Conferences

All Items

• Adapting assessment for/despite generative artificial intelligence a national guidance framework

  Jason Lodge, Michael Henderson, Christine Slade, Chris Deneen

• Adaptability of academic integrity procedures and practices in the COVID-19-accelerated transition to online assessment

  Meena Jha, Simon, Regina Berretta, Ayse Bilgin, Judy Sheard, Lakmali Jayarathna, Sander Leemans, Trina Myers

  299-303

• Adaptability in transitioning to an innovative digital learning platform among educators in health sciences

  Abirami Ramalingam, Sharyn Carnahan, Accamma Oommen, Alex Gavino, Lisa Casanelia, Saher Ali, Hannah Wechkunanukul

  23-24

• Active learning in the time of the pandemic: Report from the eye of the storm

  Iwona Czaplinski, Christine Devine, Martin Sillence, Andrew Fielding, Oliver Gaede, Christoph Schrank

  263–272

• Active and online Three case studies of learner engagement

  Stephanie Wilson, Carmen Vallis, Elaine Huber, Dewa Wardak

  264-274

• Actionable recommendations for redesigning a pre-clinical dental course Simulations and students’ perceptions of epistemic setting

  Punyanit Rungnava, Lina Markauskaite, Peter Goodyear

  243-252

• Acting with integrity online Some questions for educators

  Bill Anderson, Mary Simpson

  35-39

• Achieving meaningful online learning through effective formative assessment

  Joyce Gikandi

  452-454

• Achieving incremental successes in courseware development through prototyping

  Soo Teong Beng, Liew Seng Seh

  936-941

• Achieving academic engagement? The landscape for educational technology support in two UK institutions

  Tom Browne, Martin Jenkins

  89-94

• Acceptance of e-learning among distance learners A Malaysian perspective

  Bibiana Lim Chiu Yiong, Hong Kian Sam, Tan Kock Wah

  541-551

• Academic staff take the lead Experimenting with social software at Deakin University

  Gayani Samarawickrema, Elizabeth Stacey, Colin Warren

  875-884

• Academic perceptions of the use of Lectopia A University of Melbourne example

  Shanton Chang

  135-144

• Academic literacy development A multiple perspectives approach to blended learning

  Katherine Gilliver-Brown, E. Marcia Johnson

  332-337

• Academic involvement with the LMS An exploratory study

  Ken Clark, Colin Beer, David Jones

  487-496

• Academic integrity compliance and education

  Margaret Hamilton, Joan Richardson

  382-388

• Academic conversations in cyberspace A model of trialogic engagement

  Teresa De Fazio

  231-240

• Academic analytics in a medical curriculum Enabling educational excellence

  Martin Olmos, Linda Corrin

  930-941

• A ‘learn’ing space for lecturers

  Susan Tull, Barry Brooker

  1053-1055

• A vision for truly adaptable and accessible learning objects

  Stavroula Gkatzidou, Elaine Pearson

  340-342

• A user-centred approach to understanding the support needs of university teachers using a Learning Management System: A Pilot study

  Silvia Vogel, Kirsten Schliephake, George Kotsanas

  593-597

• A three tier model to promote the institutional adoption of learning analytics

  Steven Warburton, Irina Elgort, Derek White

  330-339

• A systematic approach to learning design for supervisor training in Ophthalmology Education

  Jorge Reyna, Santosh Khanal, Victoria Baker-Smith, Ellen Cooper

  32-36

• A survey on online teaching preference among pre-service teachers in Malaysia Andragogy vs pedagogy

  Zaidatun Tasir, Norah Md Noor, Jamalludin Harun, Nurul Syazwani Ismail

  1022-1027

• A spectrum of assessments

  Rina Shvartsman, Stephen Abblitt

  328–337