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1541 Items
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Flexible role playing game engine for case studies in forensic accounting
Monica Pheny, Louis Shun
778-785
Flexible Learning and the Virtual Campus
Lisa Jacka, Julie Lindsay
e22154
Flagged by design?
The intersection of gender, racial and neurodiversity bias in AI proctoring and academic judgment
Mark Gorringe, Karen Williams, Duncan Murray
425-430
Five years’ experience of simulation-based learning in the therapy of serious infections
Student satisfaction and learning outcomes
Petra Czarniak, Ya Ping Lee, Alina Miranda, Kiran Parsons, Leanne Chalmers
278-283
First year student engagement, discussion forums, and reflections on mentoring practice
Mark Schier, Jennifer Curtin
931-933
Findings from a survey looking at attitudes towards AI and its use in teaching, learning and research
Edward Palmer, Daniel Lee, Matthew Arnold, Dimitra Lekkas, Katrina Plastow, Florian Ploeckl, Amit Srivastav, Peter Strelan
Finding voice and validity
Interactive oral assessment in graduate teacher education
Desmond Chia Chun Tan
380-385
Finding function in dysfunction - The role of a learning technologist
A case study of Panopto
Shareeni Kala, Mohammad Ladha
452-456
Finally, a Researcher Development and Education Skills Framework for an Open University
Juliet Aleta Villanueva, Hanna Rosario, Celeste Tayzon, Douglas Eacersall
71-72
Feeling supported: Enabling students in diverse cohorts through personalised, data-informed feedback
Lisa-Angelique Lim, Anthea Fudge, Shane Dawson
206-215
Fast and feral
Diversity, duplication and evolution in a university LMS
Carol Russell, John Paul Posada
829-837
Factors undermining motivation in place-based blended learning
Maggie Hartnett
439-443
Factors influencing students’ intentions toward generative AI tools
An ethics-trust-norms framework
Mazen Abdulwahab Asag, Md Abdullah Al Mamun
464-469
Factors Influencing Polytechnic Educators’ Behavioural Intentions to use Technology Enhanced Learning Tools: The Structural Equation Modelling Approach
Lee Wei Ching, David Kwok
e22080
Factors impacting the ability of ‘EdAdvisors’ to support and enhance technology-enhanced learning and teaching in Australian Higher Education
Colin Simpson
215-223
Factors associated with edvisor perceptions of their work being understood and valued are not what they seem
Colin Simpson, Jessica Frawley, Lina Markauskaite, Peter Goodyear
11-21
Factors affecting professor facilitator and course evaluations in an online graduate program
Amy Wong, Jason Fitzsimmons
1121-1125
Facilitating online integrity using OpenID
Tony McDonald
607-612
Facilitating holistic growth in a blended program
Students reflect on what worked and why
Ruth Smith
994-1000
Facilitating change
Tablet PC trials across two distance education focused universities
Birgit Loch, Wendy Fisher
548-558
Facebook in higher education promotes social but not academic engagement
Lisa Wise, Jason Skues, Benedict Williams
1332-1342
Extrinsic and intrinsic barriers in the use of ICT in teaching
A comparative case study in Singapore
Wenli Chen, Ashley Tan, Cheryl Lim
191-196
Extending video interactions to support self-regulated learning in an online course
Ysabella Van Sebille, Srecko Joksimovic, Vitomir Kovanovic, Negin Mirriahi, Romany Stansborough, Shane Dawson
262-272
Exploring the Use of Audio-Visual Feedback within 3D Virtual Environments to Provide Complex Sensory Cues for Scenario-Based Learning
Michael Garrett, Mark McMahon
412-422
Exploring the tension between return on investment and pedagogical design
Melanie Brown
1167-1169
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