Lecturers' pandemic challenges with transitioning to online teaching indicate them needing better 'online teaching dexterity' or the ability to negotiate a range of online teaching situations. This kind of teaching competency needs to be better understood as institutions are seeking more educational flexibility through online learning beyond the…

Although educational online technologies (EOTs) have transformed the delivery of learning in higher education, significant EOT challenges have impeded their effectiveness, preventing widespread implementation. The persistence of these challenges suggests that tertiary education institutes (TEIs) have experienced a gap in understandings about the…

Professionals require decision-making skills as well as technical knowledge. One might assume that their university education prepares them for this role yet, and least for future audit professionals, traditional text--and lecture--methods dominate teaching practice. This Participation Action Research study develops with auditing students a…

This paper presents the findings from a project that explored teachers' adaptations to technological change in four large classes in higher education. In these classes, lecturers changed from single- to multi-lecture settings mediated by videoconferencing, requiring them to transfer their beliefs and practices into a new pedagogical space. The…

Note-taking in lectures is often taken to be the distinguishing characteristic of learning at university. It is typically assumed that this is a commonsensical skill that students either have or will learn through trial and error. The data from a research project in one New Zealand university suggest that taking good notes is not a skill that…

Universities are increasingly using advanced video-conferencing environments to interact for teaching and research purposes at a distance and in situations that combine distant participants with those face-to-face. Those who use these technologies expect professional development support to do so but we do not yet have a comprehensive research…

This paper explores student experiences of learning to think critically. Twenty-six zoology undergraduates took part in the study for three years of their degree at the University of Otago, New Zealand. Vygotsky's developmental model of the Zone of Proximal Development (ZPD) provided a framework as we examined how critical thinking was developed.…

Education about sexuality is one method of reducing common negative stereotypes about this aspect of the life of older people. Knowledge and attitudes toward sexuality are therefore particularly important in those who educate healthcare professionals. We surveyed schools of medicine, nursing, occupational therapy, physiotherapy, psychology, and…

During a series of electronics lectures, college students used three kinds of notes: (1) duplicates of lecturer's notes; (2) headings, key points, diagram outlines, tables and references with spaces for additional information; and (3) students' own notes taken during lectures. Student preferences for type of notes, and achievement using the three…

Utilizes an applicability paradigm to test the validity of the Students' Evaluation of Educational Quality (SEEQ) and the Endeavor questionnaire across seven countries. The similarity of results supported the instruments' applicability as measures of teacher effectiveness across different countries. Includes six tables of statistical data. (MJP)

Comments on the series of British books entitled "The Geography Discipline Network Guides on Teaching, Learning, and Assessment." Stresses that the guides lacks relevant information for geography teachers in New Zealand or Australia, but contends that some of the information can be adapted for educators in these countries. (CMK)