Purpose: This paper provides an analysis and insight into undergraduate student views concerning the use of virtual reality technology towards whether it has the potential to support and provide novel pedagogical avenues towards teaching and learning in higher education. The purpose of this paper is to ascertain student views about the application of VR technology within their degree programmes from a pedagogical perspective in addition to identifying potential challenges to VR adoption. Design/methodology/approach: The research design adopted a mixed methods approach through the use of a questionnaire that was disseminated to undergraduate students studying in the discipline area of the creative industries. Through a series of open and closed questions, student views on VR adoption in higher education were analysed both quantitatively and qualitatively. The results were analysed statistically through a series of Mann–Whitney and Kruskal–Wallis tests. The qualitative statements were contextualised in the overall perspective of the research with the more relevant viewpoints identified to coincide with aspects of VR discovered in the literature. Findings: The predominant findings of the research indicated that the majority of the students considered the use of VR to have useful pedagogical implications though not all findings were positive. The findings provided a sound overview of the benefits and potential drawbacks of VR use in general with a more specific focus in an educational context. Research limitations/implications: Limitations of the research include the lack of overall generalisations that can be formed from the study due to the sample size and the fact that the results were based from one specific academic institution. Practical implications: The findings of the research will provide educators with an insight into various perceptions of VR adoption within higher education. This will aid towards allowing them to reflect on whether VR is an appropriate tool to integrate within their curriculum and pedagogical approaches towards course delivery. Originality/value: Though several studies have explored the use of VR in multiple contexts and subject areas, there still needs to be more research towards its potential drawbacks in a teaching and learning scenario and how to resolve these issues.

Additive Layer Manufacturing (ALM) is an innovative net shape manufacturing technology that offers the ability to produce highly intricate components not possible through traditional wrought and cast procedures. Consequently, the aerospace industry is becoming ever more attentive in exploiting such technology for the fabrication of nickel-based superalloys in an attempt to drive further advancements within the holistic gas turbine. Given this, the requirement for the mechanical characterisation of such material is rising in parallel, with limitations in the availability of material processed restricting conventional mechanical testing; particularly with the abundance of process parameters to evaluate. As such, the Small Punch Creep (SPC) test method has been deemed an effective tool to rank the elevated temperature performance of alloys processed through ALM, credited to the small volumes of material utilised in each test and the ability to sample material from discrete locations. In this research, the SPC test will be used to assess the influence of a number of key process variables on the mechanical performance of Laser Powder Bed Fused (LPBF) Ni-based superalloy CM247LC. This will also include an investigation into the influence of build orientation and post-build treatment on creep performance, whilst considering the structural integrity of the different experimental builds.

Advanced manufacturing encompasses the wide range of processes that consist of “3D printing” of metallic materials. One such method is Electron Beam Melting (EBM), a modern build technology that offers significant potential for lean manufacture and a capability to produce fully dense near-net shaped components. However, the manufacture of intricate geometries will result in variable thermal cycles and thus a transient microstructure throughout, leading to a highly textured structure. As such, successful implementation of these technologies requires a comprehensive assessment of the relationships of the key process variables, geometries, resultant microstructures and mechanical properties. The nature of this process suggests that it is often difficult to produce representative test specimens necessary to achieve a full mechanical property characterisation. Therefore, the use of small scale test techniques may be exploited, specifically the small punch (SP) test. The SP test offers a capability for sampling miniaturised test specimens from various discrete locations in a thin-walled component, allowing a full characterisation across a complex geometry. This paper provides support in working towards development and validation strategies in order for advanced manufactured components to be safely implemented into future gas turbine applications. This has been achieved by applying the SP test to a series of Ti-6Al-4V variants that have been manufactured through a variety of processing routes including EBM and investigating the structural integrity of each material and how this controls the mechanical response.

Purpose: This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.Design/methodology/approach: The research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.Findings: The research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.Originality/value: The study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.

The realisation of employing Additive Layer Manufacturing (ALM) technologies to produce components in the aerospace industry is significantly increasing. This can be attributed to their ability to offer the near-net shape fabrication of fully dense components with a high potential for geometrical optimisation, all of which contribute to subsequent reductions in material wastage and component weight. However, the influence of this manufacturing route on the properties of aerospace alloys must first be fully understood before being actively applied in-service. Specimens from the nickel superalloy C263 have been manufactured using Powder Bed Direct Laser Deposition (PB-DLD), each with unique post-processing conditions. These variables include two build orientations, vertical and horizontal, and two different heat treatments. The effects of build orientation and post-process heat treatments on the materials’ mechanical properties have been assessed with the Small Punch Tensile (SPT) test technique, a practical test method given the limited availability of PB-DLD consolidated material. SPT testing was also conducted on a cast C263 variant to compare with PB-DLD derivatives. At both room and elevated temperature conditions, differences in mechanical performances arose between each material variant. This was found to be instigated by microstructural variations exposed through microscopic and Energy Dispersive X-ray Spectroscopy (EDS) analysis. SPT results were also compared with available uniaxial tensile data in terms of SPT peak and yield load against uniaxial ultimate tensile and yield strength.

Purpose: The purpose of this paper is to investigate an area of growing importance that is widely recognised in the literature relating to the issue of how to improve ways that assessments and feedback are provided to students within higher education. This paper reports on a study that aimed to explore the views of both educators (n=70) and students (n=540) on feedback and feed-forward at a UK university. The study also investigated their experience and attitudes to social media applications as a means of enhancing access to feedback within the context of mobile learning.Design/methodology/approach: The research approach adopted in this study predominately conforms to a quantitative research design though embeds elements of qualitative research via a “mixed methods” approach. The overall methodology of the paper adheres to an exploratory case study in a higher education environment to identify various issues and approaches that could be addressed or enhanced to aid ways that assessments and feedback are disseminated to students within higher education.Findings: Participants’ views were sought in relation to students receiving learning materials, as well as feedback from tutors directly to their smartphones and mobile devices. In addition, the study explored possible reasons for students not wanting to use social media and mobile devices for their learning and feedback. Overall, the results indicated a positive attitude on the part of educators and students to using mobile devices and social media applications for teaching and learning purposes.Research limitations/implications: The case study presented in this paper draws on findings from one higher educational institution. Further research is required to determine the generalisability of the findings to allow comparison of the findings to be undertaken within other higher education institutions.Originality/value: The originality of the paper is that it provides detailed empirical evidence and findings that provide several important implications in relation to enhancing the student learning experience and providing considerable improvements to the way that feedback is provided that make it more likely that students will take more notice to feedback and act upon it. This in turn enables educators to better plan and manage their teaching and student experience online and through students’ mobile devices. The value of this study is that it explores views of both educators and students, whereas many other previous studies tend to focus on the views of either educators or students.