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2022 Conference Publication Through the eyes of an intern: reflecting the roles of learning designer in the transition from face-to-face to online learningPrasetyawati, Wuri and Gannaway, Deanne (2022). Through the eyes of an intern: reflecting the roles of learning designer in the transition from face-to-face to online learning. EDULEARN22: 14th International Conference on Education and New Learning Technologies, Palma, Spain, 4-6 July 2022. Valencia, Spain: IATED. doi: 10.21125/edulearn.2022.2145 |
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2022 Journal Article Examining the overlapping identities of teaching focused academics and academic developers: expanding ideasGodbold, N., Matthews, K. E. and Gannaway, D. (2022). Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas. International Journal for Academic Development, 28 (4), 1-12. doi: 10.1080/1360144x.2022.2082436 |
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2022 Book Chapter Practitioner response: considering co-constructing a programme leadership development programme in a research-intensive HEIGannaway, Deanne (2022). Practitioner response: considering co-constructing a programme leadership development programme in a research-intensive HEI. Supporting course and programme leaders in higher education: practical wisdom for leaders, educational developers and programme leaders. (pp. 71-72) edited by Jenny Lawrence, Sue Morón-García and Rowena Senior. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003127413-12 |
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2022 Other Outputs Transitioning to hybrid teaching and learning: UQ staff perspectivesMandrusiak, Allison, Gannaway, Deanne, Colthorpe, Kay and Tucker, Kylie (2022). Transitioning to hybrid teaching and learning: UQ staff perspectives. Brisbane, QLD, Australia: The University of Queensland. |
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2022 Book Chapter A whole-university approach to building expertise in higher education teachingGannaway, Deanne (2022). A whole-university approach to building expertise in higher education teaching. Developing expertise for teaching in higher education: practical ideas for professional learning and development. (pp. 57-68) edited by Helen King. London, United Kingdom: Routledge. doi: 10.4324/9781003198772-6 |
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2020 Other Outputs Why degree cost increases will hit women hardestGannaway, Deanne and Dunn, Grace (2020, 08 07). Why degree cost increases will hit women hardest The Conversation |
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2020 Journal Article Linking learner factors, teaching context, and engagement patterns with MOOC learning outcomesDeng, Ruiqi, Benckendorff, Pierre and Gannaway, Deanne (2020). Linking learner factors, teaching context, and engagement patterns with MOOC learning outcomes. Journal of Computer Assisted Learning, 36 (5), 688-708. doi: 10.1111/jcal.12437 |
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2020 Other Outputs Making Connections: Future-proofing the generalist Bachelor of Arts programGannaway, Deanne (2020). Making Connections: Future-proofing the generalist Bachelor of Arts program. Canberra, ACT, Australia: Australian Government Department of Education, Skills and Employment. |
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2020 Journal Article Learner engagement in MOOCs: Scale development and validationDeng, Ruiqi, Benckendorff, Pierre and Gannaway, Deanne (2020). Learner engagement in MOOCs: Scale development and validation. British Journal of Educational Technology, 51 (1) bjet.12810, 245-262. doi: 10.1111/bjet.12810 |
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2019 Journal Article Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse, non-science fieldsRowland, Susan, Gannaway, Deanne, Pedwell, Rhianna, Adams, Peter, Evans, Robyn, Bonner, Hailey and Wong, Kai Sheng (2019). Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse, non-science fields. Higher Education Research and Development, 39 (2), 1-14. doi: 10.1080/07294360.2019.1668364 |
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2019 Book Chapter Pursuing employability through generalist and specialist degree programs: Australian perspectivesGannaway, Deanne and Sheppard, Karen (2019). Pursuing employability through generalist and specialist degree programs: Australian perspectives. Education for employability (volume 2): Learning for future possibilities. (pp. 155-166) edited by Joy Higgs, Will Letts and Geoffrey Crisp. Leiden, The Netherlands: Brill Sense. doi: 10.1163/9789004418707_013 |
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2018 Journal Article Progress and new directions for teaching and learning in MOOCsDeng, Ruiqi, Benckendorff, Pierre and Gannaway, Deanne (2018). Progress and new directions for teaching and learning in MOOCs. Computers and Education, 129, 48-60. doi: 10.1016/j.compedu.2018.10.019 |
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2018 Other Outputs Professional learning roadmap 2018-2021Gannaway, D., Moni, K., McGrath, D., Adams, P., Kavanagh, L. and McIntyre, T. (2018). Professional learning roadmap 2018-2021. Brisbane, QLD, Australia: The University of Queensland. |
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2018 Book Chapter You’re not alone: discovering the power of sharing life narratives as academic womenBarker, Michelle, Webster-Wright, Ann, Gannaway, Deanne and Green, Wendy (2018). You’re not alone: discovering the power of sharing life narratives as academic women. Women activating agency in academia: metaphors, manifestos and memoir. (pp. 11-22) edited by Alison L. Black and Susanne Garvis. Abingdon, Oxfordshire United Kingdom: Routledge. doi: 10.4324/9781315147451-8 |
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2017 Journal Article Future Doctors' Perceptions about Incorporating Nutrition into Standard Care PracticeSchoendorfer, Niikee, Gannaway, Deanne, Jukic, Katherine, Ulep, Robin and Schafer, Jennifer (2017). Future Doctors' Perceptions about Incorporating Nutrition into Standard Care Practice. Journal of the American College of Nutrition, 36 (7), 565-571. doi: 10.1080/07315724.2017.1333928 |
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2017 Journal Article Reflecting on institutional support for SoTL engagement: developing a conceptual frameworkMyatt, Paula, Gannaway, Deanne, Chia, Ivy, Fraser, Kym and McDonald, Jacquelin (2017). Reflecting on institutional support for SoTL engagement: developing a conceptual framework. International Journal for Academic Development, 23 (2), 1-14. doi: 10.1080/1360144X.2017.1346511 |
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2017 Other Outputs Continuing professional learning framework: proposed professional learning pathways for University of Queensland educatorsGannaway, Deanne (2017). Continuing professional learning framework: proposed professional learning pathways for University of Queensland educators. |
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2017 Journal Article So how big is big? Investigating the impact of class size on ratings in student evaluationGannaway, Deanne, Green, Teegan and Mertova, Patricie (2017). So how big is big? Investigating the impact of class size on ratings in student evaluation. Assessment and Evaluation in Higher Education, 43 (2), 175-184. doi: 10.1080/02602938.2017.1317327 |
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2017 Conference Publication Understanding learning and teaching in MOOCs from the perspectives of students and instructors: A review of literature from 2014 to 2016Deng, Ruiqi, Benckendorff, Pierre and Gannaway, Deanne (2017). Understanding learning and teaching in MOOCs from the perspectives of students and instructors: A review of literature from 2014 to 2016. 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, 22-26 May 2017. Heidelberg, Germany: Springer Verlag. doi: 10.1007/978-3-319-59044-8_20 |
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2017 Book Chapter WIL in liberal arts programs: New approachesGannaway, Deanne and Sheppard, Karen (2017). WIL in liberal arts programs: New approaches. Work-Integrated Learning in the 21st Century: Global Perspectives on the Future. (pp. 51-66) Bingley, United Kingdom: Emerald Group Publishing Ltd.. doi: 10.1108/S1479-367920170000032003 |
