Education Observatory

Research in Education at the University of Wolverhampton


Methods: Modernisation of Teaching Methodologies in Higher Education

With three years and almost €1m this project has embedded best practice in ICT in Education through knowledge, tools and infrastructure in universities in Jordan and Pakistan.

RESEARCH TEAM: Karl Royle (Project Lead) Dr David Scott, Prof John Traxler, Diana Bannister, Amy Welham (Project Support)

Completed Projects
Digital and post-digital learning
Higher Education


The aim of the METHODS project is to raise the competencies of individual learners to become active members of the knowledge society by enhancing the learning process of students and acquiring 21st Century competencies to become autonomous and active learners.

METHODS is about working with four Jordanian Universities, four Palestinian Universities and six European partners to jointly develop and trial MOOCs, Flipped Learning and Project Based Learning in a range of undergraduate and postgraduate courses. Our role on the project has been evaluation, quality assurance and learning design around agile teaching and learning.

Key Activities

  • Digital habits survey with over 1200 respondents.
  • Student course evaluation survey.
  • Focus groups on the student experience of METHODS courses.

“We are now more like expert colleagues rather than lecturers."

Project Partners

  • The University of Jordan
  • Birzeit University
  • The Hashemite University
  • An-Najah National University
  • Palestine Polytechnic University
  • University of Wolverhampton
  • Leipzig University of Applied Sciences
  • University of Deusto
  • Plovdiv University
  • Universitat de Girona
  • World University Service of the Mediterranean
  • Jordan University of Science and Technology
  • Bethlehem University
  • Al-Zaytoonah University of Jordan
  • Aalborg University Copenhagen

This project has been funded with support from the European Commission.


  • Project based learning is a big hit with students who report greater engagement with learning and higher satisfaction.
  • PBL hard work but FUN!
  • Flipped learning was also valued.
  • Courses on line without pedagogical change were not liked.
  • Student participation in learning and controlling their own outcomes leads to enhanced student experience.
  • Universities need to support digital tools that focus on presenting and publishing as much as information searching.
  • Unsurprisingly, most students access the internet using mobile devices so these should be utilised in participatory learning.
  • Learning designs that promote digital literacy should be encouraged and digital literacy skills should be part of the curriculum.
  • Lecturers reported that they enjoyed using flipped learning and PBL although it was harder work.