صورة الغلاف

Student experiences of threshold capability development with intensive mode teaching : final report.

Intensive mode teaching (IMT) involves students participating in classes or facilitated learning activities on fewer days and for longer each day than is traditional for the discipline. The mode has been used for many years in disciplines in which classes are structured to accommodate practical expe...

وصف كامل

التفاصيل البيبلوغرافية
Institutions:	University of Western Australia RMIT University University of Tasmania
المؤلفون الرئيسيون:	Male, Sally, Alam, Firoz, Baillie, Caroline, Crispin, Stuart, Hancock, Phil, Harte, David, Leggoe, Jeremy, MacNish, Cara, Ranmuthugala, Dev
منشور في:	Australia. Dept of Education and Training (DET) 2018
الموضوعات:	Australia Block mode Business education Guides Higher education Interviews Intensive mode Learning activities Learning experience Student attitudes Student experience Surveys Teaching effectiveness Teaching methods Time blocks Time factors (Learning) Time perspective Threshold concept University teaching Workshops
الوصول للمادة أونلاين:	https://ltr.edu.au/resources/SP14-4624_Male_Report_2018.pdf

مواد مشابهة

Block Mode Study : Opportunities and Challenges for a New Generation of Learners in an Australian University.
حسب: Samarawickrema, Gayani, وآخرون
منشور في: (2021)

Belonging in remote higher education classrooms : The dynamic interaction of intensive modes of learning and arts-based pedagogies.
حسب: Long, Shiona L., وآخرون
منشور في: (2024)

The Effectiveness and Transferability of a Block-Mode Discipline-Specific Academic Language Development Program.
حسب: Yeo, Joseph, وآخرون
منشور في: (2023)

Insights into professional learning for intensive Block Model : Lessons from a participatory evaluation for capacity building.
حسب: Samarawickrema, Gayani, وآخرون
منشور في: (2024)

Re-building the first year experience, one block at a time.
حسب: McCluskey, Trish, وآخرون
منشور في: (2019)

When the Journey is as Important as the Destination : Time-Averaged Retention as an Alternate Measure of Student Engagement and Program Impact.
حسب: Jones, Heath
منشور في: (2020)

Designing intensive mode science subjects : improving the student and teacher experience.
حسب: Huber, Elaine, وآخرون
منشور في: (2022)

Intensive modes of study and the need to focus on the process of learning in Higher Education.
حسب: Lodge, Jason M., وآخرون
منشور في: (2024)

Improving the Academic Performance and Mental Health of Non-Traditional University Students Through a Shorter Delivery Model : Exploring the Impact of the Southern Cross Model.
حسب: Nieuwoudt, Johanna
منشور في: (2023)

Intensive Work-Integrated Learning (WIL) : The benefits and challenges of condensed and compressed WIL experiences.
حسب: Winchester-Seeto, Theresa M., وآخرون
منشور في: (2024)

The Block : A catalyst for ongoing innovation.
حسب: Konjarski, Loretta, وآخرون
منشور في: (2023)

"Can we not do group stuff?" : Student insights on implementing co-creation in online intensive programs.
حسب: Newell, Samantha J., وآخرون
منشور في: (2024)

Creating an accessible and effective pathway for regional and isolated Aboriginal and Torres Strait Islander people to tertiary study using block-release study mode : final report 2014.
حسب: Turnbull, Mattie
منشور في: (2014)

The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students' first year of university.
حسب: Rummey, Cara, وآخرون
منشور في: (2019)

The RED resource : recognition - enhancement - development : the contribution of sessional teaching staff to higher education.
حسب:
منشور في: (2008)

Training, support and management of sessional teaching staff : final report.
حسب: Chalmers, Denise, وآخرون
منشور في: (2003)

The success, satisfaction and experiences of international students in an immersive block model.
حسب: Goode, Elizabeth, وآخرون
منشور في: (2024)

Study and Life : How first year university students use their time.
حسب: Richardson, Amanda, وآخرون
منشور في: (2019)

The RED report : recognition enhancement development : the contribution of sessional teaching staff in higher education.
حسب: Percy, Alisa, وآخرون
منشور في: (2008)

Project Evaluation Report : Embedding and Sustaining Leadership Development for Curriculum Leaders through Tailored Support during Curriculum Review and Renewal.
حسب: Lefoe, Geraldine
منشور في: (2011)

Immersive learning in a block teaching model : A case study of academic reform through principles, policies and practice.
حسب: Roche, Thomas, وآخرون
منشور في: (2024)

Embedding and Sustaining Leadership Development for Curriculum Leaders through Tailored Support during Curriculum Review and Renewal.
حسب: Trivett, Neil, وآخرون
منشور في: (2011)

Blended synchronous learning : a handbook for educators.
حسب: Bower, Matt, وآخرون
منشور في: (2014)

Tiddas Showin' Up, Talkin' Up and Puttin' Up : Indigenous Women and Educational Leadership : Final Project Report.
حسب: Bunda, Tracey A., وآخرون
منشور في: (2009)

Gender inclusivity of engineering students' experiences of workplace learning : Report on analysis of motivational experiences.
حسب: Male, Sally, وآخرون
منشور في: (2015)

Bringing the social into the accounting curriculum : integrating a sociological approach into learning and teaching in accounting : final report.
حسب: Boyce, Gordon, وآخرون
منشور في: (2017)

Re-shaping veterinary business curricula to improve graduates' business skills : a shared resource for educators : final report.
حسب: Feakes, Adele M., وآخرون
منشور في: (2014)

Improving the leadership capability of academic coordinators in postgraduate and undergraduate programs in business.
حسب: Vilkinas, Tricia
منشور في: (2009)

Final Evaluation Report on Professor Les Kirkup's ALTC National Teaching Fellowship : Inquiry-Oriented Learning in Science : Transforming Practice through Forging New Partnerships and Perspectives : Final Report.
حسب: MacGillivray, Helen
منشور في: (2013)

Virtual work integrated learning for engineering students : final report.
حسب: Male, Sally, وآخرون
منشور في: (2019)

Gender inclusivity of engineering students' experiences of workplace learning : final report.
حسب: Male, Sally
منشور في: (2015)

Forging new directions in physics education in Australian universities.
حسب: Kirkup, Les, وآخرون
منشور في: (2009)

Measuring student experience : relationships between Teaching Quality Instruments (TQI) and Course Experience Questionnaire (CEQ) : resource document.
حسب: Hirschberg, Joe, وآخرون
منشور في: (2011)

Student learning and the experience of teaching.
حسب: Prosser, Michael, وآخرون
منشور في: (2017)

Practicum partnerships : exploring models of practicum organisation in teacher education for a standards-based profession : final report.
حسب: Ure, Christine, وآخرون
منشور في: (2009)

Professional development program to embed inclusive and explicit teaching practices in higher education first year units : Final Report.
حسب: Brown, Claire, وآخرون
منشور في: (2017)

BRiTE : building resilience in teacher education : final report.
حسب: Mansfield, Caroline, وآخرون
منشور في: (2015)

Internationalising Engineering Degrees : The Challenge of Multiple Accreditations : Final Report.
حسب: Alam, Firoz, وآخرون
منشور في: (2017)

Physclips : Multi-level, Multi-media Resources for Teaching First Year University Physics : Report to the Carrick Institute.
حسب: Hatsidimitris, George, وآخرون
منشور في: (2007)

Physclips III : Light : Final Report.
حسب: Wolfe, Joe
منشور في: (2014)