| Romana Pospisil and Lesley Willcoxson |
Preface | |
| Matthew Allen |
ARROW: On target with the world wide web | 1-5 |
Roger Atkinson and
Allison Brown |
Online units: What infrastructure services are required? | 6-11 |
| Christina Ballantyne |
Improving university teaching: Giving feedback to students | 12-15 |
| Dianne Barrington and Doreen Murrie |
Facilitating communication and interactional skills with terminally ill patients: A preceptorship learning model for undergraduate medical students. | 16-20 |
| Colin J. Beasley |
Students as teachers: The benefits of peer tutoring | 21-30 |
| Roberta Bencini and Werner S. Hennig |
'Animal Stack': A computer simulated animal dissection | 31-33 |
| Steve Benson |
A reflection on the teaching of management information systems | 34-37 |
| Richard G. Berlach |
The portfolio approach to evaluation | 38-43 |
| David Booth |
Evaluation of a change in teaching methods using the College and University Classroom Environment Inventory (CUCEI) | 44-49 |
| Alison Bunker and Marianne Cronin |
Improving students' academic writing with the use of the word processor | 50-57 |
| Michel Burgum and Catherine Bridge |
Using critical incidents in professional education to develop skills of reflection and critical thinking | 58-61 |
| Louis Caccetta, Pamela Hollis, Peg Foo Siew and Brian White |
Strategies for assisting the transition from secondary to tertiary mathematics | 62-67 |
| Trudi Cooper |
Using Portfolios to assess first year student placements | 68-72 |
| Barbara de la Harpe, Alex Radloff and Lesley Parker |
Time spent working and studying in the first year: What do students tell us? | 73-77 |
| Jim Elliott |
Early student withdrawal: The reasons students give for leaving the university | 78-99 |
| Darrell Fisher and Peter Taylor |
A questionnaire for monitoring social constructivist reform in university teaching | 100-105 |
| Robert Fox, Anna Boyd and Allan Herrmann |
What form should student evaluation of distance teaching take? | 106-110 |
| Robert Fox, Allan Herrmann and Anna Boyd |
What should be included and what should be excluded in a guide on open and flexible teaching and learning? | 111-117 |
| Bob Fox and Alex Radloff |
How can we 'unstuff' the curriculum? | 118-123 |
| Susan Hall |
Forms of reflective teaching practice in higher education | 124-131 |
| Susan Hall, Rosemary Coates, Paola Ferroni, Michael Pearson and Sue Trinidad |
Tilling the field: Action research in postgraduate supervision | 132-143 |
| Yvonne Hauck and Tony Hussey |
Caring communication: Strategies and skills for health professionals | 144-148 |
| Peter E. Jones and S. Lin |
Teaching the Programming Language Java over the Web | 149-153 |
| Stephen R. Kessell |
Teaching literacy in intensive science degrees: A formal evaluation | 154-162 |
| Shamim Khan |
Why don't they come to the lecture? | 163-165 |
| Chris King and Robyn Morris |
When resources are limited how can we introduce innovative teaching methods? | 166-168 |
| Chris King |
Make it small and intensive : An approach to teaching small classes | 169-176 |
| Kim Kirsner, Andrew Page, Danny Boase-Jelinek, Mark Randell and Kathryn Hird |
DADA: A diagnosis, assessment and decision aid for the clinical and behavioural sciences | 177-181 |
| Martijntje M. Kulski |
Learning through teaching portfolios?: Some observations from the coal-face | 182-186 |
| David Lake |
Who are these students? The cultural background of some past and future AusAID students from Papua New Guinea and elsewhere | 187-193 |
| Monica Leggett |
How can students be encouraged to develop appropriate communication skills for communicating scientific principles to non technical audiences? | 194-196 |
| R. D. Loss and M. G. Zadnik |
How do you tutor your tutors? | 197-203 |
| S P Maj, G Robbins, D Shaw, K W Duley |
Are computer science graduates computer illiterate? | 204-209 |
| Marie Martin |
Physical analogies | 210-211 |
| Clare McBeath |
The politics of upgrading university courses: Revising the BA (Education) | 212-216 |
| Catherine McLoughlin |
Thinking about thinking: Giving students the HOTS for learning | 217-221 |
| Mauro Mocerino |
Learning in the laboratory | 222-226 |
| Mauro Mocerino, Peter Sheppard and Barry Thornton |
Chemistry Demonstrators' Workshop | 227-228 |
| Robyn Morris and Colleen Hayes |
Small group work: Are group assignments a legitimate form of assessment? | 229-233 |
| Robert P. Mun |
Engineering laboratory classes: What purpose and what format? | 234-238 |
| Eamon Murphy |
From university to work: Developing transferable skills | 239-243 |
| Deidre Pearce |
How do you transform a student into a professional scientist? | 244-246 |
| Jane Pearce and Christopher Crouch |
How can students become people who ask questions (instead of people who answer questions)? | 247-251 |
| Michael Pearson |
Ideation: A synthesis model for breaking mindset and generating alternatives | 252-258 |
| Michael Pearson |
Creating a background of relatedness within cultural diversity | 259-260 |
| Jeffrey G. Dunn, Robert I. Kagi and David N. Phillips |
Development of professional skills in a third year undergraduate chemistry course | 261-266 |
| Jeffrey G. Dunn, David N. Phillips and W. van Bronswijk |
Introducing third year chemistry students to the planning and design of an experimental program | 267-270 |
| Jeffrey G. Dunn and David N. Phillips |
Introducing second year chemistry students to research work through mini-projects | 271-275 |
| Rob Phillips |
What is the most appropriate way to use the Internet for teaching and learning? | 276-278 |
| Christy Pinfold and Anne Thwaite |
Language in contexts: A multimedia resource for teaching discourse analysis to language students | 279-284 |
| Peter Radloff |
How can we get useful unit feedback from students? | 285-289 |
| Bill Scott and Ross Lantzke |
Laurel and Hardy and crosswords: Teaching as fun | 290-293 |
| Bill Scott |
Is time-tabling for the benefit of staff or students? | 294-295 |
| F. Crawford, J. Parkin, K. Slaney, P. Taylor, L. Bakshi, H. Lucida and N. Phuthi |
Independent thinking: Cross-cultural possibilities | 296-302 |
| Vicky Ann Solah |
How do you encourage independent and self-directed learning? | 303-306 |
| Heather Sparrow |
Peer assessment as a tool for learning | 307-311 |
| Michael Sturma |
Feature film and teaching/learning | 312-313 |
| Geoff I Swan |
Polarizing effects | 314-318 |
| Jan Thomas and Clive Huxtable |
Student derived learning objectives | 319-323 |
| Eileen Thompson |
Distance education drop-out: what can we do? | 324-332 |
| Dianne Tomazos |
What do university teachers say about improving university teaching? | 333-340 |
| Timo Vuori and Raj Gururajan |
Tertiary examination conducted on the Internet | 341-344 |
| Timo Vuori and Maria Jean Hall |
Educational challenges in the enwebbed age | 345-349 |
| Sonia Walker and Helen Shurven |
Learning in lectures: A contradiction in terms? | 350-356 |
| Gordon Woodbine |
Can the various forms of cooperative learning techniques be applied effectively in the classroom in content driven accounting courses? | 357-360 |
| Archie Zariski |
Lessons for teaching using group work from a survey of law students | 361-366 |
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