Vol 3 No Sp. Iss. 1 (2020): Journal of Applied Learning & Teaching: Learning from Tasmania
Journal of Applied Learning & Teaching: Learning from Tasmania

Vol 3 No Sp. Iss. 1 (2020)

Published July 13, 2020
Full Issue
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Peer-Reviewed Articles

Jacob Prehn, Huw Peacock, Michael Andre Guerzoni, Maggie Walter
12-20
Virtual tours of Country: creating and embedding resource-appropriate Aboriginal pedagogy at Australian universities
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Caroline Janet Smith, Jane Marie Watson
21-29
From Streams to streaming: A critique of the influence of STEM on students’ imagination for a sustainable future
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Kim McLeod, Robyn Moore, Duncan Robinson, Derya Ozkul, Sarah Ciftci, Kate Vincent
30-39
Using the pluriverse concept to critique Eurocentrism in education
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Umar Khan
40-50
Developing critical thinking in student seafarers: An exploratory study
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Rose E. Nash, Jo-Anne Kelder, Anne-Marie M. Williams, Leonie Ellis
51-61
Quality Pursuit: an academic informed, evidence-based approach to Assurance of Learning
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Bronwyn Elizabeth Eager, Kim Lehman, Jaine Maree Scollard
62-68
Introducing the Tri-layered Student Online Experience Framework: Moving from file repository to narrative journey
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Nenagh Kemp
69-77
University students’ perceived effort and learning in face-to-face and online classes
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Tracy Anne Douglas, Carey Ann Mather, Louise Annette Earwaker, Allison Jane James, Sandra Lea Murray
78-87
Supporting digital engagement: An evaluation of the use of a Guide for effective development and facilitation of online discussion boards
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Kerryn Butler-Henderson, Joseph Crawford
88-96
Digitally empowered students through teacher leadership: The role of authentic leadership
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Sarah Young, Jo-Anne Kelder, Joseph Crawford
97-107
Doctoral employability: A systematic literature review and research agenda
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Matthew Wayne Knox, Joseph Crawford, Jo-Anne Kelder, Andrea Rose Carr, Clayton J. Hawkins
108-117
Evaluating leadership, wellbeing, engagement, and belonging across units in higher education: A quantitative pilot study
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Isabelle Bartkowiak-Théron, Andrew Laurance Jephson McShane, Maxwell Graham Knight
118-128
Departing from anonymous and quantitative student feedback: Fostering learning and teaching development through student evaluations
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Heather Bridgman, Marie-Louise Bird, Karina Jane Heyworth, Greer Maine, Sibella Georgia Hardcastle, Sandra Lea Murray, Jan Radford, Shandell Lee Elmer, Kimberley Anne Norris, Tracey Dean, Annette Helen Marlow, Andrew Dafydd Williams, Anne Michelle Todd
129-139
Evaluating an interprofessional workshop on persistent pain: The role of Adult Learning and Social Identity theories
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Alison Jane Canty, James Chase, Matthew Hingston, Melanie Greenwood, Casey Peter Mainsbridge, Jane Skalicky
140-152
Addressing student attrition within higher education online programs through a collaborative community of practice
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