Walsh, Andrew (2015) Playful Information Literacy: Play and information Literacy in Higher Education. Nordic Journal of Information Literacy in Higher Education, 7 (1). pp. 80-94. ISSN 1890-5900
Walsh, Andrew and Clementson, Jonny (2017) Reasons to play in Higher Education. In: The Power of Play Voices from the Play Community. CounterPlay, Aarhus, Denmark, pp. 181187. ISBN 9788799975204
Walsh, A. (2016, September 1). Think play is for nurseries, not universities? Think again. Guardian Higher Education Network. Retrieved from https://www.theguardian.com/highereducation-network/2016/sep/01/think-play-is-for-nurseries-not-universities-think-again
Nicola Whitton and Alex Moseley, Routledge (2019)
Cervatiuc, A., 2019. Successful Design and Management of Asynchronous Discussion Forums in Online Higher Education. In Handbook of Research on Cross-Cultural Online Learning in Higher Education (pp. 101-118). IGI Global.
Chiu, T.K. and Hew, T.K., 2018. Factors influencing peer learning and performance in MOOC asynchronous online discussion forum. Australasian Journal of Educational Technology, 34(4).
Steele, J. and Holbeck, R., 2018. Five Elements That Impact Quality Feedback in the Online Asynchronous Classroom. Journal of Educators Online, 15(3), p.n3.
Luo, T., Shah, S.J. and Cromptom, H., 2019. Using Twitter to support reflective learning in an asynchronous online course. Australasian Journal of Educational Technology, 35(3).
Akcaoglu, M. and Lee, E., 2018. Using Facebook groups to support social presence in online learning. Distance Education, 39(3), pp.334-352.
Malkin, A., Rehfeldt, R.A. and Shayter, A.M., 2018. An investigation of the efficacy of asynchronous discussion on students’ performance in an online research method course. Behavior analysis in practice, 11(3), pp.274-278.
Glenn, C.W., 2018. Adding the human touch to asynchronous online learning. Journal of College Student Retention: Research, Theory & Practice, 19(4), pp.381-393.
Ding, L., 2019. Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, pp.1-11.
Dziuban, C., Graham, C.R., Moskal, P.D., Norberg, A. and Sicilia, N., 2018. Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), p.3.
Castro, R., 2019. Blended learning in higher education: Trends and capabilities. Education and Information Technologies, pp.1-24.
Ramirez?Arellano, A., Acosta?Gonzaga, E., Bory?Reyes, J. and Hernández Simón, L.M., 2018. Factors affecting student learning performance: A causal model in higher blended education. Journal of Computer Assisted Learning, 34(6), pp.807-815.
Halverson, L.R. and Graham, C.R., 2019. Learner Engagement in Blended Learning Environments: A Conceptual Framework. Online Learning, 23(2).
Nortvig, A.M., Petersen, A.K. and Balle, S.H., 2018. A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement. Electronic Journal of e-Learning, 16(1), pp.46-55.
Lu, O.H., Huang, A.Y., Huang, J.C., Lin, A.J., Ogata, H. and Yang, S.J., 2018. Applying learning analytics for the early prediction of Students' academic performance in blended learning. Journal of Educational Technology & Society, 21(2), pp.220-232.
Owston, R., 2018. Empowering learners through blended learning. International Journal on E-Learning, 17(1), pp.65-83.
Medina, L.C., 2018. Blended learning: Deficits and prospects in higher education. Australasian Journal of Educational Technology, 34(1).
Farías, M., 2018. Exploring Blended Learning in the Humanities: A Pilot Study in a Graduate Course in Linguistics. Ubiquitous Learning: An International Journal, 11(2).
de Lange, T. and Wittek, L., 2018. Creating shared spaces: developing teaching through peer supervision groups. Mind, Culture, and Activity, 25(4), pp.324-339.
Clarence, S., 2018. Towards inclusive, participatory peer tutor development in higher education. Critical Studies in Teaching and Learning, 6(1), pp.58-74.
McCrorie, P., 2018. 9 Learning in Small Groups. Understanding Medical Education: Evidence, Theory, and Practice, pp.123-137.
Keats, D.W. and Boughey, J., 1994. Task-based small group learning in large classes: Design and implementation in a second year university botany course. Higher Education, 27(1), pp.59-73.
Radi Afsouran, N., Charkhabi, M., Siadat, S.A., Hoveida, R., Oreyzi, H.R. and Thornton III, G.C., 2018. Case-method teaching: advantages and disadvantages in organizational training. Journal of Management Development, 37(9/10), pp.711-720.
Newman, H. and Sidney, D.M., 2018. Teaching Management: A Practical Handbook with Special Reference to the Case Study Method. Routledge.
Lapoule, P. and Lynch, R., 2018. The case study method: exploring the link between teaching and research. Journal of Higher Education Policy and Management, 40(5), pp.485-500.
Mu, F. and Hatch, J.E., 2019. Grading and interim feedback processes for a case method course. Journal of Education for Business, pp.1-8.
Orr, L. and Weekley, L., 2019. Teaching With Case Studies in Higher Education. In Case Study Methodology in Higher Education (pp. 180-208). IGI Global.
Munge, B., Thomas, G. and Heck, D., 2018. Outdoor fieldwork in higher education: Learning from multidisciplinary experience. Journal of Experiential Education, 41(1), pp.39-53.
Lee, D.C.A., Jian, M., Sora, G. and Haines, T.P., 2019. Fieldwork placement outcomes for international higher education students: A systematic literature review. Australian Journal of Career Development, 28(2), pp.132-150.
Thomas, G.J. and Munge, B., 2017. Innovative outdoor fieldwork pedagogies in the higher education sector: Optimising the use of technology. Journal of Outdoor and Environmental Education, 20(1), pp.7-13.
Hughes, A., 2016. Exploring normative whiteness: ensuring inclusive pedagogic practice in undergraduate fieldwork teaching and learning. Journal of Geography in Higher Education, 40(3), pp.460-477.
France, D. and Haigh, M., 2018. Fieldwork@ 40: fieldwork in geography higher education. Journal of Geography in Higher Education, 42(4), pp.498-514.
Phillips, R., 2015. Playful and multi-sensory fieldwork: Seeing, hearing and touching New York. Journal of Geography in Higher Education, 39(4), pp.617-629.
De Beer, M. and Mårtensson, L., 2015. Feedback on students' clinical reasoning skills during fieldwork education. Australian occupational therapy journal, 62(4), pp.255-264.
Everill, P., 2015. Pedagogy and Practice: The Provision and Assessment of Archaeological Fieldwork Training in UK Higher Education. The Historic Environment: Policy & Practice, 6(2), pp.122-141.
Streule, M.J. and Craig, L.E., 2016. Social learning theories—An important design consideration for geoscience fieldwork. Journal of Geoscience Education, 64(2), pp.101-107.
Lundin, M., Rensfeldt, A.B., Hillman, T., Lantz-Andersson, A. and Peterson, L., 2018. Higher education dominance and siloed knowledge: a systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, 15(1), p.20.
Farmer, R., 2018. The what, the how and the why of the flipped classroom. Innovative Practice in Higher Education, 3(2).
Bognar, B., Sabli, M. and Škugor, A., 2019. Flipped Learning and Online Discussion in Higher Education Teaching. In Didactics of Smart Pedagogy (pp. 371-392). Springer, Cham.
Maycock, K.W., Lambert, J. and Bane, D., 2018. Flipping learning not just content: A 4?year action research study investigating the appropriate level of flipped learning. Journal of Computer Assisted Learning, 34(6), pp.661-672.
Zainuddin, Z. and Perera, C.J., 2019. Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), pp.115-126.
Sun, Z., Xie, K. and Anderman, L.H., 2018. The role of self-regulated learning in students' success in flipped undergraduate math courses. The Internet and Higher Education, 36, pp.41-53.
Singh, K., Mahajan, R., Gupta, P. and Singh, T., 2018. Flipped classroom: a concept for engaging medical students in learning. Indian pediatrics, 55(6), pp.507-512.
Park, S., Kaplan, H. and Schlaf, R., 2018. Interdisciplinary flipped learning for engineering classrooms in higher education: Students’ motivational regulation and design achievement. Computer Applications in Engineering Education, 26(3), pp.589-601.
Karabulut Ilgu, A., Jaramillo Cherrez, N. and Jahren, C.T., 2018. A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), pp.398-411.
Danner, M.J., Pickering, J.W. and Paredes, T.M., 2018. Using Focus Groups to Listen, Learn, and Lead in Higher Education. Stylus Publishing, LLC.
Varga-Atkins, T., McIsaac, J. and Willis, I., 2017. Focus Group meets Nominal Group Technique: an effective combination for student evaluation?. Innovations in Education and Teaching International, 54(4), pp.289-300.
Winlow, H., Simm, D., Marvell, A. and Schaaf, R., 2016. Using focus group research to support teaching and learning.
McMillan, S.S., King, M. and Tully, M.P., 2016. How to use the nominal group and Delphi techniques. International journal of clinical pharmacy, 38(3), pp.655-662.
Humphrey-Murto, S., Varpio, L., Gonsalves, C. and Wood, T.J., 2017. Using consensus group methods such as Delphi and Nominal Group in medical education research. Medical teacher, 39(1), pp.14-19.
Wiggins, B.E., 2016. An overview and study on the use of games, simulations, and gamification in higher education. International Journal of Game-Based Learning (IJGBL), 6(1), pp.18-29.
Urh, M., Vukovic, G. and Jereb, E., 2015. The model for introduction of gamification into e-learning in higher education. Procedia-Social and Behavioral Sciences, 197, pp.388-397.
Dicheva, D., Dichev, C., Agre, G. and Angelova, G., 2015. Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), pp.75-88.
Deif, A., 2017. Insights on lean gamification for higher education. International Journal of Lean Six Sigma, 8(3), pp.359-376.
Sánchez-Mena, A. and Martí-Parreño, J., 2016, June. Gamification in higher education: teachers’ drivers and barriers. In Proceedings of the International Conference the Future of Education (pp. 180-184).
Varannai, I., Sasvári, P.L. and Urbanovics, A., 2017. The use of gamification in higher education: an empirical study. International Journal of Advanced Computer Science and Applications, 8(10), pp.1-6.
Subhash, S. and Cudney, E.A., 2018. Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, pp.192-206.
Siemon, D. and Eckardt, L., 2017. Gamification of teaching in higher education. In Gamification (pp. 153-164). Springer, Cham.
Iosup, A. and Epema, D., 2014, March. An experience report on using gamification in technical higher education. In Proceedings of the 45th ACM technical symposium on Computer science education (pp. 27-32). ACM.
Hall, L.W. and Zierler, B.K., 2015. Interprofessional education and practice guide no. 1: developing faculty to effectively facilitate interprofessional education. Journal of interprofessional care, 29(1), pp.3-7.
Brashers, V., Owen, J. and Haizlip, J., 2015. Interprofessional education and practice guide No. 2: developing and implementing a center for interprofessional education. Journal of interprofessional care, 29(2), pp.95-99.
Reeves, S., Boet, S., Zierler, B. and Kitto, S., 2015. Interprofessional education and practice guide no. 3: evaluating interprofessional education. Journal of Interprofessional Care, 29(4), pp.305-312.
Willgerodt, M.A., Abu-Rish Blakeney, E., Brock, D.M., Liner, D., Murphy, N. and Zierler, B., 2015. Interprofessional education and practice guide No. 4: developing and sustaining interprofessional education at an academic health center. Journal of interprofessional care, 29(5), pp.421-425.
Lie, D.A., Forest, C.P., Kysh, L. and Sinclair, L., 2016. Interprofessional education and practice guide No. 5: interprofessional teaching for prequalification students in clinical settings. Journal of interprofessional care, 30(3), pp.324-330.
Anderson, E.S., Ford, J. and Kinnair, D.J., 2016. Interprofessional education and practice guide no. 6: developing practice-based interprofessional learning using a short placement model. Journal of interprofessional care, 30(4), pp.433-440.
Shrader, S., Hodgkins, R., Laverentz, D., Zaudke, J., Waxman, M., Johnston, K. and Jernigan, S., 2016. Interprofessional Education and Practice Guide No. 7: Development, implementation, and evaluation of a large-scale required interprofessional education foundational programme. Journal of interprofessional care, 30(5), pp.615-619.
Brewer, M.L. and Barr, H., 2016. Interprofessional education and practice guide No. 8: Team-based interprofessional practice placements. Journal of interprofessional care, 30(6), pp.747-753.
Kumar, A., Kent, F., Wallace, E.M., McLelland, G., Bentley, D., Koutsoukos, A. and Nestel, D., 2018. Interprofessional education and practice guide No. 9: Sustaining interprofessional simulation using change management principles. Journal of interprofessional care, 32(6), pp.771-778.
McGrath, C.H., Guerin, B., Harte, E., Frearson, M. and Manville, C., 2015. Learning gain in higher education. Cambridge: HEFCE/RAND.
Vermunt, J.D., Ilie, S. and Vignoles, A., 2018. Building the foundations for measuring learning gain in higher education: a conceptual framework and measurement instrument. Higher Education Pedagogies, 3(1), pp.266-301.
Hoo, H.T. and Hughes, G., 2017. Use of Learning Gain Measurements to Compare Teacher-Centric and Student-Centric Feedback in Higher Education. In Ipsative Assessment and Personal Learning Gain (pp. 173-195). Palgrave Macmillan, London.
Evans, C., Kandiko Howson, C. and Forsythe, A., 2018. Making sense of learning gain in higher education. Higher Education Pedagogies, 3(1), pp.1-45.
Speight, L., Crawford, K. and Haddelsey, S., 2018. Towards measures of longitudinal learning gain in UK higher education: the challenge of meaningful engagement. Higher Education Pedagogies, 3(1), pp.196-218.
Randles, R.J. and Cotgrave, A., 2017. Measuring student learning gain: A review of transatlantic measurements of assessments in higher education. Innovations in Practice, 11(1), pp.50-59.
Layton, D. and McKenna, S., 2016. Partnerships and parents–relationships in tutorial programmes. Higher Education Research & Development, 35(2), pp.296-308.
Yale, A.T., 2019. The personal tutor–student relationship: student expectations and experiences of personal tutoring in higher education. Journal of Further and Higher Education, 43(4), pp.533-544.
Kensington, M., Davies, L., Daellenbach, R., Deery, R. and Richards, J., 2017. Using small tutorial groups within a blended Bachelor of Midwifery programme: Bridging the theory-practice divide. New Zealand College of Midwives Journal, (53).
Paiva, R.C., Ferreira, M.S. and Frade, M.M., 2017. Intelligent tutorial system based on personalized system of instruction to teach or remind mathematical concepts. Journal of Computer Assisted Learning, 33(4), pp.370-381.
Freina, L. and Ott, M., 2015, April. A literature review on immersive virtual reality in education: state of the art and perspectives. In The International Scientific Conference eLearning and Software for Education (Vol. 1, p. 133). " Carol I" National Defence University.
Akçayır, M. and Akçayır, G., 2017. Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, pp.1-11.
Fowler, C., 2015. Virtual reality and learning: Where is the pedagogy?. British journal of educational technology, 46(2), pp.412-422.
Fernandez, M., 2017. Augmented virtual reality: How to improve education systems. Higher Learning Research Communications, 7(1), pp.1-15.
Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M.D. and Mora, C.E., 2015. Augmented reality to promote collaborative and autonomous learning in higher education. Computers in human behavior, 51, pp.752-761.
Ammanuel, S., Brown, I., Uribe, J. and Rehani, B., 2019. Creating 3D models from Radiologic Images for Virtual Reality Medical Education Modules. Journal of medical systems, 43(6), p.166.
Roy, E., Bakr, M.M. and George, R., 2017. The need for virtual reality simulators in dental education: A review. The Saudi dental journal, 29(2), pp.41-47.
Alhalabi, W., 2016. Virtual reality systems enhance students’ achievements in engineering education. Behaviour & Information Technology, 35(11), pp.919-925.
Teaching about Wicked Problems, Velda McCune, Teaching Matters Blog,
Bowden, J.A. and Green, P.J., 2019. Moral compass framework (MCF) for resolution of wicked problems in doctoral education. In Playing the PhD Game with Integrity (pp. 27-44). Springer, Singapore.
Lotz-Sisitka, H., Wals, A.E., Kronlid, D. and McGarry, D., 2015. Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, 16, pp.73-80.
Veltman, M.E., Van Keulen, J. and Voogt, J.M., 2019. Design principles for addressing wicked problems through boundary crossing in higher professional education. Journal of Education and Work, 32(2), pp.135-155.
Veltman, M.E., Van Keulen, J. and Voogt, J.M., 2019. Design principles for addressing wicked problems through boundary crossing in higher professional education. Journal of Education and Work, 32(2), pp.135-155.
Williams Goodrich, L., 2019. Sumak kawsay: Social Empowerment through Participatory User‐Centred Design in Ecuador. International Journal of Art & Design Education, 38(1), pp.193-206.
Martin, A. and Rees, M., 2018. Work Integrated Learning: More Than Enhancing Employability and Graduate Attributes. Ako Aotearoa.
Sproule, R., Drewery, D. and Pretti, J., 2019. Development of a Rubric to Assess Lifelong Learning in Work-Integrated Learning Reflection Assignments. Collected Essays on Learning and Teaching, 12, pp.94-105.
Walsh, B., 2019. Work Integrated Learning: Professional Identity Development and Social Responsibility. In Education for Employability (Volume 1) (pp. 177-186). Brill Sense.
Pham, T., Bao, D., Saito, E. and Chowdhury, R., 2018. Employability of international students: Strategies to enhance their experience on work-integrated learning (WIL) programs. Journal of Teaching and Learning for Graduate Employability, 9(1), pp.62-83.
Nguyen, I. and Lumsden, K., 2019. Integrating student research project with work-integrated learning: The industry perspective. In CAUTHE 2019: Sustainability of Tourism, Hospitality & Events in a Disruptive Digital Age: Proceedings of the 29th Annual Conference (p. 483). Central Queensland University, Australia.
Hryciw, D.H., Wake, J., Kennedy, U.J., Howard, A.A., Gurther, Y.K., Whelan, M.B. and Rowland, S.L., 2018. Work-integrated-learning within undergraduate science degree programs: case studies in assessment.