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Glyn J Thomas
Researcher at University of the Sunshine Coast
Publications - 48
Citations - 973
Glyn J Thomas is an academic researcher from University of the Sunshine Coast. The author has contributed to research in topics: Outdoor education & Facilitator. The author has an hindex of 18, co-authored 44 publications receiving 803 citations. Previous affiliations of Glyn J Thomas include La Trobe University & University of Queensland.
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Using self- and peer-assessment to enhance students’ future-learning in higher education.
TL;DR: In this paper, the authors describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education, which involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self and peer assessment to help students learn about leadership.
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Facilitator, Teacher, or Leader? Managing Conflicting Roles in Outdoor Education
TL;DR: The five facilitator roles identified by Schwarz (2002) serve as a theoretical framework for this paper as discussed by the authors, as well as strategies that outdoor educators can apply to optimise their use of, and movement between, these roles.
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What future/s for outdoor and environmental education in a world that has contended with COVID-19?
John Quay,Tonia Gray,Glyn J Thomas,Sandy Allen-Craig,Morten Asfeldt,Søren Andkjær,Simon Beames,Marg Cosgriff,Janet Dyment,Peter Higgins,Susanna Ho,Mark Leather,Denise Mitten,Marcus Morse,James T. Neill,Chris North,Rowena Passy,Kirsti Pedersen-Gurholt,Scott Polley,Alistair Stewart,Takako Takano,Sue Waite,Dorothy Foley +22 more
TL;DR: In this paper, the authors bring together the perspectives of many on this journal's editorial board, around the issue of contending with COVID-19, highlighting the differences and similarities in the way the pandemic is impacting on the educational practice of outdoor and environmental education.
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Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation
Glyn J Thomas,Stephen J. Thorpe +1 more
TL;DR: Some signposts that might help course designers and teachers to improve online group learning are provided: the intentional use of effective online learning pedagogies; a deeper understanding of what constitutes teacher presence; and strategies to enact that teacher presence with online groups.
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Traditional adventure activities in outdoor environmental education
TL;DR: In this paper, the authors present the findings of an ongoing action research project exploring ways to resolve the tension between using adventure activities and helping participants to learn about particular regions, communities, and their histories.