Conferences

All Items

• Immersive professional learning to foster technology- enabled peer-review

  Gayani Samarawickrema, Olga Gavrilenko

  7-11

• Identifying the use of online social networking in higher education

  Suraya Hamid, Shanton Chang, Sherah Kurnia

  419-422

• Identifying the components of foundational Artificial Intelligence (AI) literacy - Early results from a Delphi study

  Kathryn MacCallum, David Parsons, Mahsa Mohaghegh

  157-166

• Identifying the characteristics of e-learning environments used to support large units

  Kathie Goldsworthy, Lynnae Rankine

  338-345

• 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 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 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