Full paper citation

In G. Kennedy, M. Keppell, C. McNaught & T. Petrovic (Eds.), Meeting at the Crossroads. Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education. (pp. xx-yy). Melbourne: Biomedical Multimedia Unit, The University of Melbourne.

Short paper citation

In G. Kennedy, M. Keppell, C. McNaught & T. Petrovic (Eds.), Meeting at the Crossroads. Short Paper Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education. (pp. xx-yy). Melbourne: Biomedical Multimedia Unit, The University of Melbourne.

Koschmann, T. (2001).
Revisiting the paradigms of instructional technology. (pp. 15-22).

Radloff, A. (2001).
Getting online: The challenges for academic staff and institutional leaders. (pp. 11-13).

Rieber, L. (2001).
Designing learning environments that excite serious play. (pp. 1-10).

Vitartas, P., Sloan, K., Poh, P., & Dunlop, M. (2001). (short paper)
An assessment of cross-cultural and social network influences on the delivery of an international teaching model utilising a computer-mediated approach. (pp. 169-173).

Albury, R. (2001).
On being 'Head' - Reflections on leading an educational innovation involving computer technology. (pp. 23-29).

Avenell, S. (2001).
Some lessons for higher education from the economics of electronic commerce. (pp. 31-36).

Baskin, C. (2001).
Using Kirkpatrick's four-level-evaluation model to explore the effectiveness of collaborative online group work. (pp. 37-44).

Bates, B., & Leary, L. (2001).
Supporting a range of learning styles using a taxonomy-based design framework approach. (pp. 45-53).

Behncke, L., & McNaught, C. (2001).
Seeing the bigger picture: Experiences of employing online learning within TAFE at RMIT. (pp. 55-62).

Bell, M. (2001).
A case study of an online role play for academic staff. (pp. 63-72).

Bennett, S., Harper, B., & Hedberg, J. (2001).
Designing real-life cases to support authentic design activities. (pp. 73-81).

Benson, R., Hardy, L., & Maxfield, J. (2001).
The international classroom: Using reflective practice to improve teaching and learning. (pp. 83-92).

Bird, L. (2001).
Virtual learning in the workplace: The power of 'communities of practice'. (pp. 93-100).

Boykiw, A., & Brown, A. (2001). (short paper)
Creating authentic technology environments for immersive learning. (pp. 1-4).

Boyle, T., & Cook, J. (2001).
Towards a pedagogically sound basis for learning object portability and re-use. (pp. 101-109).

Brace-Govan, J., Luxton, S., & Wagstaff, P. (2001). (short paper)
'Orientation module' to increase ease of access to online discussion forum for postgraduate students. (pp. 5-8).

Briggs, C., Eizenberg, N., Barker, P., & Grkovic, I. (2001). (short paper)
An@tomedia^TM. A new approach to medical education developments in anatomy. (pp. 9-12).

Brown, A., & Drinkwater, D. (2001). (short paper)
Encouraging active learning with more interactive WWW designs. (pp. 13-16).

Bucolo, S., Hayes, J., & Goss, H. (2001). (short paper)
Developing a web-based methodology to teach a web based technology - The e-journal approach. ( pp. 17-20).

Bunker, A., & Vardi, I. (2001).
Why use the online environment with face-to-face students? Insights from early adopters. (pp. 111-116).

Caladine, R. (2001).
Learning environments of the future: Narrow to broadband via DVD. (pp. 117-123).

Carter, B., & Mistry, V. (2001). (short paper)
Enduring change: Technological management in education. (pp. 21-24).

Chambers, D. (2001). (short paper)
Problem-based learning & IT to support authentic tasks in teacher education. (pp. 25-28).

Clerehan, R., Moore, T., & Vance, S. (2001).
Collaborating in the transition to tertiary writing. (pp. 125-132).

Collins, F., Lynch, J., & Markham, S. (2001).
The mini-conference as a research tool: Encouraging collegiality among ICT educators. (pp. 133-139).

Cook, J., Leathwood, C., & Oriogun, P. (2001).
Monitoring gender participation and promoting critical debate in an online conference. (pp. 141-150).

Creese, E. (2001). (short paper)
From dependency towards self direction via virtual chat: The case of one TAFE class. (pp. 29-32).

Cumming, G. (2001).
Project design and achieving educational change: From StatPlay to ESCI. (pp. 151-160).

Dalgarno, B., & Hedberg, J. (2001).(short paper)
3D learning environments in tertiary education. (pp. 33-36).

Dharmappa, H., Corderoy, R., & Hagare, P. (2001). (short paper)
Supporting learning in environmental engineering: Interactive water treatment processes. (pp. 37-40).

Draper, S., Cargill, J., & Cutts, Q. (2001).
Electronically enhanced classroom interaction. (pp. 161-167).

Egan, A., Tharmaraj, J., & Hirst, D. (2001). (short paper)
Comparative nutrition from principles to practical feeding systems. (pp. 41-44).

Elliott, K., Anderson, G., Irving, L., & Bonollo, A. (2001). (short paper)
Expanding the user base of computer facilitated learning resources. (pp. 45-48).

Ellis, A. (2001).
Student-centred collaborative learning via face-to-face and asynchronous online communication: What's the difference? (pp. 169-177).

Ellis, R. (2001).
Reflecting on quality learning in a student writing experience supported by technology. (pp. 179-188).

Evans, J. (2001). (short paper)
The Bristol BioMed learning and teaching project: Promoting effective use of images in biomedicine. (pp. 49-52).

Evans, J., Conole, G., & Youngs, K. (2001).
FILTER: Focusing images for learning and teaching - An enriched resource. (pp. 189-196).

Farrell, M., & McGrath, I. (2001).
Online learning in an undergraduate nursing program: The perceptions of the learning technology mentors. (pp. 197-206).

Felix, U. (2001). (short paper)
Students as informants for web-based learning design. (pp. 53-56).

Fountain, W., & Thomson, S. (2001). (short paper)
Backyard wisdom and student insights in developing effective web-supported learning. (pp. 57-60).

Franklin, S., Peat, M., & Lewis, A. (2001). (short paper)
Virtual versus traditional dissections in enhancing learning: A student perspective. (pp. 61-64).

Fritze, P. (2001). (short paper)
An institutional system for developing flexible online learning and teaching environments. (pp. 65-68).

Gilding, A., & Martino, J. (2001).
Learning about online learning in a dual sector university: Reflections, issues and challenges. (pp. 207-215).

Gray, K., & McNaught, C. (2001).
Evaluation of achievements from collaboration in a learning technology mentoring program. (pp. 217-224).

Grossman, H., & Grossman, V. (2001). (short paper)
Development of a multimedia program that crosses traditional discipline boundaries. (pp. 69-72).

Gruba, P. (2001).
Developing staff IT skills in the Arts. (pp. 225-233).

Gunn, C. (2001).
Effective online teaching - How far do the frameworks go? (pp. 235-244).

Halliday, J. (2001).
The graduate diploma in education technology: The development of an online programme. (pp. 245-251).

Harper, B., Oliver, R., & Agostinho, S. (2001).
Developing generic tools for use in flexible learning: A preliminary progress report. (pp. 253-262).

Herrington, A., Herrington, J., Oliver, R., Stoney, S., & Willis, J. (2001).
The development of an instrument to audit online units. (pp. 263-270).

Holt, D., Rice, M., Smissen I., & Bowly, J. (2001).
Towards institution-wide online teaching and learning systems: Trends, drivers and issues. (pp. 271-280).

Ingram, C., & Peacock, D. (2001). (short paper)
Recent developments for a distributed national electronic resource for learning and teaching in the UK. (pp. 73-76).

Ingram, D., Thompson, E., & Tcha, M. (2001).
The convergence of text and graphics in an online learning environment: A case study in economics.(pp. 281-288).

Ip, A., & Morrison, I. (2001).
Learning objects in different pedagogical paradigms. (pp. 289-298).

Jacobs, G. (2001). (short paper)
Opportunities lost: Resistance to collaboration in the New Zealand K-12 teaching community. (pp. 77-80).

Johnson, D., Sutton, P., & Harris, N. (2001). (short paper)
Extreme programming requires extremely effective communication: Teaching effective communication skills to students in an IT degree. (pp. 81-84).

Jolly, L. (2001). (short paper)
Riverbend @ WebCT: Innovative reuse of existing technological resources for problem based learning in professional education. (pp. 85-88).

Jones, S. (2001).
Collaboration - A threat to academic autonomy? (pp. 299-306).

Judd, T. (2001). (short paper)
Navigation systems, architects and engineers. (pp. 89-92).

Karunanayaka, S., Ferry, B., & Hedberg, J. (2001).
Developing internet-based study materials as novice web-designers: Experiences of twelve Sri Lankan teacher educators. (pp. 307-316).

Kennedy, D., Webster, L., Benson, R., James, D., & Bailey, N. (2001).
The Monash portal: More than just a virtual gateway. (pp. 317-326).

Kenny, J. (2001).
Where academia meets management: A model for the effective development of quality learning materials using new technologies. (pp. 327-334).

Keppell, M., Arnold, M., Guillemin, M., Deveny, E., Liaw, T., Pearce, C., Mulcahy, D., & Riddle, M. (2001).
A collaborative inter-disciplinary approach to the evaluation of the Clinicians Health Channel. (pp. 335-344).

Kett, G., Clerehan, R., & Gedge, R. (2001).
An online writing support initiative for first-year information technology students. (pp. 345-353).

Kirk, J., & Kennedy, G. (2001). (short paper)
Adding value to educational multimedia: The role of graphic design. (pp. 93-96).

Lefoe, G., Gunn, C., & Hedberg, J. (2001).
Recommendations for teaching in a distributed learning environment: The students' perspective. (pp. 355-365).

Lewis, D., & Shea, T. (2001). (short paper)
Bringing virtual team skills to undergraduate business schools' students through cross-campus collaboration. (pp. 97-100).

Lister, R., & Jerram, P. (2001). (short paper)
Minimal mark-up of multiple choice exams using XML. (pp. 101-104).

Luca, J., & Tarricone, P. (2001).
Does emotional intelligence affect successful teamwork? (pp. 367-376).

Lynch, J., & Collins, F. (2001).
Academics' concerns about "the push for flexible delivery". (pp. 377-386).

Lynch, K., & Kennedy, G. (2001). (short paper)
Are they using IT how we thought they would? An evaluation of students' learning processes. (pp. 105-108).

Maclaren, P., & Seedhouse, D. (2001). (short paper)
Computer mediated communication with integrated graphical tools used for health care decision-making. (pp. 109-112).

Marshall, L., Northcote, M., & Lenoy, M. (2001). (short paper)
Design influences in the creation of an online mathematics unit for indigenous adults. (pp. 113-116).

McAlpine, I., & Dudley, N. (2001).
Teaching soils online using a problem-based learning design. (pp. 387-396).

McCrohon, M., Lo, V., Dang, J., & Johnston, C. (2001).
Video streaming of lectures via the internet: An experience. (pp. 397-405).

McLaughlan, R., Kirkpatrick, D., Maier, H., & Hirsch, P. (2001).
Academic and institutional issues related to the planning and implementation of a multi-disciplinary roleplay-simulation involving collaboration across institutions. (pp. 407-415).

McLoughlin, C., & Hollingworth, R. (2001). (short paper)
The weakest link: Is web-based learning capable of supporting problem-solving and metacognition? (pp. 117-120).

McLoughlin, C., & Luca, J. (2001).
Quality in online delivery: What does it mean for assessment in e-learning environments? (pp. 417-426).

McMahon, M., & Luca, J. (2001).
Assessing students' self-regulatory skills. (pp. 427-434).

McNaught, C. (2001).
Quality assurance for online courses: From policy to process to improvement? (pp. 435-442).

Moloney, J. (2001). (short paper)
3D game software and architectural education. (pp. 121-124).

Morgan, C. (2001). (short paper)
Seeking perseverance through closer relations with remote students. (pp. 125-128).

Naidu, S., & Cunnington, D. (2001). (short paper)
Showcasing the experience of practitioners with technology-enhanced teaching and learning. (pp. 129-132).

Northover, M., & Donald, C. (2001).
The development of online learning at UNITEC - Same environment, new landscape? (pp. 443-452).

O'Brien, M., & Chambers, D. (2001). (short paper)
Engaged learning: Using concrete simulations to teach about an online world. (pp. 133-136).

Oliver, R. (2001).
Learning objects: Supporting flexible delivery of online learning. (pp. 453-460).

O'Reilly, M., & Newton, D. (2001).
Interaction online: Above and beyond requirements of assessment. (pp. 461-470).

Peat, M., Franklin, S., & Lewis, A. (2001). (short paper)
A review of the use of online self-assessment modules to enhance student learning outcomes: Are they worth the effort of production? (pp. 137-140).

Peat, M., Franklin, S., Lewis, A., & Sims, R. (2001).
Staff and student views of the usefulness of information technology materials within an integrated curriculum: Are these educational resources effective in promoting student learning? (pp. 471-480).

Phelps, R., Ellis, A., & Hase, S. (2001).
The role of metacognitive and reflective learning processes in developing capable computer users. (pp. 481-490).

Reushle, S., & McDonald, J. (2001).
A comparative study of software to aid the development of a conceptual framework for instructional design theory. (pp. 491-498).

Scholten, I. (2001).
The influence of supplementary multimedia instruction on students' knowledge of normal swallowing: An authentic investigation over time. (pp. 499-508).

Shannon, S., Roberts, I., & Woodbury, R. (2001). (short paper)
vGallery scaffolding reflection in action for students and teachers. (pp. 141-144).

Sims, R., Dobbs, G., & Hand, T. (2001).
Proactive evaluation: New perspectives for ensuring quality in online learning applications. (pp. 509-517).

Stacey, E., & Fountain, W. (2001).
Student and supervisor perspectives in a computer-mediated research relationship. (pp. 519-528).

Sturgess, P. (2001). (short paper)
A "Trojan Horse" approach to teaching about online design. (pp. 145-148).

Swan, G. (2001). (short paper)
Encouraging students to interact with angular quantities. (pp. 149-152).

Talay-Ongan, A., Edmonds, T., & Gosper, M. (2001). (short paper)
Information literacy for students in early childhood. (pp. 153-156).

Tuovinen, J. (2001).
Finnish virtual (online) collaborative university - A model for Australia? (pp. 529-538).

van Gelder, T. (2001).
How to improve critical thinking using educational technology. (pp. 539-548).

Vardi, I., & Bunker, A. (2001).
The relationship between the perceived value of supplementary online components, and student roles and responsibilities. (pp. 549-558).

Webster, R. (2001).
Interfaces for e-learning: Cognitive styles and software agents for web-based learning support. (pp. 559-566).

Williamson, A., Nodder, N., & Baker, P. (2001).
A critique of educational technology research in New Zealand since 1996. (pp. 568-574).

Willis, J., Hirst, D., & Yau, G. (2001). (short paper)
The architectural history web-source: Learning through composition and role-play. (pp. 157-160).

Wlodek M., Kavnoudias, H., Kennedy, G., Kirk, J., Judd, T., & Keppell, M. (2001). (short paper)
A woman's reproductive life cycle: A developmental journey. (pp. 161-164).

Wyatt, R. (2001).
Web-based teaching: The beginning of the end for universities? (pp. 575-583).

Zimitat, C., & Stockhausen, L. (2001). (short paper)
A web tool (TICTT) to support reasoning in the health professions. (pp. 165-168).