents an analysis of UK equality legislation as it relates to Higher Education and a range of institutional support documentation. This documentary analysis is used to explore, with practitioners, the opportunities for and barriers to implementing recommendations for inclusive learning at a highly selective, science focussed institution. The paper concludes in twenty-two recommendations for inclusive practice and offers them as a tool for others to use in the pursuit of developing more inclusive education, while giving readers the opportunity to learn from the experiences of the those from the research institution.

Abstract Introduction Neuroscience represents one of the most exciting frontiers in scientific research. However, given the recency of neuroscience as a discipline, its inter- and multi-disciplinary nature, the lack of educational research on brain science training, the absence of a national or global benchmark and the numerous neuroscience subfields, the development of the academic neuroscientist identity across career stages remains obfuscated. Neuroscience is not predominantly taught at the undergraduate level but presents as a postgraduate specialism, accepting graduates from a wide range of primary disciplines. Methods This work represents the first mixed-method study exploring the development of the neuroscientist identity at the postgraduate level at a high-ranking, research-intensive UK University. It combines responses from standardised self-efficacy and professional identity questionnaires and qualitative data from nineteen semi-structured interviews with alumni and academics. Results Key findings on influences, identity transitions, curricular skills and sense of belonging have been discussed. The results obtained can be mapped against the theoretical framework proposed by Laudel and Gläser in 2008, although some minor changes to the model have been suggested. Discussion Implementing active learning strategies and experiential assessments, designing mentoring opportunities and creating spaces for interaction can favour the transition from students to neuroscientists and contribute to an inclusive and diverse neuroscientific community.

Imported rice is perceived to have better cooking properties than locally grown rice in Nigeria and it has increased its market share while reducing patronage for local rice. Rice in Nigeria has many applications, including consumption as whole cooked grain or dumpling or use as an adjunct in making beverages. Eighteen varieties of parboiled milled local rice and three imported rice varieties, coded Ip1, Ip2 and Ip3, were studied for their cooking and functional properties using standard methods. There was a significant (p

In this study, seventeen (17) composite blends of broken rice fractions and full-fat soybean, formulated using response surface methodology and central composite design within a range of barrel temperatures (100-140 °C), initial feed moisture content (15-25%) and soybean composition (8-24%), were extruded with a twin-screw extruder and the expansion and color indices were optimized. The results indicated a significant (p