Conferences

All Items

• Identifying discriminating variables that determine mobile learning adoption by educators An initial study

  Kathryn MacCallum, Lynn Jeffrey

  602-608

• Identifying conflicting demands for a balanced teaching approach

  Duncan Murray, Karen Williams, Gediminas Lipnickas

  414-419

• IDE vs. pen-and-paper showdown - Performance and perceptions of testing first-year IT students’ programming skills

  David Harris, Garry Stewart Von Itzstein, Douglas Kelly, Elizabeth Smith

  430-434

• ICTs in the daily lives of Australian students

  Matthew Riddle

  800-801

• ICT-assisted multi-campus teaching Principles and practice to impact equity of experience for students

  Alan Anderson, Elizabeth Date-Huxtable

  85-92

• ICT supported scaffolding of generic skills acquisition by first year students A collaborative approach

  Alanah Kazlauskas, Ann Applebee

  485-489

• ICT for (I)nspiring (C)reative (T)hinking

  Ben Northcott, Iwona Miliszewska, Eva Dakich

  761-768

• ICT as learning media and research instrument What eResearch can offer for those who research eLearning?

  Lina Markauskaite, Rob Philips, Jan Herrington, Peter Reimann, Shannon Kennedy-Clark, Kate Thompson, Vilaythong Southavilay

  840-841

• i-Survive Project Investigating the use of Internet-enabled mobile phones and social networking in disasters and emergencies

  Julie Willems

  1319-1321

• Human-led, tech-empowered Evaluating educational AI tools for impact, ethics and pedagogy

  Joan Sutherland, Nicholas English

  146-147

• How worked example Echo360 videos and embedded polls with students as partners improved learning outcomes in accounting

  Elizabeth Marsland, Andrew Kemp, Kate Hogarth

  374-379

• How to build a learning designer Co-designing a training program for/with/as novice learning designers

  Stephen Abblitt, Stephanie Davis, Tanya D'Rozario, Thien Ho, Yovinah Pariah, Reza Rasouli

  1-11

• How technology enhanced learning strategies affect healthcare students’ engagement? A mixed methods study

  Michelle Chen, Rania Salama, Tina Hinton

  e22206

• How teacher presence engages and supports online female postgraduate students

  Claire Shannon, Deb Clarke

  e22098

• How simulated learning can support a more diverse inclusive society

  Petra Czarniak, Ivan Bindoff, Leanne Chalmers, Ya Ping Lee, Vetri Thirthar Palanivelu, Kiran Parsons, Lisa Tee

  368-373

• How experienced teachers learn in the information age

  Natalie Senjov-Makohon

  963-968

• How does pre-service teacher preparedness to use ICTs for learning and teaching develop during the first two years of teacher training?

  Lincoln Gill, Barney Dalgarno

  371-381

• How does hypermedia support learning? The role of different representational formats and varying levels of learner control for the applicability of multimedia design principles

  Maria Opfermann, Peter Gerjets, Katharina Scheiter

  615-622

• How does assessment design shape the learning space of a distance course?

  Irina Elgort

  256-260

• How do we value academic time?

  Mark A Schier

  12-19

• How do students ‘get learning’? Unexpectedly diverse pathways in an activity based, online orientation site

  Helen Wozniak, Mary Jane Mahony, Jenny Pizzica, Marianna Koulias

  1104-1108

• How do postgraduate students learn and integrate knowledge of the learning sciences?

  Lina Markauskaite, Peter Reimann

  587-589

• How can renewable assignments enhance students’ graduate attributes? Insights from an action research project

  Eseta Tualaulelei, Yosheen Pillay

  e22107

• How can EdTech support graduate employability?

  Kirsty Kitto

  e22184

• How can EdTech Personalise the Instruction for Tertiary Students Requiring Mathematics Support?

  Benjamin Halpin, Paul Trotter, Robert Vanderburg

  415-419