Proceedings of the Blended Learning in Science Teaching and Learning Symposium (2005)

Table of Contents

Keynote Presentations (Abstract)

Blended learning: design and improvisation
Peter Goodyear
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Non-refereed Papers

The impact of classroom design on collaborative learning
Michael Bulmer, Valda Miller, Helen Byers, David Milne, Mia O’Brien
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A blended learning approach to developing students’ understanding in academic honesty
Steve Clark, Mark Freeman
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An online activity developing student-driven learning in molecular biology
Susan Cossetto, Paula Newitt
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A novel, on-line bioinformatics exercise in genomics
Susan Cossetto, Abby Cuttriss, Barry Pogson
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Teaching generic science skills online to first year biology students
David Kramer
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Towards inclusive teaching practice in science education in relation to gender and sexuality
Geoff R. MacFarlane, Gary Ellem, Kevin Markwell
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Odysseys in Pastryland – a bird’s eye view of microevolution
Colin McHenry, Geoff R. MacFarlane
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Refereed Papers

APRES: electronically managed student feedback via peer review
Raoul A. Mulder, Mark A. Elgar, Declan Brady
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Decision analysis under uncertainty for e-learning environment
Kankana Chakrabarty
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Blended learning: an approach to delivering science courses on-line
Ian Clark, Patrick James
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Portfolio tools: learning and teaching strategies to facilitate development of graduate attributes
Jacquelyn Cranney, Michelle Kofod, Gail Huon, Lene Jensen, Kirsty Levin, Iain McAlpine, Michele Scoufis, Noel Whitaker
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nexus: journal of undergraduate science engineering and technology
Julian Dermoudy, Susan Jones, Jon Osborn, Dominic Geraghty, Richard Dearden
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Engineering students’ views of computer algebra systems
Sabita D’Souza, Leigh Wood, Peter Petocz
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Tales from the coalface: From tragedy to triumph in a blended learning approach to the teaching of 1st year biology
G.K. Ellem, E.A. McLaughlin
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Blended learning in a first year mathematics subject
Layna Groen, Georgina Carmody
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Evaluation of blended learning: analysis of qualitative data
Ansie Harding, Dan Kaczynski, Leigh Wood
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What do we teach them and what are they learning? Evaluation and assessment of the information literacy skills of science students
Susan M. Jones, Leon Barmuta, Julian Dermoudy, Regina Magierowski, Jon Osborn, Jane Sargison, Richard Dearden, Christine Evans, David Waters
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Encouraging students to ‘think as biologists’: independent field-based projects and peer assessment as a deep learning strategy
Geoff MacFarlane, Kevin Markwell, Liz Date-Huxtable
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Reflections on using student-authored questions to encourage learning in physics
A. R. Merchant, K.W. McGregor
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The tutorial benefits of on-line assignments: MasteringPhysics in first year physics at the University of Sydney
John O’Byrne, Richard Thompson
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Creating a reliable instrument to assess students’ conceptions of studying biology at tertiary level
Roseanne Quinnell, Elizabeth May, Mary Peat, Charlotte Taylor
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Identifying the existence of barriers to students’ learning from assessment results
Justin Read, Adrian George
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The World-Wide Day in Science as exemplar of problem-based, blended learning with international scope
Will Rifkin
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Use of online delivery including CaptureCAM-PRO in teaching Applied Pharmacotherapeutics courses in the Pharmacy program
Ieva Stupans, Geoff March
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Mapping student learning throughout the collaborative inquiry process: the progressive e-poster
Kathy Takayama, John Wilson
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Fair assessment and blended learning in collaborative group design projects
Richard Tucker, John Rollo
Untitled
What, no lectures!: experiences from a blended tablet PC classroom
Barbara White, Jodi Tutty
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Quantum leaps in blended learning: an online project for physics students
Kate Wilson, Paula Newitt
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Students’ learning styles and academic performance in first year chemistry
Alexandra Yeung, Justin Read, Siegbert Schmid
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Chest auscultation; easy to learn hard to say. Learning auscultation through multimedia.
Ron Kerr
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Mastering physics?
R. A. Lewis, R. E. M. Vickers, C. A. Freeth
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Physics workshop tutorials: views of life-science students
R. A. Lewis
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The use of blended learning to teach metabolism
J.O. Macaulay, M.P. Van Damme, K.Z. Walker
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Blogging in science and science education
Kaye Placing, Mary-Helen Ward, Mary Peat, Pedro Telleria Teixeira
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Mixing knowledge, attitude and experience–teamwork approach in the 1st year undergraduate physics laboratory
Marian W. Radny, Aime B. Duval
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Reflections on context-based science teaching: a case study of physics for students of physiotherapy
Anton Rayner
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Providing quality feedback - Where to from here?
P. M Ross, D. A Tronson
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WebCT supported preparation for cytology practical classes in veterinary science
Imke Tammen, Paul Sheehy
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Contemporary service course students: Who are they?
Margaret Wegener
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The influence of student engagement with online pre laboratory work modules on academic performance in first year chemistry
Alexandra Yeung, Siegbert Schmid, Roy Tasker, Janine Miller
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Bridging the gap – student understanding and the chemistry bridging course
David Youl, Justin Read, Adrian George, Anthony Masters, Siegbert Schmid, Michael King
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