Conferences

All Items

• Rationale, restrictions and responses Online academic development to promote a community of practice

  Terry Timberlake

  1047-1055

• Rapid response to supporting learning and teaching: A whole of university approach

  Chris Campbell, Simone Poulsen

  26-35

• R U there yet? Using virtual classrooms to transform teaching practice.

  Lina Pelliccione, Tania Broadley

  749-760

• Quiz me if you can What interactive video engagement data tells us about achievement

  Ekaterina Pechenkina

  9-18

• Question Dosage in MOOCs An Empirical Investigation

  Sadia Nawaz, Katherine Mayle, Grace Martens, Rebecca Stein, Ryan Shaun Baker

  630-634

• Quasi-synchronous discussions: A proposal to measure the effect of Teams on cooperation, belonging, emotion and interactions

  Adrian Norman, Michael Cowling, Kwong Nui Sim, Michael Sankey

  e22149

• Quantifying the benefits of narrated screen capture videos

  Lyndon Walker

  1031-1034

• Quality management and the web-enhanced learning space Report from an on going case study

  Mary Jane Mahony, Ann Applebee, Stephen Sheely, Beatrice Johnson, Alison Blair, Paula Williams

  609-613

• Quality in the e-landscape A collegial and developmental approach

  Helen Correia, Janne Malfroy, Tim Griffin, Jennifer Ireland, Lynnae Rankine

  197-201

• Qualitative curriculum mapping of technological skills Insights from a case study

  Juan Fischer

  59-60

• qp.unimelb The QuickPoll tool for in-class polling

  Peter Tregloan, David Adam, Patrick Maslen, Damien Sweeney, Josella Rye

  999-1001

• Putting whanaungatanga at the heart of students’ online learning experiences

  Cheryl Brown, Maggie Hartnett, Matiu Ratima, Dianne Forbes, Ashwini Datt, Dilani Gedera

  e22146

• Publishing and perishing The critical importance of educational design research

  Thomas C. Reeves, Susan McKenney, Jan Herrington

  787-794

• Providing timely assignment feedback to large online student cohorts

  Lorraine Fleckhammer, Lisa Wise

  343-352

• Providing equitable education through personalised adaptive learning and assessment

  Punithavathy Palanisamy, Shamini Thilarajah, Zihui Chen

  202-207

• Prompting, privilege, and pedagogy A decolonial position on Generative AI in the university

  Richard McInnes, Laura Airey

  297-302

• Promoting teacherpreneurship in creative education through Instagram

  Himasha Gunasekara, Cheryl Brown , Billy O'Steen

  117-125

• Promoting student engagement and preparation in flipped learning’s pre-class activities: A systematic review

  Jessica Shan Mei Yang

  125–133

• Profiling Language Learners in the Big Data Era

  Mauro Ocaña, Hassan Khosravi, Aneesha Bakharia

  237-245

• Professional standards for learning design Mapping values, practices and professional identity

  Michael Henderson, Keith Heggart, Nhung Nguyen, Simon Paxton, Jacqueline Trebilco, Scott Bradey, Lila Azouz

  129-131

• Professional knowledge building in Online Learning Community (OLC) Embracing the unknown future

  Eunice Sari, Jeremy Pagram, Cher Ping Lim

  864-868

• Professional development online Ethics education for accountants and business managers

  Josie Fisher, Cathryn McCormack

  319-323

• Professional development and Web 2.0, can the space make a difference?

  Colin Warren

  1082-1084

• Productive failure in inquiry learning in a multi-user virtual environment

  Shannon Kennedy-Clark, Michael Jacobson, Peter Reimann

  524-527

• Process not product: Negotiating innovative interdisciplinary honours outcomes

  Grant Ellmers, Chris Moore

  78–83