صورة الغلاف

Joint Statement of Principles for the Higher Education Sector COVID-19 Response.

This document was created due to the shared concern that a lack of agreed principles to effectively manage the higher-education sector's response to the global coronavirus (COVID-19) pandemic may have a profound effect on the well-being of a fair, equitable and prosperous Australia. Umbrella or...

وصف كامل

التفاصيل البيبلوغرافية
Institution:	Universities Australia
المؤلف الرئيسي:
منشور في:	Universities Australia 2020
الموضوعات:	Accreditation (Courses) Australia Coronavirus (COVID-19) Educational policy Educational principles Globalisation Higher education Higher education programs Impact studies Integrity Learning in an emergency Pandemic pedagogy Reputation
الوصول للمادة أونلاين:	https://ltr.edu.au/resources/Joint-Statement-of-Principles-for-the-Higher-Education-Sector-COVID-19-Response.pdf

مواد مشابهة

Making the transition from on-campus to online learning : Pre-service teachers' experiences of online learning as a result of COVID-19.
حسب: Muir, Tracey, وآخرون
منشور في: (2022)

Instructional design and course delivery as meta-ensemble : Improvisatory responses to COVID constraints in tertiary music ensemble assessments.
حسب: Yeo, Narelle, وآخرون
منشور في: (2023)

Teaching Resilience : Enabling Factors for Effective Responses to COVID-19.
حسب: Baumber, Alex, وآخرون
منشور في: (2021)

The Best Chance For All : A Policy Roadmap for Post-Pandemic Panic.
حسب: Kift, Sally, وآخرون
منشور في: (2021)

On-Campus Students Moving Online During COVID-19 University Closures : Barriers and Enablers.
حسب: Attree, Katherine
منشور في: (2021)

Online learning during the COVID-19 pandemic : Does social connectedness and learning community predict self-determined needs and course satisfaction?
حسب: Geary, Erin, وآخرون
منشور في: (2023)

The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics.
حسب: Tangalakis, Kathy, وآخرون
منشور في: (2022)

Is blended learning the future of education? Students perspective using discrete choice experiment analysis.
حسب: Ahmed, Adib, وآخرون
منشور في: (2022)

"Learning from weakness is also valuable" : A reflection on digital peer writing workshops held during the COVID-19 pandemic.
حسب: Pâquet, Lili
منشور في: (2023)

Experiences of female academics in Australia during COVID-19 : Opportunities and challenges.
حسب: Watson, Rashmi, وآخرون
منشور في: (2022)

Digital Disruption in the COVID-19 Era : The Impact on Learning and Students' Ability to Cope with Study in an Unknown World.
حسب: James, Trixie, وآخرون
منشور في: (2021)

"My Uni Experience Wasn't Completely Ruined" : The Impacts of COVID-19 on the First-Year Experience.
حسب: McKay, Loraine, وآخرون
منشور في: (2021)

From Student Satisfaction to Impact : Approaching Impact Evaluation in the Context of Methodological Constraints.
حسب: Leece, Rhonda, وآخرون
منشور في: (2022)

Building belonging in online WIL environments : lessons (re)learnt in the pandemic age : a collaborative enquiry.
حسب: Mueller, Beate, وآخرون
منشور في: (2022)

Student experiences of facilitated asynchronous online discussion boards : Lessons learned and implications for teaching practice.
حسب: James, Allison J., وآخرون
منشور في: (2022)

Joint Statement of Principles for Professional Accreditation.
حسب:
منشور في: (2016)

Belonging as a responsive strategy in times of supercomplexity and change.
حسب: Wilson, Rachel, وآخرون
منشور في: (2022)

That Synching Feeling : An Exploration of Student Engagement in an Online Environment.
حسب: Kelly, Kate, وآخرون
منشور في: (2021)

Prioritising lifeload over learning load : Understanding post-pandemic student engagement.
حسب: Hews, Rachel, وآخرون
منشور في: (2022)

Balancing the COVID-19 Disruption to Undergraduate Learning and Assessment with an Academic Student Support Package : Implications for Student Achievement and Engagement.
حسب: Lloyd, Natalie, وآخرون
منشور في: (2021)

A sense of belonging in Australian higher education : the significance of self-efficacy and the student-educator relationship.
حسب: Larsen, Ana, وآخرون
منشور في: (2022)

Equalizing and Widening Access to Higher Education During a Pandemic : Lessons Learned from a Multi-University Perspective.
حسب: Dodd, Emlyn, وآخرون
منشور في: (2021)

An Interprofessional Peer Teacher Training program for health professional students : 'face to face' versus 'online only'.
حسب: Burgess, Annette, وآخرون
منشور في: (2023)

Reflections on belonging and a law student pledge.
حسب: Murray, Karina, وآخرون
منشور في: (2022)

Academics' Narratives of Productive Learning Cultures During COVID-19 Emergency Remote Teaching in Australia.
حسب: Mitchell, Marilyn, وآخرون
منشور في: (2022)

Learning From the Pandemic : The Impacts of Moving Student-Staff Partnerships Online.
حسب: Judd, Madeleine-Marie, وآخرون
منشور في: (2021)

Global challenges : South African and Australian students' experiences of emergency remote teaching.
حسب: Joubert, Michelle, وآخرون
منشور في: (2023)

Reconceptualising how to internationalise-at-home : Using dialogue to stimulate intercultural capacity within university students.
حسب: Einfalt, Johanna
منشور في: (2024)

We were all learning and doing our best : Investigating how Enabling educators promoted student belonging in a time of significant complexity and unpredictability.
حسب: James, Trixie, وآخرون
منشور في: (2022)

Improving the Online Regional Student Experience : Findings from the Country Universities Centre (CUC) Student Evaluation.
حسب: Stone, Cathy, وآخرون
منشور في: (2022)

Good Practice Principles for Course Accreditation and Review of Indigenous Curriculum.
حسب:
منشور في: (2019)

UA Academic Integrity Best Practice Principles.
حسب:
منشور في: (2017)

The Role of Technology-Mediated Feedback Pre- and Post-COVID-19 : A Case Study of First-Year Communication Students.
حسب: Lewis, Sally, وآخرون
منشور في: (2024)

Enhancing Novice Educator Confidence to Teach Synchronously Online During the COVID-19 Pandemic.
حسب: Woodlands, Lauren, وآخرون
منشور في: (2023)

The Mindful Interactions (MI) tool : promoting student mental health in tertiary education.
حسب: Stephenson, Elspeth, وآخرون
منشور في: (2023)

Exploring disruption through the lens of an adapted Five Senses Framework.
حسب: Ashford, Theresa, وآخرون
منشور في: (2023)

Looking into the "Dark Mirror" : Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners.
حسب: Jones, Angela, وآخرون
منشور في: (2023)

Supporting student wellbeing as an academic language and learning advisor : Challenges and opportunities.
حسب: Gurney, Laura, وآخرون
منشور في: (2023)

Classroom of many cultures : co-creating support curriculum with international community partners and students : final report.
حسب: Downey, Greg, وآخرون
منشور في: (2018)

Whither the LMS : Is the LMS Still Fit for Purpose?
حسب: Willems, Julie, وآخرون
منشور في: (2023)