Proceedings contents: Refereed papers

This page links to refereed papers accepted in accordance with [Review procedure], in one of the categories Research - academic research papers with clear strengths "... in the creation of new knowledge and/or the use of existing knowledge in a new and creative way so as to generate new concepts, methodologies and understandings". Accepted papers are eligible for the ARC research category "Conference publications" as detailed under [ERA 2012 Submission Guidelines], Section 5.4.8.7. Conference Publications - Full Paper Refereed. Professional practice - academic papers with clear strengths in creativity, leadership and excellence in professional practice, demonstrated in teaching, staff development, program or institutional development, educational media or services developments, or learning skills services. Being grounded in best practice rather than new knowledge, accepted papers are not eligible for the ARC research category "Conference publication". The TL Forum 2013 Committee acknowledges with gratitude the work of our reviewers [Review Panel]. Additional information about the review process outcomes is given in the [Editorial]. Readers are invited to select window width, font and font size to suit their personal preferences for screen reading comfort. For environmental sustainability purposes, we endeavour to make screen only reading as attractive as we can. Please note that the Proceedings files distributed at the Forum on USB drives are initial versions which may undergo post-Forum error correction after authors' proof reading. For definitive versions of any paper that you may wish to cite, please view it at http://otl.curtin.edu.au/professional_development/conferences/tlf/tlf2013/refereed/contents-refereed.html and check the "Last correction" date given in each paper's footer lines (HTML version).

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Papers are listed in alpha order by first author		Category of refereed paper
Frank Bate & Carole Steketee	Implementation of a hybrid mobile web learning environment in the health professions: A design based research approach	Prof Practice [PDF] [HTML]
Daniel Boase-Jelinek, Jenni Parker & Jan Herrington	Peer reviews: What can we learn from our students?	Research [PDF] [HTML]
Sandra E Carr, Zarrin Seema Siddiqui, Diana Jonas-Dwyer & Susan Miller	Enhancing feedback for students across a health sciences faculty	Prof Practice [PDF] [HTML]
Yu Dong & Anthony Lucey	Relationships between student satisfaction and assessment grades in a first year engineering unit	Research [PDF] [HTML]
Ahmed El-Mowafy, Michael Kuhn & Tony Snow	A blended learning approach in higher education: A case study from surveying education	Research [PDF] [HTML]
Joginder Kaur Gill & Zed Rengel	Designing an online lecture in the discipline of Soil Science	Prof Practice [PDF] [HTML]
Phil Hancock, Gillian Dale-Jones & Keith Willey	Impact of collaborative peer and self assessment on students' judgment and written communication	Research [PDF] [HTML]
Gregory S. C. Hine	The importance of action research in teacher education programs	Prof Practice [PDF] [HTML]
Alexandra Ludewig & Iris Ludewig-Rohwer	Does web based role play establish a high quality learning environment? Design versus evaluation	Prof Practice [PDF] [HTML]
Keith McNaught & Gerard Hoyne	Testing program reveals deficient mathematics for health science students commencing university	Research [PDF] [HTML]
Catherine Moore & Susan Teather	Engaging students in peer review: Feedback as learning	Research [PDF] [HTML]
Angus Morrison-Saunders & Julia Hobson	Subject centred learning enables effective tertiary teaching	Research [PDF] [HTML]
Daniel Oswald, Steven Hinckley & Graham Wild	Low cost educational video for first year undergraduate students using oscilloscopes	Prof Practice [PDF] [HTML]
Fernando F. Padró & Anita Frederiks	Evaluating the impact of the learning centre on student learning and satisfaction	Research [PDF] [HTML]
Jenni Parker, Dorit Maor & Jan Herrington	Under the hood: How an authentic online course was designed, delivered and evaluated	Research [PDF] [HTML]
Rowena H. Scott & Eddie van Etten	Environmental and conservation volunteering as workplace integrated learning	Research [PDF] [HTML]
Dorothy Spiller & Trudy Harris	Learning from evaluations: Probing the reality	Research [PDF] [HTML]
Teh Eng Choo (Elaine) & Megan Paull	Reducing the prevalence of plagiarism: A model for staff, students and universities	Prof Practice [PDF] [HTML]
Katharina Wolf & Catherine Archer	Managing ambiguity: A critical reflection on a truly global learning experience	Research [PDF] [HTML]

Please cite as: TL Forum (2013). Design, develop, evaluate: The core of the learning environment. Proceedings of the 22nd Annual Teaching Learning Forum, 7-8 February 2013. Perth: Murdoch University. http://otl.curtin.edu.au/professional_development/conferences/tlf/tlf2013/contents-all.html

Copyright 2013 Murdoch University. Copyrights in the individual articles in the Proceedings reside with the authors as noted in each article's footer lines.