Vol. 20 No. 7 (2023): Quarterly Issue 4

DOI: https://doi.org/10.53761/5afr5755

Published: 2024-07-15

Editorial

Editorial: Artificial Intelligence is Awesome, but Good Teaching Should Always Come First.

Joseph Crawford, Carmen Vallis, Jianhua Yang, Rachel Fitzgerald, Christine O'Dea, Michael Cowling
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Educational Technology

Learning with Generative Artificial Intelligence Within a Network of Co-Regulation

Jason M. Lodge, Paula de Barba, Jaclyn Broadbent
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Exploring Cross-Cultural Teacher Perspectives on Student Engagement in Virtual Learning Environments During The COVID-19 Pandemic

Ishaq Al-Naabi, Javier Cifuentes-Faura, Louert To, Deborah Odu Obor
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University Student Perceptions of Online Learning in Jordan

Khleef Alkhawaldeh, Sarah Eldurini, Dima Alrai, Sara Yaghmourian
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A Wolf in Sheep’s Clothing? Critical Discourse Analysis of Five Online Automated Paraphrasing Sites

Kay M. Hammond, Patricia Lucas, Amira Hassouna, Stephen Brown
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Developing Teaching Practice

The Flinders University/TAFE SA Bachelor of Creative Arts dual award model: A case study

Michelle Gander, Eric Bouvet
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Utilising Features of Sport Commentating to Provide a Framework for Co-Teaching the Online Lecture

Christopher E. Jones, Gabriel G. Perrone
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Curriculum and Assessment Design

The Mindful Interactions (MI) tool: promoting student mental health in tertiary education

Elspeth Stephenson, Helen Yost
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Student Experience

Exploring disruption through the lens of an adapted Five Senses Framework

Theresa Ashford, Peter A. Innes, Karen Hands, Sarah Casey, Jacqueline Blake
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Tutors’ Responses to Student Disclosures: From “Suicidal Ideation to “Feeling a Little Stressed”

Alexander Walker, Sandi L. Tait-McCutcheon, Amanda Gilbert
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Choose your own adventure: understanding why students prefer certain types of assessment

Ryan Jopp, Jessica L. Pallant, Heather Russell
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