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Submissions from 2022

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Traditional exams, 21st century employability skills and COVID-19: Disruptive opportunities for rethinking assessment design in higher education, Andrew Kelly, Catherine Moore, and Emma Lyons

Submissions from 2021

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Application of mass spectrometry-based proteomics to barley research, Mahya Bahmani, Clare E. O'Lone, Angéla Juhász, Mitchell Nye-Wood, Hugh Dunn, Ian B. Edwards, and Michelle L. Colgrave

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Moving beyond self-reports to estimate the prevalence of commercial contract cheating: An Australian study, Guy J. Curtis, Margot McNeill, Christine Slade, Kell Tremayne, Rowena Harper, Kiata Rundle, and Ruth Greenaway

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Curriculum frameworks, Angela Hill, Kylie Readman, and Katrina Strampel

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Students pay the price: Doctoral candidates are targeted by contract cheating websites, Andrew Kelly and Kylie J. Stevenson

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#REALTALK: Facebook confessions pages as a data resource for academic and student support services at universities, Benjamin Sacks, Catie Gressier, and Justine Maldon

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An integrative literature review of the implementation of microcredentials in higher education: Implications for practice in Australasia, Ratna M. Selvaratnam and Michael D. Sankey

Submissions from 2020

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Tlabs: A teaching and learning community of practice – what is it, does it work and tips for doing one of your own, Shelley Beatty, Kim Clark, Jo Lines, and Sally-Anne Doherty

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Being the adult you needed as a kid: Why the AITSL standards are not the best fit for drama teachers, Christina Gray and Kirsten Lambert

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Introduction: Children and digital media, Lelia Green, Donell Holloway, Kylie J. Stevenson, Tama Leaver, and Leslie Haddon

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The Routledge companion to digital media and children, Lelia Green, Donell Holloway, Kylie J. Stevenson, Tama Leaver, and Leslie Haddon

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Rethinking the neoliberal university and its impact on students, Andrew Kelly

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Staff accessibility and online engagement with first-year students: An autoethnographic reflection, Andrew Kelly

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Young children's creativity in digital possibility spaces: What might posthumanism reveal?, Kylie J. Stevenson

Submissions from 2019

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Parents' failure to plan for their children's digital futures, Lelia Green, Leslie Haddon, Sonia Livingstone, Donell J. Holloway, Kelly Jaunzems, Kylie J. Stevenson, and Brian O'Neill

Submissions from 2018

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Deep or Surface? The learning approaches of enabling students in an Australian public university, Anibeth Desierto, Carmela De Maio, John O'Rourke, and Sue Sharp

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ANZUS and the early cold war: strategy and diplomacy between Australia, New Zealand and the United States, 1945-1956, Andrew Kelly

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Reducing the confusion and clicks and its impact on learning, Rebecca Scriven and Carol Crevacore

Submissions from 2017

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Facilitating the transition to postgraduate studies: What can we learn from the First Year Experience?, Diane Bunney

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Assessing distributed leadership for learning and teaching quality: a multi-institutional study, Angela Carbone, Julia Evans, Bella Ross, Steve Drew, Liam Phelan, Katherine Lindsay, Caroline Cottman, Susan Stoney, and Jing Ye

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Executive functioning deficits among adults with Bipolar Disorder (types I and II): A systematic review and meta-analysis, Tania Dickinson, Rodrigo Becerra, and Jacqui Coombes

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Formative observation of teaching: focusing peer assistance on teachers’ developmental goals, Steve Drew, Liam Phelan, Katherine Lindsay, Angela Carbone, Bella Ross, Kayleen Wood, Susan Stoney, and Caroline Cottman

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How to read a dress: A guide to changing fashion from the 16th to the 20th Century, Lydia Edwards

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Understanding and overcoming barriers: Learning experiences of undergraduate Sudanese students at an Australian university, Natalie J. Gately, Suzanne Ellis, Katherine Britton, and Tina Fleming

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A survey of scientists’ awareness of and attitudes to the use of human blood products and alternatives in human assisted reproductive technology, Kelli Peirce, Peter Roberts, Jaffar Ali, Jacqui Coombes, and Phillip Matson

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Voicing a new life narrative: Communicating the dynamics of change in a welfare-dependent family, Kylie Stevenson and Lelia Green

Submissions from 2016

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Let them see it: A project to build capacity by raising awareness of teaching-development pathways, Susan Bolt, Jody Fenn, and Christian Ohly

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First year business students' perceptions of academic support through embedding. A practice report, Carmela De Maio and Anibeth Desierto

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Natural language proficiency and computational thinking: two linked literacies of the 21st century, Ronald Monson

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Professional development to support the embedding of eportfolios in higher education programs, Katrina Strampel, Ruth Sibson, and Susan Main

Submissions from 2015

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Course evaluation matters: Improving students' learning experiences with a peer-assisted teaching programme, A Carbone, B Ross, L Phelan, K Lindsay, S Drew, S Stoney, and C Cottman

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Using video of student-client interactions to engage students in reflection and peer review, Abigail V. Lewis, Catherine Moore, and Charn Nang

Submissions from 2014

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Education for sustainability through a photography competition, Rowena Scott

Submissions from 2013

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Editorial 23(2): Special issue: Teaching and learning in higher education: Western Australia's TL forum, Roger Atkinson, Clare McBeath, Anne Coffey, Sarah Etherington, Pamela Martin-Lynch, Catherine Moore, Angus Morrison-Saunders, Sid Nair, Megan Paull, and Rob Philips

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Engaging students in peer review: Feedback as learning, Catherine Moore and Susan Teather

Submissions from 2007

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Generating a Gender Balance: Making Introductory Information Systems Courses a Positive Experience, Rosemary Stockdale and Susan Stoney