Barbara Black and
Natalie Stanley |
Preface | i |
| Ashley M. Aitken |
All in a Word: Complete electronic assignments with Microsoft Word | 1 |
| Matthew Allen |
Has The discourse of 'Teaching/Learning' killed the radical and the spontaneous in university education? | 12 |
| Chika Anyanwu |
Is internationalisation in the classroom a reverse discrimination on Australian students? | 17 |
| Doug Atkinson |
Evaluating teaching/learning via groupware focus groups | 22 |
| Roger Atkinson, Allison Brown, Romana Pospisil and Geoff Rehn |
So you want to put your course on the web? | web only* |
| Roslyn Barnes and Barry Thornton |
Preparing for laboratory work | 28 |
| Colin J. Beasley and Cecil A. L. Pearson |
Responding to changing times: Reflections on an "upside-down" course | 33 |
| Anna Boyd, Allan Herrmann and Bob Fox |
Do distance students get value for their HECS dollar? | 39 |
| Allison Brown |
Wise design for WWW courses | 44 |
| Stuart Bunt, Willem DeWinter and Nguyen Ly |
Experimental use of electronic information transfer to enhance communication between the student and the educator | 49 |
| Don Chandraratna, Fran Crawford and Sabina Leitmann |
When belief systems clash: How do we work with conflicting belief systems as these emerge in the course of an educational program? | 54 |
| Suzette Chapple |
How do you foster enthusiasm and participation in tutorials particularly by international students? | 61 |
Mohan Chinnappan and
Brian White |
Development of conceptual entities within a learning environment supported by a computer algebra system | 66 |
| Janne Chung and Kenis Tang |
Inherent gender differences as an explanation of the effect of instructor gender on accounting students' performance | 72 |
| Geoff Cooper |
Students' apprehensions on commencing first year: Some student groups at The University of Western Australia | 80 |
| Rick Cummings |
How should we assess and report student generic attributes? | 85 |
| Desierto, A. |
UWA expectations of academic writing at Australian universities: Work in progress | 91 |
| Robert Fox |
What are the shortcomings inherent in the non-problematic perception of new technologies? | 96 |
Lance C. C. Fung and
Halit Eren |
A "true-interactive" CAL package for the teaching of basic electrical circuit theory | web only* |
| David R. Geelan, Peter C. Taylor and Beverley Day |
Representing critical reflections in teacher education | 102 |
| Karen Glaister, Robyn Davis, Alan Tulloch, Carol Piercey |
Curriculum evaluation: Considering the interests of all the stake holders | 110 |
| Keith Godfrey |
Tips for lecturing large classes of first year students | 115 |
| Joanne E. Goodell |
Increasing the enrolment, retention and success of female students in non-traditional areas: What strategies can we use to involve staff in developing a more gender- and culturally-inclusive educational environment? | 120 |
| Susan Hall and Robert Fox |
Reflective teaching practice on the Web | 125 |
| Hogan, Christine |
The Full Monty: What are the issues involved when we enhance learner autonomy? | 133 |
| Hogan, Carol |
The use of learner biography as a means of helping students to engage with a new field of enquiry | 139 |
| P. E. Jones and G. J. Ritchie |
Comparing development tools for multimedia courseware | 142 |
| Stephen R. Kessell |
Undergraduate science degrees: Too much training and not enough education? | 149 |
| Martijntje M. Kulski |
Teaching portfolios: A threat or a promise? | 156 |
| David Lake |
Helping under-prepared students | 160 |
| Jane Long and Jane Grellier |
Innovative bridging: Understanding inter-disciplinarity through student-centred learning | 166 |
Robert Loss and
Des Thornton |
Physics Studio - A progress report | 171 |
| Dorit Maor |
How does one evaluate students' participation and interaction in an Internet based unit? | 176 |
| Tim Martella |
What's it like to put your money on the line to run a business? Finding out in Horticulture Management | web only* |
| Francisco Martinez |
The production of authentic second language materials (Spanish) for the university classroom | 183 |
Anne Mathews and
Dianne Barrington |
How can we encourage independent learning and interaction in the learning of science using small class situations? | 189 |
| Anne Mathews |
Teaching and learning of science in a large class situation | 194 |
| Clare McBeath |
What is the effect of the introduction of a restructured course on students caught between the old and new versions of their study program? | 199 |
| Kevin McKenna, Simon Kennedy and Paula Haslehurst |
Induction program for first year students at Curtin Business School | 204 |
| J. H. F. (Erik) Meyer |
Variation in student learning: A basis for improving teaching and learning | 214 |
| Karol Miller |
Computer-based teaching but pen-and-pencil examination? | 223 |
| Jennifer N. Mills |
Question: How can we better prepare professional (veterinary) students to successfully make the transition into life in the working world (veterinary practice)? | 225 |
| Eamon Murphy |
Has the mass lecture still got a place in university teaching? | 228 |
| Eamon Murphy |
Using descriptive headings to improve first year student writing | 233 |
| Ron Oliver, Arshad Omari and Jan Ring |
Connecting and engaging learners with the WWW | 237 |
| Ruza Ostrogonac-Seserko |
What can we do to assist overseas lecturers to function effectively and efficiently in an Australian teaching environment as soon as possible? | 242 |
Cecil A. L. Pearson and
Colin J. Beasley |
From aeroplanes to stoves: Using experiential learning in a management course | 248 |
| Mark A. Pegrum |
Multimedia technology in the teaching of French | 255 |
Prudence Petford and
Bill Scott |
How can we improve learning and evaluation in the computerised classroom? | 259 |
| Rob Phillips |
Models of learning appropriate to educational applications of information technology | 264 |
Christy Pinfold and
Annette Patak |
Making the most of laboratory sessions: A multimedia solution | 269 |
Deborah Pritchard and
Nancy Longnecker |
Should agricultural courses at university be targeted at rural students only? | 274 |
| Alex Radloff and Irene Styles |
The impact of two years of tertiary study on the development of self-regulation in mature age students | 278 |
| Peter Radloff |
Do we treat time and space seriously enough in teaching and learning? | web only* |
| Philip D. Reece |
Adaptation and acceptance of group learning: Moving from 'chalk and talk' to student interaction and self directed learning | 286 |
| Geoffrey Rehn |
A comparison of some Web-based discussion tools | web only* |
| Alistair Reid |
A creative application of commercial videorecordings to bring 'real-life' issues into the class | 295 |
| Nathan Scott and Brian Stone |
Web-based tutorial systems in use at UWA | 300 |
| Rose Senior |
How to make your classes more cohesive | 305 |
| Leith Sly and Dave Western |
Practice tests improve student performance on computer managed learning assessments | 310 |
| Peter Standen, Richard McKenna and Mark Williams |
Using the ignorance paradigm to teach lifelong learning skills | 313 |
Cheryl Stickels and
Glenn Neil |
Do students with specific learning disabilities create a specific teaching difficulty for you? | 318 |
Michael Sturma and
Judy MacCallum |
Hollywood and student learning | 322 |
| Geoff I. Swan |
Rotational kinematics: A multimedia module | 327 |
| Rhondda Tilbrook |
How does a university teacher become a researcher/teacher? | 331 |
| Eve Voysey |
How can we both structure and validate the role of the academic as 'support' for students in their university endeavours? | 336 |
| Shelley Yeo, Robert Loss, Mario Zadnik, Allan Harrison and David Treagust |
Interactive multimedia: What do students really learn? | 341 |
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