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2019 Journal Article How biomedical science students use their mobile devices for learningVasudeva, Sanjay, Colthorpe, Kay, Ernst, Hardy and Lam, Kai Wei (2019). How biomedical science students use their mobile devices for learning. International Journal of Mobile and Blended Learning, 11 (3), 38-54. doi: 10.4018/IJMBL.2019070103 |
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2019 Journal Article Effect of metacognitive prompts on undergraduate pharmacy students' self-regulated learning behaviorColthorpe, Kay, Ogiji, Jennifer, Ainscough, Louise, Zimbardi, Kirsten and Anderson, Stephen (2019). Effect of metacognitive prompts on undergraduate pharmacy students' self-regulated learning behavior. American Journal of Pharmaceutical Education, 83 (4) 6646, 6646. doi: 10.5688/ajpe6646 |
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2018 Journal Article How do students deal with difficult physiological knowledge?Colthorpe, Kay Louise, Abe, Haruna and Ainscough, Louise (2018). How do students deal with difficult physiological knowledge?. Advances in Physiology Education, 42 (4), 555-564. doi: 10.1152/advan.00102.2018 |
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2018 Journal Article Online instructional anatomy videos: student usage, self-efficacy, and performance in upper limb regional anatomy assessmentLangfield, Tracey, Colthorpe, Kay and Ainscough, Louise (2018). Online instructional anatomy videos: student usage, self-efficacy, and performance in upper limb regional anatomy assessment. Anatomical Sciences Education, 11 (5), 461-470. doi: 10.1002/ase.1756 |
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2018 Journal Article CLIPS (Communication Learning in Practice for Scientists): a new online resource leverages assessment to help students and academics improve science communicationRowland, Susan, Hardy, James, Colthorpe, Kay, Pedwell, Rhianna and Kuchel, Louise (2018). CLIPS (Communication Learning in Practice for Scientists): a new online resource leverages assessment to help students and academics improve science communication. Journal of Microbiology and Biology Education, 19 (1) 1466. doi: 10.1128/jmbe.v19i1.1466 |
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2017 Journal Article Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciencesColthorpe, Kay, Sharifirad, Tania, Ainscough, Louise, Anderson, Stephen and Zimbardi, Kirsten (2017). Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences. Assessment and Evaluation in Higher Education, 43 (2), 272-285. doi: 10.1080/02602938.2017.1334872 |
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2017 Journal Article Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient studentsAinscough, Louise, Stewart, Ellen, Colthorpe, Kay and Zimbardi, Kirsten (2017). Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students. Studies in Higher Education, 43 (12), 1-16. doi: 10.1080/03075079.2017.1315085 |
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2017 Journal Article Assessing students' ability to critically evaluate evidence in an inquiry-based undergraduate laboratory courseColthorpe, Kay, Abraha, Hyab Mehari, Zimbardi, Kirsten, Ainscough, Louise, Spiers, Jereme G. , Chen, Hsiao-Jou and Lavidis, Nickolas A. (2017). Assessing students' ability to critically evaluate evidence in an inquiry-based undergraduate laboratory course. Advances in Physiology Education, 41 (1), 154-162. doi: 10.1152/advan.00118.2016 |
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2016 Journal Article Changes in biology self-efficacy during a first-year university courseAinscough, Louise, Foulis, Eden, Colthorpe, Kay, Zimbardi, Kirsten, Robertson-Dean, Melanie, Chunduri, Prasad and Lluka, Lesley (2016). Changes in biology self-efficacy during a first-year university course. CBE Life Sciences Education, 15 (2) 19, 19.1-19.12. doi: 10.1187/cbe.15-04-0092 |
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2016 Journal Article Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performanceZimbardi, Kirsten, Colthorpe, Kay, Dekker, Andrew, Engstrom, Craig, Bugarcic, Andrea, Worthy, Peter, Victor, Ruban, Chunduri, Prasad, Lluka, Lesley and Long, Phil (2016). Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance. Assessment & Evaluation in Higher Education, 42 (4), 1-20. doi: 10.1080/02602938.2016.1174187 |
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2015 Journal Article Using inquiry-based practicals to promote students’ critical evaluation of the scientific literature and maturation of their understanding of the nature of scientific knowledgeZimbardi, Kirsten, Loyle-Langholz, Anne, Kibedi, Judit and Colthorpe, Kay (2015). Using inquiry-based practicals to promote students’ critical evaluation of the scientific literature and maturation of their understanding of the nature of scientific knowledge. International Journal of Innovation in Science and Mathematics Education, 23 (5), 91-103. |
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2015 Journal Article The roles of mentoring and motivation in student teaching assistant interactions and in improving experience in first-Year biology laboratory classesGood, Jonathon, Colthorpe, Kay, Zimbardi, Kirsten and Kafer, Georgia (2015). The roles of mentoring and motivation in student teaching assistant interactions and in improving experience in first-Year biology laboratory classes. Journal of College Science Teaching, 44 (4), 88-98. doi: 10.2505/4/jcst15_044_04_88 |
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2015 Journal Article Progressive development of scientific literacy through assessment in inquiry-based biomedical science curriculaColthorpe, Kay, Zimbardi, Kirsten, Bugarcic, Andrea and Smith, Aaron (2015). Progressive development of scientific literacy through assessment in inquiry-based biomedical science curricula. International Journal of Innovation in Science and Mathematics Education, 23 (5), 52-64. |
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2015 Journal Article Know thy student! Combining learning analytics and critical reflections to develop a targeted intervention for promoting self-regulated learningColthorpe, Kay, Zimbardi, Kirsten, Ainscough, Louise and Anderson, Stephen (2015). Know thy student! Combining learning analytics and critical reflections to develop a targeted intervention for promoting self-regulated learning. Journal of Learning Analytics, 2 (1), 134-155. doi: 10.18608/jla.2015.21.7 |
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2014 Journal Article The development of undergraduate science students’ scientific argument skills in oral presentationsBugarcic, Andrea, Colthorpe, Kay, Farrand, Kirsten, Su, Hing Wee and Jackson, Kelly (2014). The development of undergraduate science students’ scientific argument skills in oral presentations. International Journal of Innovation in Science and Mathematice Education, 22 (5), 43-60. |
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2014 Journal Article Peer feedback enhances a "journal club" for undergraduate science students that develops oral communication and critical evaluation skillsColthorpe, Kay, Chen, Xuebin and Zimbardi, Kirsten (2014). Peer feedback enhances a "journal club" for undergraduate science students that develops oral communication and critical evaluation skills. Journal of Learning Design, 7 (2), 105-119. doi: 10.5204/jld.v7i2.198 |
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2013 Journal Article A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate studentsZimbardi, Kirsten, Bugarcic, Andrea, Colthorpe, Kay, Good, Jonathon P. and Lluka, Lesley (2013). A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students. Advances In Physiology Education, 37 (4), 303-315. doi: 10.1152/advan.00082.2012 |
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2013 Journal Article Facilitating timely feedback in the biomedical sciencesColthorpe, Kay, Liang, Shaohong and Zimbardi, Kisten (2013). Facilitating timely feedback in the biomedical sciences. International Journal of Innovation in Science and Mathematics Education (formerly CAL-Laborate International), 21 (3), 60-74. |
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2008 Journal Article Expanding voluntary active-learning opportunities for pharmacy students in a respiratory physiology moduleErnst, Hardy and Colthorpe, Kay (2008). Expanding voluntary active-learning opportunities for pharmacy students in a respiratory physiology module. American Journal of Pharmaceutical Education, 72 (2) 28, Article Number: 28. doi: 10.5688/aj720228 |
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2007 Journal Article The efficacy of interactive lecturing for students with diverse science backgroundsErnst, H and Colthorpe, K (2007). The efficacy of interactive lecturing for students with diverse science backgrounds. Advances In Physiology Education, 31 (1), 41-44. doi: 10.1152/advan.00107.2006 |
