Jamie Costley
- Leading Research Fellow: Institute of Education / International Laboratory of Research and Design in elearning
- Jamie Costley has been at HSE University since 2020.
Education and Degrees
Kongju National University
Kongju National University
Courses (2022/2023)
- Instractional Design (Postgraduate course; Faculty of Social Sciences field of study Education and Pedagogical Studies; 2 year, 1 semester)Rus
- Past Courses
Courses (2021/2022)
- Designing Instruction for Online Settings (Master’s programme; Institute of Education field of study Public Administration; 2 year, 4 module)Eng
- Designing Instruction for Online Settings (Master’s programme; Institute of Education field of study Pedagogy, field of study Pedagogy, field of study Public Administration, field of study Public Administration; 1 year, 4 module)Eng
- Instractional Design (Postgraduate course field of study Education and Pedagogical Studies; 2 year, 1 semester)Rus
Courses (2020/2021)
- Instructional Design (Master’s programme; Institute of Education field of study Public Administration, field of study Public Administration; 2 year, 2, 3 module)Eng
Employment history
2019/03/01 – 2020/08/31 Assistant Professor
2019/03/01 - 2019/07/01 Adjunct Lecturer
2019/01/01- 2020/01/01 Researcher
2018 Ph.D Examiner
2017/01/03 - 2020/08/31 Adjunct Lecturer
2012/03/01 - 2013/07/01 Adjunct Lecturer
2012 - 2015 Team Leader
2010 - 2018 Instructor
2009/03/01 - 2019/07/01 Visiting Professor
2009 - 2015 Adjunct Lecturer
2004 - 2009 English Instructor
Active vs. Passive Teaching in Close-up: Implications for Student Success at University
In an era where the demand for innovative educational strategies is paramount, the effectiveness of teaching methods in fostering student learning has come under scrutiny. A recent study by Evgeniy Terentev, Irina Shcheglova, Denis Federiakin, Yuliya Koreshnikova, and Jamie Costley delves into the contrasting realms of active and passive teaching approaches within the context of economics and management education at a leading Russian university. By examining how these teaching methodologies influence student performance across various cognitive levels, the authors aim to shed light on the vital role of instructional practices in preparing students for success in an increasingly complex and competitive knowledge economy.
Does Higher-Order Thinking Boost Student Satisfaction?
Student satisfaction is crucial for universities aiming to improve education and keep students engaged. Irina Shcheglova, Jamie Costley, Elena Gorbunova, and Christopher Lange delve into whether tasks that require higher-order thinking skills (HOTS) make students more satisfied with their academic experiences.
The HSE Look July Issue
The third issue of 2021 presents interviews about HSE University's new Master's standard.