| Anne Abraham | Student centred teaching of accounting to engineering students: Comparing blended learning with traditional approaches | 1-9 |
| Rozz J Albon and Tony Jewels | The impact of audience response systems in a multicultural Asian context | 10-19 |
| Susan Atkins, Gayl O'Connor and Leanne Rowe | Differentiating the curriculum: A lot of effort for little gain | 20-25 |
| Simon Atkinson and Kevin Burden | Virtuality, veracity and values: Exploring between virtual and real worlds using the 3V model | 26-31 |
| Harmi Izzuan Bin Baharum, Alexei Tretiakov and Kinshuk | Teaching business English to adult Malay learners: the potential of agent technology | 32-37 |
| Karen Baskett, Gosia Mendrela and Meg Stuart | Redesigning a more learner centred prescribing curriculum for medical students (Poster) | 38-40 |
| Kanishka Bedi and Helen Lange | The impact of faculty interaction on the learning experience and outcomes of online learners | 41-50 |
| Sue Bennett, Shirley Agostinho, Lori Lockyer, Lisa Kosta, Jennifer Jones, Rob Koper and Barry Harper | Learning designs: Bridging the gap between theory and practice | 51-60 |
| Robyn Benson and Gayani Samarawickrema | Teaching in context: Some implications for e-learning design | 61-70 |
| Stephen Bright | E-teachers at work: Exploring a process for reviewing e-teaching for ongoing professional learning | 71-74 |
| Mark Brown, Bill Anderson and Fiona Murray | E-learning policy issues: Global trends, themes and tensions | 75-81 |
| Mark Brown, Bill Anderson, Mary Simpson and Gordon Suddaby | Showcasing Mahara: A new open source eportfolio (Poster) | 82-84 |
| Edwin Bundy and Roderick Sims | Commonalities in an uncommon profession: Bomb disposal | 85-95 |
| Kevin Burden and Simon Atkinson | Jumping on the YouTube bandwagon? Using digital video clips to develop personalised learning strategies (Poster) | 96-98 |
| Matthew Butler and Michael Morgan | Learning challenges faced by novice programming students studying high level and low feedback concepts | 99-107 |
| Leanne Cameron | Documenting learning environments and experiences | 108-117 |
| Mónica S. Cárdenas-Claros and Paul A. Gruba | Help options in computer based listening activities: Learning scaffolds or barriers? | 118-122 |
| Tom Carey | From repositories supported by communities to communities supported by repositories: Issues and lessons learned | 123-128 |
| Allan Carrington and Ian Green | Just in time teaching revisited: Using e-assessment and rapid e-learning to empower face to face teaching (Poster) | 129-131 |
| Anthony Chan and Catherine McLoughlin | Choice, communication and learner autonomy: The development of social competence skills using podcasting technologies (Poster) | 132-134 |
| Shanton Chang | Academic perceptions of the use of Lectopia: A University of Melbourne example | 135-144 |
| Juliana Chau | A developer's challenges on an e-portfolio journey | 145-148 |
| Chen Chwen Jen | Formative research on the instructional design process of virtual reality based learning environments | 149-156 |
| John Clayton | Educational levels of Internet use (Poster) | 157-158 |
| John Clayton | The validation of the online learning environment survey | 159-167 |
| Barney Dalgarno, Anthony Chan, Peter Adams, Phil Roy and Daryl Miller | On campus and distance student attitudes towards paperless assessment and feedback | 168-178 |
| Ann Davenport and Judi Baron | Meeting the 21st century challenge: The situational learning initiative at the University of Adelaide | 179-183 |
| Kristin Demetrious | Playing a critical role: Experiential learning resources and analytical media studies in higher education | 184-192 |
| Liping Deng and Allan H.K. Yuen | Exploring the role of weblogs in supporting learning communities: An integrative approach | 193-202 |
| Elizabeth Devonshire | Peer review: A process of EnRoLE(ing) as a reuser | 203-206 |
| Robert Dixon, Kathryn Dixon and Lou Siragusa | Individuals' perceptions of online environments: What adult learners are telling us | 207-218 |
| Iain Doherty, Adam Blake and Pauline Cooper | Developing ICT and e-learning capacity in a medical and health sciences faculty (Poster) | 219-222 |
| Jennifer Duncan-Howell and Kar-Tin Lee | M-learning: Finding a place for mobile technologies within tertiary educational settings | 223-232 |
| Irina Elgort | Using wikis as a learning tool in higher education | 233-238 |
| Kristine Elliott and Kevin Sweeney | Quantifying the reuse of learning objects | 239-243 |
| Richard Elliott and John Clayton | E-learning activity in New Zealand industry training organisations: Perceived benefits and barriers | 244-248 |
| Richard Elliott and John Clayton | E-learning for New Zealand industry training organisations: Analysis of benefits and barriers (Poster) | 249-250 |
| Ken Eustace, Clinton Mason and Mitchell Swan | Scupper's Island: Using game design and role play to learn about professional ethics (Poster) | 251-255 |
| Linda Fang Mei Ling | Conversations with independent young adult online language learners (Poster) | 256-258 |
| Alan Farley, Dale Holt and Siew Mee Barton | Framing the role of technologies in the recognition and development of staff capacities to enhance learning in higher education (Poster) | 259-261 |
| Brett Farmer and Audrey Yue and Claire Brooks | Using blogging for higher order learning in large-cohort university teaching: A case study | 262-270 |
| Jan Fermelis, Richard Tucker and Stuart Palmer | Online self and peer assessment in large, multi-campus, multi-cohort contexts | 271-281 |
| Brian Ferry and Lisa Kervin, Lisa Carrington and Kay Prcevich | The need for choice and control: Preparing the digital generation to be teachers | 282-289 |
| Julie Fleming and Karen Becker | The roles we play in ICT-based learning design: Do academics have it all? | 290-299 |
| Wrennah L. Gabbert and Roderick Sims | Teacher-student interactions in online nursing education | 300-308 |
| Victor Galea, Terry Stewart and Caroline H Steel | Challenge FRAP: An e-learning tool used to scaffold authentic problem-solving processes | 309-320 |
| Stuart Garner | A program design tool to help novices learn programming | 321-324 |
| Stavroula Gkatzidou and Elaine Pearson | Vodcasting: A case study in adaptability to meet learners' needs and preferences | 325-332 |
| Carlos Gonzalez | Variation in lecturers' experiences of teaching undergraduate on campus courses using the web | 333-338 |
| Peter Goodyear and Robert Ellis | Students' interpretations of learning tasks: Implications for educational design | 339-346 |
| Paul Gruba | Decoding visual elements in digitised foreign newscasts | 347-356 |
| Evelyn Gullett and Kanishka Bedi | Wiki: A new paradigm for online training and development of faculty | 357-360 |
| Cathy Gunn | E-scholarship: A model to lead strategic change | 361-369 |
| Ma Teodora E. Gutierrez and Aura C. Matias | Online learners' interactions and characteristics affecting satisfaction and academic performance: A Phillipines case study (Poster) | 370-372 |
| Pauline Hagel and Robin Shaw | Choosing ICT? A segmentation analysis of students' preferences for hybrid study mode | 373-376 |
| Andrea Hall and Michael Robinson | Scaffolding support in an ecology course using a sociocultural learning design | 377-380 |
| Mandy Harper and Judy Brittain | Diversity in large classes: The challenge of providing self directed formative learning | 381-382 |
| Neil Harris and Maria Sandor | Developing online discussion forums as student centred peer e-learning environments | 383-387 |
| Dale Holt and Stuart Palmer | Staff exercising 'choice'; students' exercising 'choice': Wholly online learning at an Australian university | 388-397 |
| Hong Kian Sam, Tan Kock Wah and Lai Kim Leong | Pre-service teachers' perceptions of an online mathematical problem-solving course: A constructivist approach | 398-409 |
| Chun Hu | "Here are my best online contributions and why": Students' perceptions of good online participation | 410-418 |
| Alistair Inglis | Approaches taken by Australian universities to documenting institutional e-learning strategies | 419-427 |
| Jun Iwata and John Clayton | Using a perceptual measure to evaluate the use of video objects in English language learning (Poster) | 428-429 |
| Azilawati Jamaludin, Ho Mei Lin Caroline and Chee Yam San | The impact of structured argumentation and enactive role play on students' argumentative writing skills | 430-439 |
| Martin Jenkins and Jo Lonsdale | Evaluating the effectiveness of digital storytelling for student reflection | 440-444 |
| Chris Jones | Using a digital repository for managing digital rights and copyright information (Poster) | 445-449 |
| David Jones and Nona Muldoon | The teleological reason why ICTs limit choice for university learners and learning | 450-459 |
| Peter Jones | When a wiki is the way: Exploring the use of a wiki in a constructively aligned learning design | 460-467 |
| Sandra Jones | Adding value to online role plays: Virtual situated learning environments | 468-477 |
| Terry Judd and Gregor Kennedy | Improving access to and use of digital resources in a self directed learning context | 478-482 |
| Tass Katsoulidis, Andrew Buntine and Lyn Atkinson | Supporting academic staff in new learning contexts (Poster) | 483-484 |
| Alanah Kazlauskas and Ann Applebee | ICT supported scaffolding of generic skills acquisition by first year students: A collaborative approach (Poster) | 485-489 |
| Matthew Kearney and Kirsty Young | Pre-service teachers' perceptions of LAMS as a teaching tool | 490-499 |
| Benjamin Kehrwald | Supportive social networks: Community-based learner support in online learning (Poster) | 500-501 |
| Benjamin Kehrwald | The ties that bind: Social presence, relations and productive collaboration in online learning environments | 502-511 |
| Kevin Kempin | The e-Winter school: Helping students to better learning | 512-516 |
| Gregor Kennedy, Rosemary Chang, Anna Churchward, Kathleen Gray, Terry Judd, Jenny Waycott, Barney Dalgarno, Susan Bennett, Karl Maton, Kerri-Lee Krause and Andrea Bishop | The net generation are not big users of Web 2.0 technologies: Preliminary findings | 517-525 |
| Khairiltitov M. Zainuddin | A constructivist perspective of knowledge management theory: A KM solution to online teachers professional development (Poster) | 526-527 |
| Christine Kilham | Blogs demystified: How autism practitioners responded to scaffolded online learning | 528-532 |
| Sarah Lambert | Reviewing the progress of a campus-wide e-portfolio rollout (Poster) | 533-535 |
| Sarah Lambert | Mapping the terrain of role based learning: Building on lessons learnt from collaborative learning research (Poster) | 536-539 |
| Sarah Lambert and David Macdonald | Reuse of a role play for new university teachers | 540-543 |
| Chien-Ching Lee | Graphic organisers as scaffolding for students' revision in the pre-writing stage | 544-553 |
| Chwee Beng Lee, Timothy Teo, Chai Ching Sing, Doris Choy, Jimmy Seah and Ashley Tan | Closing the gap: Pre-service teachers' perceptions of an ICT based, student centred learning curriculum | 554-562 |
| Lee Yik Sheng and Loi Yaw Yuen | Partnership in design: Designing learning activity collaboratively (Poster) | 563-564 |
| Elyssebeth Leigh, Wendy Meyers and Elizabeth Rosser | Learning design discussions: A conversation tool | 565-569 |
| Tim Lever, Mary Jane Mahony and Helen Wozniak | GetReal: building and managing essential academic learning from the academic periphery | 570-577 |
| Magdeleine D.N. Lew and Henk G. Schmidt | Online reflection journals: Learning through assessment | 578-582 |
| Jet Lim Kim Seng and E.M. Nalaka S. Edirisinghe | Teaching computer science using Second Life as a learning environment | 583-586 |
| Andrew Litchfield, Laurel Evelyn Dyson and Elaine Lawrence and Agnieszka Zmijewska | Directions for m-learning research to enhance active learning | 587-596 |
| Loi Yaw Yuen and Lee Yik Sheng | Practitioner's task design considerations and choices for blended-mode large language classes | 597-602 |
| Angela Ma Kit Fong, John Mitchell O'Toole and Mike Keppell | The attitudes of teacher educators to the use of problem based learning: The video triggers approach | 603-610 |
| Dorit Maor | The cognitive and social processes of university students' online learning | 611-623 |
| Anoush Margaryan and Allison Littlejohn | Communities at cross-purposes: Contradictions in the views of stakeholders of learning object repository systems | 624-635 |
| Stephen Marshall, Geoff Mitchell and Stephanie Beames | Benchmarking for quality improvement: The e-learning maturity model (Poster) | 636-638 |
| Iain McAlpine and Belinda Allen | Designing for active learning online with learning design templates | 639-651 |
| Joshua McCarthy | Digital design and student learning through video conference collaboration | 652-655 |
| Joanne W. McClure | A blended approach in a graduate teaching assistants' pre-service course to promote self confidence | 656-661 |
| Anne McDermott and Neil Witt | A multi functional regional digital repository for teaching higher education in further education colleges (Poster) | 662-663 |
| Catherine McLoughlin and Mark J.W. Lee | Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era | 664-675 |
| Mark McMahon and Joe Luca | Explorations in metacognition: The design, development, and implementation of an online teamwork tracking environment | 676-685 |
| Miles Menegon and James Cartledge | Olly! (OnLine Learning for You!): Browser based instant messaging for online learning (Poster) | 686-688 |
| Wendy Meyers and Dianne Salter | E-teaching professional development: Designing a sustainable program for multi location teachers (Poster) | 689-691 |
| Chris Mills and Barney Dalgarno | A conceptual model for game based intelligent tutoring systems | 692-702 |
| Alemayehu Molla | Facilitating student interaction in a group project: Experience with the use of Blackboard | 703-709 |
| Marylou Molphy, Catherine Pocknee and Terry Young | Online communities of practice: Are they principled and how do they work? | 710-716 |
| Michael Morgan, Matthew Butler and Mark Power | Evaluating ICT in education: A comparison of the affordances of the iPod, DS and Wii | 717-726 |
| Raoul A. Mulder and Jon M. Pearce | PRAZE: Innovating teaching through online peer review | 727-736 |
| Judy Nagy and Jacquelin McDonald | New models for learning flexibility: Negotiated choices for both academics and students | 737-746 |
| Padma Nathan and Anthony Chan | Engaging undergraduates with podcasting in a business subject | 747-751 |
| Tse-Kian Neo, Mai Neo and Belinda S.P. Teoh | Designing a CD based learning environment for a multimedia animation course: A Malaysian experience | 752-760 |
| Ben Northcott, Iwona Miliszewska and Eva Dakich | ICT for (I)nspiring (C)reative (T)hinking | 761-768 |
| Michael O'Donoghue, Jessica Hollis and Alan Hoskin | Lecture recording: Help or hinder in developing a stimulating learning environment? (Poster) | 769-770 |
| Michael O'Donoghue and Billy O'Steen | Clicking on or off? Lecturers' rationale for using student response systems | 771-779 |
| Alan Ogilvie and Kathy Douglas | Online role plays and the virtual placement: Aiding reflection in work integrated learning | 780-785 |
| Duncan O'Hara and Mark Brown | Switching them on and keeping them on: Online professional development for university teachers (Poster) | 786-787 |
| Ron Oliver | Using mobile technologies to support learning in large on campus university classes | 788-798 |
| Ian Olney and Geraldine Lefoe | Introducing mobile technologies: Preparatory staff development issues | 799-803 |
| Billy O'Steen, David Ripley Lim Doo and Betsy Arrington-Tsao | Similarities and differences in North American and New Zealand tertiary instructors' perceptions of effective e-learning methodologies | 804-812 |
| Stuart Palmer and Dale Holt | Moving a unit online: A quantitative evaluation of student responses | 813-821 |
| Trevor Peacock, Geoff Fellows and Ken Eustace | The quality and trust of wiki content in a learning community | 822-832 |
| Elaine Pearson and Chris Bailey | Evaluating the potential of the Nintendo Wii to support disabled students in education (Poster) | 833-836 |
| Russ Pennell | Sharing teaching resources (Poster) | 837-838 |
| Alisa Percy, Venkata Yanamandram, Sandra Humphrey | Using evidence and avoiding plagiarism eLearning module: Scaffolding academic integrity | 839-843 |
| Robyn Philip, Geraldine Lefoe, Meg O'Reilly and Dominique Parrish | Community, exchange and diversity: The Carrick Exchange | 844-853 |
| Rob Phillips, Maree Gosper, Margot McNeill, Karen Woo, Greg Preston, and David Green | Staff and student perspectives on web based lecture technologies: Insights into the great divide | 854-864 |
| Romana Pospisil, Rebekah Aspinall, Gillian Matthews and Carole Reid | Engaging students with ICT choices at Edith Cowan University (Poster) | 865-867 |
| Robert K. Pucher, Harald Wahl and Friedrich Schmöllebeck | Integrating undergraduate project based learning in computer science with COAST: A research network (Poster) | 868-869 |
| Kevin Pyatt and Roderick Sims | Learner performance and attitudes in traditional versus simulated laboratory experiences | 870-879 |
| Quek Choon Lang | What is happening in my first year pre-service teachers' online learning environment? | 880-883 |
| Richard Raban and Andrew Litchfield | Self and peer assessment in groupwork using TeCTra (Poster) | 884-886 |
| Peter Reimann, Kate Thompson and Miriam Weinel | Collaborative learning by modelling: Observations in an online setting | 887-897 |
| Alan G. Roberts | Beyond a participation focus | 898-903 |
| Gayani Samarawickrema | Piloting social networking and Web 2.0 software at Deakin University | 904-908 |
| Katherine Sanders, Julie Hill, Jan Meyer, Georgina Fyfe, Sue Fyfe, Mel Ziman and Nicole Koehler | Gender and engagement in automated online test feedback in first year human biology (Poster) | 909-912 |
| Stefan Schutt, James Cartledge, John Martino, Justin Schmidt and Miles Menegon | Avatar and Olly: Discovering the impact of ICTs on youth social engagement | 913-917 |
| Yun-Ju Shao, Linda Daley and Laurene Vaughan | Exploring Web 2.0 for virtual design studio teaching | 918-922 |
| Don Sheridan and Stephen Witherden | Visualising and inferring LMS discussions | 1134-1139 |
| Lou Siragusa, Kathryn C. Dixon and Robert Dixon | Designing quality e-learning environments in higher education | 923-935 |
| Soo Teong Beng and Liew Seng Seh | Achieving incremental successes in courseware development through prototyping | 936-941 |
| Caroline H. Steel | What do university students expect from teachers using an LMS? | 942-950 |
| Sarah Stewart and Catherine McLoughlin | Design features of an e-mentoring system for the health professions: Choosing to learn in partnership | 951-961 |
| Terry M. Stewart | Tools and techniques for scenario based e-learning for New Zealand tertiary students: Prototype to adoption | 962-972 |
| Katrina Strampel and Ron Oliver | Using technology to foster reflection in higher education | 973-982 |
| Tai, Gillian Xiao-Lian and Yuen, May Chan | Authentic assessment strategies in problem based learning | 983-993 |
| Jennifer Tan, Kar-Tin Lee and Jennifer Duncan-Howell | Learning from research: Digitalising learning in tertiary settings (Poster) | 994-996 |
| Santhakumari Thanasingam and Swee Kit Alan Soong | The spring cycle blended curriculum model for teaching paragraph writing (Poster) | 997-1001 |
| Santhakumari Thanasingam and Swee Kit Alan Soong | Interaction patterns and knowledge construction using synchronous discussion forums and video to develop oral skills | 1002-1008 |
| Yin-Leng Theng, Dian Saputra, Schubert Foo Shou-Boon, Wei Boon Gan, Jaganathan Raghavan and Pattabiraman Devi | ReLOAMS: Towards a community-authored reusable learning objects management system | 1009-1018 |
| Linda Thompson | Podcasting: The ultimate learning experience and authentic assessment (Poster) | 1019-1023 |
| Rosemary Thomson and Gail Wilson | Promoting staff learning about assessment through digital representations of practice: Evaluating a pilot project | 1024-1028 |
| Alexei Tretiakov, Roland Kaschek and Eyas El-Qawasmeh | Using blogs as design primitives in implementing collaborative e-learning systems | 1029-1035 |
| Jocene Vallack and Ian Charleson | E-roleplay for inquiry into transnational education (Poster) | 1036-1040 |
| Julie van den Eynde, Peter A. Newcombe and Caroline H. Steel | Responding to learners' need for choice: Flexible learning modes for creating an e-learning community | 1041-1044 |
| Peter Vitartas, Nicola Jayne, Allan Ellis and Stephen Rowe | Student adoption of web based video conferencing software: A comparison of three student discipline groups | 1045-1052 |
| Robert Whelan and Dhiraj Bhartu | Factors in the deployment of a learning management system at the University of the South Pacific | 1053-1062 |
| Nicola Whitton | Motivation and computer game based learning | 1063-1067 |
| Julie Willems | Does style matter? Considering the impact of learning styles in e-learning (Poster) | 1068-1069 |
| Julie Willems | When words fail: A case for multimodality in e-learning | 1070-1078 |
| Jeremy B. Williams and Amy Wong | Closed book, invigilated exams versus open book, open web exams: An empirical analysis | 1079-1083 |
| Jocasta Williams and Michael Fardon | Perpetual connectivity: Lecture recordings and portable media players | 1084-1092 |
| Sandra Wills, Elizabeth Devonshire, Elyssebeth Leigh, Elizabeth Rosser, John Shepherd and Andrew Vincent | Encouraging role based online learning environments (Symposium and Poster) | 1093-1098 |
| Neil Witt, Anne McDermott, Mike Peters and Mark Stone | A knowledge management approach to developing communities of practice amongst university and college staff | 1099-1103 |
| Helen Wozniak, Mary Jane Mahony, Jenny Pizzica and Marianna Koulias | How do students 'get learning'? Unexpectedly diverse pathways in an activity based, online orientation site | 1104-1108 |
| Elaine H. J. Yew and Henk G. Schmidt | Process study of verbal interactions in problem based learning | 1109-1113 |
| Jon Yorke, Alistair Teague & Oliver Gore | Widening the net: Encouraging engagement with self directed e-learning resources | 1114-1120 |
| Frank R. Young and Peter Gibbings | Learning flexibility: The environment and a case study | 1121-1133 |
