Found: 10
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The EdTech difference: Digitalisation, digital pedagogy, and technology enhanced learning.
- Published in:
- Journal of University Teaching & Learning Practice, 2022, v. 19, n. 2, p. 1, doi. 10.53761/1.19.2.1
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- Article
The state of Australasian online higher education post-pandemic and beyond.
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- Journal of University Teaching & Learning Practice, 2022, v. 19, n. 2, p. 14, doi. 10.53761/1.19.2.2
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- Article
Emergency support for faculty: Adherence to best practices in designing, developing, and implementing virtual training during a pandemic.
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- Journal of University Teaching & Learning Practice, 2022, v. 19, n. 2, p. 27, doi. 10.53761/1.19.2.3
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- Article
A self-regulated learning management system: Enhancing performance, motivation and reflection in learning.
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- Journal of University Teaching & Learning Practice, 2022, v. 19, n. 2, p. 43, doi. 10.53761/1.19.2.4
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- Publication type:
- Article
The use of Adobe Connect in synchronous online teaching.
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- Journal of University Teaching & Learning Practice, 2022, v. 19, n. 2, p. 60, doi. 10.53761/1.19.2.5
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- Publication type:
- Article
The impact of online assessment challenges on assessment principles during COVID-19 in Oman.
- Published in:
- Journal of University Teaching & Learning Practice, 2022, v. 19, n. 2, p. 73, doi. 10.53761/1.19.2.6
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- Article
Introducing conditional probability using the Monty Hall problem.
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- Journal of University Teaching & Learning Practice, 2022, v. 19, n. 2, p. 93, doi. 10.53761/1.19.2.7
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- Article
Are undergraduate students studying smart? Insights into study strategies and habits across a programme of study.
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- Journal of University Teaching & Learning Practice, 2022, v. 19, n. 2, p. 110, doi. 10.53761/1.19.2.8
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- Publication type:
- Article
Prioritising lifeload over learning load: Understanding post-pandemic student engagement.
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- Journal of University Teaching & Learning Practice, 2022, v. 19, n. 2, p. 128, doi. 10.53761/1.19.2.9
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- Article
Your success is our goal: An intervention for failing students.
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- Journal of University Teaching & Learning Practice, 2022, v. 19, n. 2, p. 147, doi. 10.53761/1.19.2.10
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- Article