Teaching and Learning Forum 2013 Home Page

Design, develop, evaluate: The core of the learning environment

Proceedings contents: Refereed papers

This page links to refereed papers accepted in accordance with [Review procedure], in one of the categories
  1. Research - academic research papers with clear strengths "... in the creation of new knowledge and/or the use of existing knowledge in a new and creative way so as to generate new concepts, methodologies and understandings". Accepted papers are eligible for the ARC research category "Conference publications" as detailed under [ERA 2012 Submission Guidelines], Section 5.4.8.7. Conference Publications - Full Paper Refereed.

  2. Professional practice - academic papers with clear strengths in creativity, leadership and excellence in professional practice, demonstrated in teaching, staff development, program or institutional development, educational media or services developments, or learning skills services. Being grounded in best practice rather than new knowledge, accepted papers are not eligible for the ARC research category "Conference publication".
The TL Forum 2013 Committee acknowledges with gratitude the work of our reviewers [Review Panel].
Additional information about the review process outcomes is given in the [Editorial].

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Please note that the Proceedings files distributed at the Forum on USB drives are initial versions which may undergo post-Forum error correction after authors' proof reading. For definitive versions of any paper that you may wish to cite, please view it at
http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2013/refereed/contents-refereed.html
and check the "Last correction" date given in each paper's footer lines (HTML version).

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[Contents - All
presentations
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Papers are listed in alpha
order by first author
Category of
refereed paper
Frank Bate & Carole SteketeeImplementation of a hybrid mobile web learning environment in the health professions: A design based research approachProf Practice
[PDF] [HTML]
Daniel Boase-Jelinek, Jenni Parker & Jan HerringtonPeer reviews: What can we learn from our students?Research
[PDF] [HTML]
Sandra E Carr, Zarrin Seema Siddiqui, Diana Jonas-Dwyer & Susan MillerEnhancing feedback for students across a health sciences facultyProf Practice
[PDF] [HTML]
Yu Dong & Anthony LuceyRelationships between student satisfaction and assessment grades in a first year engineering unitResearch
[PDF] [HTML]
Ahmed El-Mowafy, Michael Kuhn & Tony SnowA blended learning approach in higher education: A case study from surveying educationResearch
[PDF] [HTML]
Joginder Kaur Gill & Zed RengelDesigning an online lecture in the discipline of Soil ScienceProf Practice
[PDF] [HTML]
Phil Hancock, Gillian Dale-Jones & Keith WilleyImpact of collaborative peer and self assessment on students' judgment and written communicationResearch
[PDF] [HTML]
Gregory S. C. HineThe importance of action research in teacher education programsProf Practice
[PDF] [HTML]
Alexandra Ludewig & Iris Ludewig-RohwerDoes web based role play establish a high quality learning environment? Design versus evaluationProf Practice
[PDF] [HTML]
Keith McNaught & Gerard HoyneTesting program reveals deficient mathematics for health science students commencing universityResearch
[PDF] [HTML]
Catherine Moore & Susan TeatherEngaging students in peer review: Feedback as learningResearch
[PDF] [HTML]
Angus Morrison-Saunders & Julia HobsonSubject centred learning enables effective tertiary teachingResearch
[PDF] [HTML]
Daniel Oswald, Steven Hinckley & Graham WildLow cost educational video for first year undergraduate students using oscilloscopesProf Practice
[PDF] [HTML]
Fernando F. Padró & Anita FrederiksEvaluating the impact of the learning centre on student learning and satisfactionResearch
[PDF] [HTML]
Jenni Parker, Dorit Maor & Jan HerringtonUnder the hood: How an authentic online course was designed, delivered and evaluatedResearch
[PDF] [HTML]
Rowena H. Scott & Eddie van EttenEnvironmental and conservation volunteering as workplace integrated learningResearch
[PDF] [HTML]
Dorothy Spiller & Trudy HarrisLearning from evaluations: Probing the realityResearch
[PDF] [HTML]
Teh Eng Choo (Elaine) & Megan PaullReducing the prevalence of plagiarism: A model for staff, students and universitiesProf Practice
[PDF] [HTML]
Katharina Wolf & Catherine ArcherManaging ambiguity: A critical reflection on a truly global learning experienceResearch
[PDF] [HTML]

Please cite as: TL Forum (2013). Design, develop, evaluate: The core of the learning environment. Proceedings of the 22nd Annual Teaching Learning Forum, 7-8 February 2013. Perth: Murdoch University. http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2013/contents-all.html

Copyright 2013 Murdoch University. Copyrights in the individual articles in the Proceedings reside with the authors as noted in each article's footer lines.


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This URL: http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2013/refereed/contents-refereed.html
Created 19 Jan 2013. Last revision: 30 Jan 2013.