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2016 Book Chapter Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their StudentsDabrowski, Anna and Lodge, Jason M. (2016). Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their Students. Handbook on Digital Learning for K-12 Schools. (pp. 443-454) Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-33808-8_27 |
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2016 Conference Publication All roads lead to Rome: tracking students’ affect as they overcome misconceptionsKennedy, Gregor and Lodge, Jason M. (2016). All roads lead to Rome: tracking students’ affect as they overcome misconceptions. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, December 2016. Australasian Society for Computers in Learning in Tertiary Education. |
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2016 Conference Publication Confidence drives exploration strategies in interactive simulationsArguel, Amael, Lodge, Jason M, Pachman, Mariya and de Barba, Paula (2016). Confidence drives exploration strategies in interactive simulations. 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of South Australia, Adelaide, Australia, December 2016. Australasian Society for Computers in Learning in Tertiary Education. doi: 10.14742/apubs.2016.825 |
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2016 Conference Publication “I am told it is publications”: Becoming a quantified academic in the measured universityBosanquet, Agnes, Lodge, Jason and Matthews, Kelly (2016). “I am told it is publications”: Becoming a quantified academic in the measured university. Academic Identities Conference, Sydney Australia, 29 June - 1 July 2016. Sydney Australia: The University of Sydney. |
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2015 Journal Article Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher educationGregory, Mary Sarah-Jane and Lodge, Jason Michael (2015). Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education. Distance Education, 36 (2), 210-230. doi: 10.1080/01587919.2015.1055056 |
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2015 Conference Publication Modelling psychological factors for predicting the success of non-traditional studentsGriffiths, Daniel and Lodge, Jason M. (2015). Modelling psychological factors for predicting the success of non-traditional students. Students, Transitions, Achievement, Retention and Success Conference, Melbourne, Australia, July 2015. |
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2015 Book Chapter Peer observation as a collaborative vehicle for innovation in incorporating educational technology into teaching: A case studyVenema, Sven, Drew, Steve and Lodge, Jason M. (2015). Peer observation as a collaborative vehicle for innovation in incorporating educational technology into teaching: A case study. Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education. (pp. 209-225) Rotterdam Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-289-9_13 |
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2015 Conference Publication Redefining early career academia in uncertain timesBosanquet, Agnes, Mailey, Alana, Matthews, Kelly and Lodge, Jason (2015). Redefining early career academia in uncertain times. Higher Education Research and Development Society of Australasia (HERDSA), Melbourme, VIC, Australia, 6-9 July 2015. |
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2015 Book Chapter Applying Cognitive Science to Critical Thinking among Higher Education StudentsLodge, Jason M., O'Connor, Erin, Shaw, Rhonda and Burton, Lorelle (2015). Applying Cognitive Science to Critical Thinking among Higher Education Students. The Palgrave Handbook of Critical Thinking in Higher Education. (pp. 391-407) New York, NY, United States: Palgrave Macmillan. doi: 10.1057/9781137378057.0031 |
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2015 Book Chapter Professional learning through MOOCs?: a trans-disciplinary framework for building knowledge, inquiry, and expertiseLodge, Jason M. and Lewis, Melinda J. (2015). Professional learning through MOOCs?: a trans-disciplinary framework for building knowledge, inquiry, and expertise. Macro-level learning through Massive Open Online Courses (MOOCs): strategies and predictions for the future. (pp. 48-60) edited by Elspeth McKay and John Lenarcic. Hershey, PA USA: IGI Global. doi: 10.4018/978-1-4666-8324-2.ch003 |
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2015 Conference Publication Prior knowledge, confidence and understanding in interactive tutorials and simulationsLodge, Jason M. and Kennedy, Gregor (2015). Prior knowledge, confidence and understanding in interactive tutorials and simulations. ASCILITE 2015, Perth, WA Australia, 30 November - 3 December 2015. Tugun QLD Australia: Australasian Society for Computers in Learning in Tertiary Education. |
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2014 Journal Article Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic developmentMatthews, Kelly E., Lodge, Jason M. and Bosanquet, Agnes (2014). Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development. International Journal for Academic Development, 19 (2), 112-124. doi: 10.1080/1360144X.2012.724421 |
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2014 Journal Article Making sense of how I learn: Metacognitive capital and the first year university studentLarmar, Stephen and Lodge, Jason (2014). Making sense of how I learn: Metacognitive capital and the first year university student. International Journal of the First Year in Higher Education, 5 (1), 93-105. doi: 10.5204/intjfyhe.v5i1.193 |
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2014 Journal Article Evaluating quality learning in higher education: re-examining the evidenceLodge, Jason and Bonsanquet, Agnes (2014). Evaluating quality learning in higher education: re-examining the evidence. Quality in Higher Education, 20 (1), 3-23. doi: 10.1080/13538322.2013.849787 |
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2013 Journal Article Beyond the first year experience in science: Identifying the need for a supportive learning and teaching environment for second year science studentsLoughlin, Wendy A., Gregory, Sarah-Jane, Harrison, Glenn and Lodge, Jason M. (2013). Beyond the first year experience in science: Identifying the need for a supportive learning and teaching environment for second year science students. International Journal of Innovation in Science and Mathematics Education, 21 (4), 13-26. |
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2013 Journal Article Towards a model for student selection in clinical psychologySchweitzer, Robert, Khawaja, Nigar, Strodl, Esben, Lodge, Jason, Coyne, Joe and King, Robert (2013). Towards a model for student selection in clinical psychology. Clinical Psychologist, 18 (3), 125-132. doi: 10.1111/cp.12025 |
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2013 Journal Article Capturing dynamic presentation: using technology to enhance the chalk and the talkVenema, Sven and Lodge, Jason M. (2013). Capturing dynamic presentation: using technology to enhance the chalk and the talk. Australasian Journal of Educational Technology, 29 (1), 20-31. doi: 10.14742/ajet.62 |
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2013 Conference Publication Five stages of online course design: Taking the grief out of converting courses for online deliveryBarac, Karin, Davies, Lynda, Duffy, Sean, Aitkin, Neal and Lodge, Jason (2013). Five stages of online course design: Taking the grief out of converting courses for online delivery. 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013, Sydney, NSW, Australia, 1-4 December, 2013. ASCILITE. |
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2012 Journal Article Some reflections by early career academicsLodge, Jason, Bosanquet, Agnes and Matthews, Kelly (2012). Some reflections by early career academics. HERDSA News, 34 (3), 17-18. |
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2012 Journal Article Orientation Online: Introducing commencing students to university study. A Practice ReportSmyth, Elizabeth and Lodge, Jason (2012). Orientation Online: Introducing commencing students to university study. A Practice Report. International Journal of the First Year in Higher Education, 3 (1), 83-89. doi: 10.5204/intjfyhe.v3i1.104 |
