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Andrew Joyce-Gibbons – Bath Spa University

Personal statement

Andrew is a former primary school teacher who has worked at Durham and UWE. His PhD focused on computer supported collaborative learning in a primary classroom.

His research interests include high-tech and low-tech remote collaborative learning (in the UK, Peru and Sierra Leone), professional learning networks and school leadership in the pandemic. You can find out more about his research on ResearchGate. 

Andrew is also the Pedagogical Director of Heroinas Peruanas - a non-profit association promoting social change through a better recognition of the lives of extraordinary Peruvian women. He is an active member of the International Society for the Learning Sciences (ISLS).

Academic qualifications

  • PhD.

Professional memberships

  • Senior Fellow of the Higher Education Academy.

Areas of expertise

  • Education Studies
  • Computer Supported Collaborative Learning
  • Development and Education.

Research supervision

  • Computer Supported Collaborative Learning
  • Technology Enhanced Learning
  • Collaborative Pedagogy.

Research and academic outputs

Go to ResearchSPAce

Catering for diversity in psychosocial and learning needs in a low-income country
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Mason, M, Galloway, D and Joyce-Gibbons, A (2021) 'Catering for diversity in psychosocial and learning needs in a low-income country.' In: Koh, C, ed. Diversifying learner experience: a kaleidoscope of instructional approaches and strategies. Springer, Singapore, pp. 191-206. ISBN 9789811598609

Writing in history
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Joyce-Gibbons, A (2017) 'Writing in history.' In: Bushnell, A and Waugh, D, eds. Inviting writing: teaching and learning writing across the primary curriculum. Sage, London, pp. 110-123. ISBN 9781473991620

Multi-touch technology to support multiple levels of collaborative learning in the classroom
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Mercier, E, Higgins, S, Burd, E and Joyce-Gibbons, A (2012) 'Multi-touch technology to support multiple levels of collaborative learning in the classroom.' In: 10th International Conference of the Learning Sciences: the Future of Learning, ICLS 2012 - proceedings. ISLS, pp. 187-191. ISBN 9780578107042

Exploring and comparing computational thinking skills in students who take GCSE Computer Science and those who do not
article

Gillott, L, Joyce-Gibbons, A and Hidson, E (2020) 'Exploring and comparing computational thinking skills in students who take GCSE Computer Science and those who do not.' International Journal of Computer Science Education in Schools, 3 (4). pp. 3-22. ISSN 2513-8359

Exploring synchronous, remote collaborative interaction between learners using multi‐touch tables and video conferencing in UK primary schools
article

Beauchamp, G, Joyce-Gibbons, A, McNaughton, J, Young, N and Crick, T (2019) 'Exploring synchronous, remote collaborative interaction between learners using multi‐touch tables and video conferencing in UK primary schools.' British Journal of Educational Technology, 50 (6). pp. 3214-3232. ISSN 0007-1013

Successful transition to secondary school in Tanzania: what are the barriers?
article

Joyce-Gibbons, A, Galloway, D, Mollel, A, Mgoma, S, Pima, M and Deogratias, E (2018) 'Successful transition to secondary school in Tanzania: what are the barriers?' Journal of International Development, 30 (7). pp. 1142-1165. ISSN 0954-1748

Closing the attainment gap: collaboration between schools in Sierra Leone
article

Mason, M, Galloway, D and Joyce-Gibbons, A (2018) 'Closing the attainment gap: collaboration between schools in Sierra Leone.' Educational and Child Psychology, 35 (1). pp. 27-39. ISSN 0267-1611

Mobile phone use in two secondary schools in Tanzania
article

Joyce-Gibbons, A, Galloway, D, Mollel, A, Mgoma, S, Pima, M and Deogratias, E (2018) 'Mobile phone use in two secondary schools in Tanzania.' Education and Information Technologies, 23 (1). pp. 73-92. ISSN 1360-2357

Facilitating collaborative learning between two primary schools using large multi-touch devices
article

McNaughton, J, Crick, T, Joyce-Gibbons, A, Beauchamp, G, Young, N and Tan, E (2017) 'Facilitating collaborative learning between two primary schools using large multi-touch devices.' Journal of Computers in Education, 4 (3). pp. 307-320. ISSN 2197-9987

Observe, interact and act: teachers’ initiation of mini-plenaries to scaffold small-group collaboration
article

Joyce-Gibbons, A (2017) 'Observe, interact and act: teachers’ initiation of mini-plenaries to scaffold small-group collaboration.' Technology, Pedagogy and Education, 26 (1). pp. 51-68. ISSN 1475-939X

The effects of room design on computer-supported collaborative learning in a multi-touch classroom
article

Mercier, E.M, Higgins, S.E and Joyce-Gibbons, A (2016) 'The effects of room design on computer-supported collaborative learning in a multi-touch classroom.' Interactive Learning Environments, 24 (3). pp. 504-522. ISSN 1049-4820

Multi-touch tables and collaborative learning
article

Higgins, S, Mercier, E, Burd, L and Joyce-Gibbons, A (2012) 'Multi-touch tables and collaborative learning.' British Journal of Educational Technology, 43 (6). pp. 1041-1054. ISSN 0007-1013

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