Bibliografías temáticas / Law Study and teaching (Higher) Australia

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Literatura académica sobre el tema "Law Study and teaching (Higher) Australia"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 8 de febrero de 2022

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Artículos de revistas sobre el tema "Law Study and teaching (Higher) Australia"

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Jiang, Zhigang, Siva Chandrasekaran, Gang Zhao, Jing Liu, and Yanan Wang. "Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program." Sustainability 12, no. 9 (April 25, 2020): 3522. http://dx.doi.org/10.3390/su12093522.

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The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed
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Rugimbana, Robert, and Chris Patel. "The Application of the Marketing Concept in Textbook Selection: Using the Cloze Procedure." Journal of Marketing Education 18, no. 1 (March 1996): 14–20. http://dx.doi.org/10.1177/027347539601800104.

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Because of increased class sizes, higher staff teaching loads, and inadequate teaching facilities, many marketing faculty have less time to evaluate textbooks effectively. This situation results in text selection processes based on criteria that favor ease of teaching rather than student learning. Since marketing education places great reliance on textbooks as the primary instructional medium, marketing academics must select textbooks using explicit, educationally sound, student-oriented criteria. A method reflecting the most fundamental law of marketing, one that ensures that the chosen texts
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Revelo Rosero, Jorge Enrique. "Modelo de integración de la competencia digital del docente universitario para su desarrollo profesional en la enseñanza de la matemática – Universidad Tecnológica Equinoccial de Ecuador." EDMETIC 7, no. 1 (March 4, 2018): 196. http://dx.doi.org/10.21071/edmetic.v7i1.6910.

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Resumen:Esta investigación se centra en el desarrollo de un modelo de integración de competencias digitales del docente universitario para su desarrollo profesional en la enseñanza de la matemática, como escenario para el crecimiento y fortalecimiento del ejercicio profesional docente. Metodológicamente se analizaron los aspectos más relevantes de las diferentes normas y modelos propuestos por varios ministerios de educación, entre ellos Australia, Bélgica, Canadá, Chile, España, Estados Unidos, Francia, Noruega y otros, así como organizaciones como la UNESCO O ISTE, y las investigaciones de p
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Liu, Zhimin, Goodluck Jacob Moshi, and Cynthia Mwonya Awuor. "Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR." Sustainability 11, no. 10 (May 14, 2019): 2745. http://dx.doi.org/10.3390/su11102745.

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In the 21st century, sustainability and indicators of world-class universities have come within the scope of an academic cottage industry. The complex problem of university sustainability implies a big challenge for countries and educators to implement important strategies in an integrated and comprehensive way. This paper highlights and analyzes the sustainability indicators of universities included as newly formed world-class universities (NFWCUs) in the top 100 from 2010 and 2018. The integration of three global ranking scales—the Academic Ranking of World Universities (ARWU), the Quacquare
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Webster, Len, Patricie Mertova, and Joanna Becker. "Providing a Discipline-Based Higher Education Qualification." Journal of University Teaching and Learning Practice 2, no. 2 (April 1, 2005): 28–36. http://dx.doi.org/10.53761/1.2.2.4.

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This paper highlights the growing need for the provision of discipline-based flexible online courses for teachers in Higher Education as well as acknowledging the significance of interdisciplinary cooperation in this endeavour. It describes the approaches taken in designing and delivering these courses and discusses some of the challenges inherent in developing, implementing and evaluating such disciplinebased Higher Education courses, through examining the Graduate Certificate in Law Teaching (GCLT) Course in the Faculty of Law at Monash University, Australia.
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Zelechoski, Amanda D., Christina L. Riggs Romaine, and Melinda Wolbransky. "Teaching Psychology and Law." Teaching of Psychology 44, no. 3 (May 31, 2017): 222–31. http://dx.doi.org/10.1177/0098628317711316.

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Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions ( N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activ
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Wang, Lixia, and Zhongxin Chang. "Study on Practicality of Tax Law Course in Accounting Major." Higher Education Studies 1, no. 2 (January 3, 2016): 61. http://dx.doi.org/10.5539/hes.v1n2p61.

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Accounting staff play a more and more important role in enterprises and the ability to handle tax related business isone of the necessary abilities of accounting staff. At present, some problems exist in system setting, content teaching,textbook construction, teaching method and so on of tax law course in institutions of higher learning. The societyhas proposed new subjects in higher education of tax law course in accounting major. How to cultivate applicationbased accounting staff with solid theoretical basis and strong capacity in practical operation is an issue that needs tobe urgently reso
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João, Maria João, Barbara Magalhaes Bravo, and Jose Caramelo Gomes. "The teaching of law post Bologna." Global Journal of Sociology: Current Issues 8, no. 1 (May 9, 2018): 30–36. http://dx.doi.org/10.18844/gjs.v8i1.3412.

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AbstractThe Bologna process aims to harmonize European Higher Education. This implies serious changes and challenges for the Legal Higher education institutions and scholars, as this realm of knowledge should now provide skills for the exercise of a legal profession at a transnational level. Law teaching in most institutions simply tried to cope up with the Europeanization process by introducing pale cosmetic changes and therefore not adapting to the European reality and needs. The main objectives are to summarize Bologna’s objectives applied to the teaching/learning of law, assessing various
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Postle, Glen, and Andrew Sturman. "Widening Access to Higher Education – An Australian Case Study." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 195–212. http://dx.doi.org/10.7227/jace.8.2.6.

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In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These resp
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Wu, Qiong Zhong. "Study on the Case Teaching Mode of Economic Law under Network Environment." Advanced Materials Research 926-930 (May 2014): 4610–13. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4610.

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With the popularity of the network and the wide range of applications of multimedia technology in people's lives, how to combine modern teaching tools and media with case teaching, how to carry out case teaching under the network circumstances becomes the subject of the exploration of the teaching practice. Some practical conclusions are drawn after researching. First, the teaching performance is higher under the network environment teaching mode than the traditional classroom teaching mode. Second, students and teachers can get a better development under the network environment. Meanwhile, so
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Tesis sobre el tema "Law Study and teaching (Higher) Australia"

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Maclean, Hector Roderick 1950. "Learning literacies in the law : constructing legal subjectivities." Monash University, School of Literary, Visual and Performance Studies, 2003. http://arrow.monash.edu.au/hdl/1959.1/5792.

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Buckingham, Elizabeth Ann. "Socialisation to higher mathematics : men's and women's experience of their induction to the discipline." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5425.

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Schwartz, Anita. "A National Mixed Methods Research Study: Defining Reasonable Accommodations in Higher Education for Adult Students with Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2945.

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The purpose of this study was to examine the perceptions that differ among university personnel and students with disabilities regarding the vagueness in the legal definition of the term reasonable accommodations. The theoretical framework that guided this study was the social model of disability. Using a sequential mixed-method design, the first strand surveyed 98 students and 93 personnel; then 10% of each group participated in an interview or focus group. The main research questions explored the different accommodations offered by university personnel versus those that were used by students
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Santhanam, Elizabeth. "Investigation and innovation of teaching and learning genetics at the introductory level in the University of Adelaide /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phs2338.pdf.

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Clarence, Sherran. "Enabling cumulative knowledge-building through teaching: a legitimation code theory analysis of pedagogic practice in law and political science." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011763.

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Much current research and practice in teaching and learning in higher education tends to overfocus on social aspects of education; on how rather than what students are learning. Much of this research and practice is influenced by constructivism, which has a relativist stance on knowledge, generally arguing, contra positivism, that knowledge is constructed in socio-historical contexts and largely inseparable from those who construct it and from issues of power. This leads to a confusion of knowledge with knowing, and knowledge is thus obscured as an object of study because it is only seen or un
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Tolbert, Harrison. "The effects of higher education on law enforcement." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2537.

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This paper focused on many aspects of higher education, and how this complex topic is affeccting law enforcement today and will continue to affect it in the future. The role of police officers has changed over the preceding two hundred years from watchman to professional peacekeeper. Experts attribute this change to increases in societal awareness of crime, the implementation of civil service protection, and educational advances.
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Hong, Hing-cheung Joe, and 康慶祥. "A phenomenographic investigation of student experiences of learning inthe context of the Law Faculty at the University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31237034.

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Anderson, Mindi Kvaal. "Comparing the Effectiveness of Three Unique Research Based Tutorials for Introducing Newton's Second Law." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/AndersonMK2009.pdf.

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Wood, Leigh Norma. "Graduate voices the nexus between learning and work /." Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/47704.

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"2006"<br>Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Institute of Higher Education Research and Development, 2007.<br>Bibliography: p. 167-173.<br>Introduction -- Experience and expression -- Becoming a professional -- Study design -- Graduates' experiences: a narrative -- Reflections on communication -- Examples of texts -- Reflections on learning and teaching -- Reflections and implications.<br>The aim of this study is to inform curriculum change in the mathematical sciences at university level. This study examines the transition to professional work after
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Jones, Janet. "Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science." University of Sydney, 2006. http://hdl.handle.net/2123/2259.

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Doctor of Education<br>This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of onlin
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Libros sobre el tema "Law Study and teaching (Higher) Australia"

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Brogan, Michael C. Surviving law school. South Melbourne, Vic: Oxford University Press, 2004.

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Brogan, Michael C. Surviving law school. 2nd ed. South Melbourne, Vic: Oxford University Press, 2008.

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Jenkins, Lyndal. Industrial relations studies in Australia, 1990-1991. Canberra: Australian Govt. Pub. Service, 1991.

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Fiona, Cownie, and National Centre for Legal Education (Great Britain), eds. Teaching legal system. Coventry: National Centre for Legal Education, 1999.

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The study of China in universities: A comparative case study of Australia and the United Kingdom. Amherst, NY: Cambria Press, 2008.

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Sueur, A. P. Le. Administrative law. London: University of London, 1992.

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Jackson, Bernard S. The teaching of Jewish law in British universities. Yarnton, Oxford, England: Yarnton Trust for the Oxford Centre for Postgraduate Hebrew Studies and the Institute of Advanced Legal Studies, 1990.

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Jackson, Bernard S. The teaching of Jewish law in British universities. Oxford, England: Oxford Centre for Postgraduate Hebrew Studies, 1990.

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Lies, Ursula. Vietnamese studies in Australia: A survey on publications, academic research, and teaching programs from 1990 to the present. [Berlin]: Humboldt-Universität zu Berlin, Philosophische Facultät III, Institut für Asien- und Afrikawissenschaften, 1996.

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Asia-Pacific Forum on Engineering and Technology Education (2nd 1999 Sydney, Australia). Forum proceedings: 2nd Asia-Pacific Forum on Engineering and Technology Education, University of Sydney, Sydney, Australia 4-7 July, 1999. Melbourne, Victoria: UNESCO International Centre for Engineering Education (UICEE), 1999.

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Capítulos de libros sobre el tema "Law Study and teaching (Higher) Australia"

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Aymerich-Franch, Laura. "Social Media in Higher Education." In Cyber Law, Privacy, and Security, 898–922. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8897-9.ch042.

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This chapter analyses privacy concerns of students and faculty resulting from the adoption of social media as teaching resources in higher education. In addition, the chapter focuses on privacy concerns that social media can cause to faculty when they are used for social networking. A trans-cultural study was carried out which involved three Spanish universities, a Colombian university, and an American university. A focus group was organized with PhD students to brainstorm the topic. Afterwards, 94 undergraduate students completed a survey and 18 lecturers participated in a written interview. Results indicate that social media are widely adopted in the university and are perceived as valuable resources for teaching. However, privacy concerns can easily emerge among students and faculty when these applications are used for this purpose. Concerns may appear when social media are used for social networking as well. The text also offers some guidelines to overcome them.
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Quintal, Vanessa Ann, Tekle Shanka, and Pattamaporn Chuanuwatanakul. "Mediating Effects of Study Outcomes on Student Experience and Loyalty." In Marketing Strategies for Higher Education Institutions, 61–83. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4014-6.ch006.

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This paper aims to examine whether expectations of the student experience have an impact on student loyalty that is mediated by expectations of study outcomes at their university. To achieve this, a 15-minute pen and paper survey was self-administered to a convenience sample of students at a major university in Western Australia. The total sample size was 400 students, with 200 students each drawn from the home and international student populations. Findings suggest the university’s image and facilities that prepare students for career, personal and academic development were positively related to home student loyalty, while teaching and support services that prepare students for career development were positively related to both home and international students’ loyalty. Since the global trend is toward a customer-oriented model, universities can remain competitive by providing the ‘gestalt’ student experience that helps students to achieve their study outcomes and develop loyalty toward their university.
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Hunt, Lynne, and Michael Sankey. "Getting the Context Right for Quality Teaching and Learning." In Cases on Quality Teaching Practices in Higher Education, 261–79. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3661-3.ch016.

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This is the story of top-down, middle-out, and bottom-up change to promote learning and teaching at a regional university in Australia. The case study documents a whole-of-university change process designed to get the context right to enhance university learning and teaching. It describes the baseline for action, the planning processes, and implementation strategies that adapted a project management approach. The chapter explores contestable issues associated with centralised university change processes versus devolved, faculty initiatives, and it shows how these might be combined. It also outlines the guiding principles of the change process, which was informed by a concern to develop coherent student learning journeys, cross-institutional planning, and a community development approach to engage the hearts and minds of staff. It also featured a systems approach designed to make it difficult for staff to get things wrong.
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Lefoe, Geraldine, and Dominique Parrish. "Changing Culture." In Cases on Quality Teaching Practices in Higher Education, 239–60. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3661-3.ch015.

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This chapter presents a framework for the development of leadership capacity in higher education institutions that is underpinned by the concept of distributed leadership; this approach focuses on the development of all members of the institution as leaders, not just those in formal leadership positions. The case study used to illustrate this approach is drawn from an initial program at a regional university in Australia. This program, known as the Faculty Scholars Program, has become embedded in practice at the university. The program empowered a group of academics, who were not in formal leadership positions, to lead key change initiatives within the institution. The chapter describes the pilot program initiated locally and how the program was expanded in 2006-2008 through funding by the Australian Learning and Teaching Council to include three other institutions, with further funding provided in 2009 to expand to two more institutions.
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Naqvi, Jeff. "Putting Industry Into WIL Teaching Praxis." In Applications of Work Integrated Learning Among Gen Z and Y Students, 38–63. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6440-0.ch003.

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A 2008 review identified the need for Australia to get more citizens into higher education. With this increase in participation, the student cohort began to diversify. Qualitative research showed that final-year students experienced anxiety and a lack of confidence towards their impending transition into professional practice. The WIL course in this case study encouraged students to view career management proactively, as more than generating professional sustenance, but to connect to individual values and working preferences. Students reported that the WIL course helped them gain confidence in their existing skillsets to approach the market. There is an evidence base that as graduates the ‘lifelong' career management benefits of the course continue to be valued. Considerations for WIL praxis include earlier adoption of work-based learning, leverage internal stakeholders to understand the student cohort, and educating academics on assessment design to enhance students' opportunity to learn.
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Morgan, Chris, and Janie Conway-Herron. "Blended Learning in a Creative Writing Program." In Cases on Online and Blended Learning Technologies in Higher Education, 63–75. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-880-2.ch004.

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This case study reports on the results of a two-year pilot study in blended learning in an undergraduate creative writing program at Southern Cross University in Australia. It documents the development and implementation of a blended delivery model that dispenses with outdated divisions between face-to-face and distance modes of delivery, creating a converged, blended learning experience for all students. Findings from the pilot provided important data in relation to student satisfaction, pedagogical considerations, institutional constraints, teaching technologies, faculty workload issues, and costs associated with blended learning. These findings will contribute to a University-wide move to converged, blended learning in 2009.
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Han, Feifei, and Zizhen Wang. "Willingness to Communicate." In Study Abroad Contexts for Enhanced Foreign Language Learning, 96–119. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch005.

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This chapter examines factors impacting L2 WTC among Chinese ELLs studying in an EAP program in Australia. Adopting both quantitative and qualitative methods, three questionnaires were used to measure L2 WTC, English learning motivation, and self-rated English proficiency; and semi-structured interviews were used to triangulate and complement questionnaire data. The main results were (1) L2 WTC with friends was higher than L2 WTC with acquaintance and with strangers and (2) L2 WTC with strangers and acquaintances were positively related to integrativeness and attitude toward the learning situation, but not with motivation intensity. L2 WTC with friends did not correlate with any of the scales in the English learning motivation; thus, (3) L2 WTC with strangers and acquaintances but not with friends had positive association with self-rated English proficiency, and (4) factors such as teaching methods, teachers' attitude, learning style, and personality all impacted on L2 WTC. The results are discussed and practical implications are articulated.
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Velliaris, Donna M. "A Clear Pathway." In Handbook of Research on Academic Misconduct in Higher Education, 343–65. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1610-1.ch016.

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The educational institution participating in this research is a pre-university pathway college in South Australia. Specific to this study are the international students who enter this educational organization to undertake a Diploma in Business, Information Technology (IT) or Engineering, which constitutes the ‘first-year' of a Bachelor's degree at the partner university. In response to a mandatory online questionnaire, 106 responses were gathered from new students to the open-ended question—What is the difference between ‘group work' and ‘collusion'? Faculty are taking greater responsibility for elucidating the ‘line' between authorized and unauthorized collaboration. Deep(er) understanding of students' views/notions of these two concepts are indispensable if institutions with diverse student populations are to develop effective policies and procedures for increasing Academic Integrity (AI) among all members of the teaching and learning community.
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Ambler, Trudy, Yvonne Breyer, and Sherman Young. "Piloting Online Submission and Online Assessment with GradeMark." In Cases on the Assessment of Scenario and Game-Based Virtual Worlds in Higher Education, 125–51. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4470-0.ch004.

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Online technologies are becoming ubiquitous in higher education and present both challenges and opportunities for those involved in learning and teaching. This chapter reports on the research-enhanced implementation of Electronic Assessment Management (EAM) within one faculty of a university in Sydney, Australia. This research was conducted as a qualitative case study. Questionnaires were used to investigate staff and student experiences of EAM, and the researcher's reflective practice made it possible to capture important details of the implementation process mediated through the researchers as participants. The research found enormous potential in EAM implementation for cultural transformation in learning and teaching. The authors argue that the move to EAM is now a viable option for universities. The combination of a rapidly evolving higher education landscape, evidence from exploring both staff and student experiences of engaging with EAM, and the benefits which the transition offers for the professional development of academics make the use of EAM essential for reasons of both pedagogy and efficiency.
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Dawkins, Marcia Alesan. "Ethics, Wearable Technology, and Higher Education." In Global Issues and Ethical Considerations in Human Enhancement Technologies, 1–15. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6010-6.ch001.

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This chapter explores the relationship between ethics, wearable technology, and higher education through the lens of teaching with Google Glass. Beginning with an introduction to Glass and to the contemporary concept of the digital citizen, the chapter traces out a pedagogical framework aimed at preparing learners to embrace their civic duty to contribute to the virtual world responsibly. Continuing with an investigation of ethical obligations, educational concepts, and learning exercises made available by advances in HET, the chapter describes how to use Google Glass as a case study for examining the limits and possibilities of a new point-of-view angle on interactive instruction. To this end, students' project-based and experiential learning about how Glass impacts communication culture and technology, commerce, security, access, etiquette, branding, ethics, and law is described. The chapter concludes with a discussion of how technology's ethical consciousness continues to be enacted and embodied via a “collusive” point-of-view angle and third voice that shed light on the ongoing rhetorical and pedagogical processes of expression, experience, and identification in the digital age.
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Actas de conferencias sobre el tema "Law Study and teaching (Higher) Australia"

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Byrne, Graeme, and Lorraine Staehr. "International Internet Based Video Conferencing in Distance Education: A Low-Cost Option." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2451.

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Higher education institutions in Australia are increasingly embracing the Internet as a tool to support academic programs offered in the Asian region. The purpose of this study is to describe a low cost internet-based international video conferencing system and to assess staff attitudes toward its use to deliver lectures and tutorials to Hong Kong. The students are enrolled in undergraduate business programs at a regional campus of an Australian university. The video conferencing system is used to deliver around 50% of the course content with the remainder delivered in “face-to-face” mode requ
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Xiao, Xiaowen, and Yu Zhao. "Study on Bilingual Teaching of Franchising Law in China." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.19.

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Lan, Miao. "A Study on Teaching Practice of the Higher Vocational Law Education." In 2011 Fourth International Symposium on Knowledge Acquisition and Modeling (KAM). IEEE, 2011. http://dx.doi.org/10.1109/kam.2011.145.

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Zhao, Honglin. "Study on the Teaching Mode of Professional Physique in Jilin Higher Vocational Colleges*." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.240.

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Sluijs, Jasper P., Herman Kasper Gilissen, and Karin Van Look. "Applying Physical Education Methods to Skills Teaching of Law Students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13047.

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We study to what extent the “constraints-led approach” (CLA) in physical education can also be applied to skills teaching for law students. In the CLA athletes are challenged to finding their own movement solutions in a dynamic setting rather than responding to verbal cues in a fixed environment. Similarly, we experimented with the implicit acquisition of policy analysis skills in law students in preparation for pro bono client work in so-called law clinics. Although the project was cut short due to Covid-19 circumstances, preliminary outcomes suggest students feel better equipped to working w
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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, wi
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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.

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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and ch
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"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The aim of this study was to concept test a novel instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information, and enhance teaching and learning of basic sciences (Anatomy, Physiology and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to independently review macroscopic
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Mate Satué, Loreto Carmen, Maria Teresa Alonso Pérez, Pedro Bueso Guillén, María Gállego Lanau, Esther Hernández Sanz, Alberto Lafuente Torralba, Elisa Moreu Carbonell, and Rita Largo Gil. "The acquisition of transversal competencies through a Youtube channel." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9422.

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This paper aims to expose the results of the multidisciplinary teaching innovation project approved and developed at the University of Zaragoza during the academic year 2018-2019 by professors of different knowledge areas, in particular, administrative law, civil law, commercial law and procedural law. The (main) objective of the Project is that the students in Law Degree and in the Degree in Law and Company Administration and Direction who are in the involved sujects acquire, in an autonomous way, knowledge on the consumer law. Also, they should be able to divulge basic ideas in consumer law,
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Bramley, Gareth. "An analysis of using flipped learning in Higher Education: ‘How flipping difficult can it be?’." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2530.

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This paper aims to provide a critical analysis of using flipped learning as a teaching method in Higher Education.A study of using filpped learning was carried out within the context of a module on the undergraduate law degree programme at the University of Sheffield.Prior to the study, flipped hearing had not been attempted on an undergraduate law module at the University.Sutdents undertaking the module were asked to complete a survey, and quantative comments were collated. These results will be presented and analysed in this paper. This paper also draws on academic literature to compare pers
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