Tessa Owens

TL;DR: This article examined the relationships between students' approaches to study, conceptions of learning and judgements about the value of networked technologies and found that significant positive associations were found between both deep and strategic approach to study and students' perceptions of networking learning, and negative associations with a surface approach.

TL;DR: In this paper, the authors report results from a survey of 529 UK university lecturers who answered questions on their pedagogical beliefs and online teaching practices and conclude that online learning is supported by these systems; however, many academics remain frustrated with these teaching medium.

TL;DR: In this paper, the effectiveness of the Essay Feedback Checklist on future alternative assessments was evaluated. But, the focus group data indicated that students particularly liked elements of the checklist as a feedback method, but potential drawbacks were also highlighted.

TL;DR: In this article, the authors report the results of an empirical study of NTFs with expertise in online learning, which measured their pedagogical beliefs and online teaching practices using a 'teaching conceptions' model.

TL;DR: In this article, the authors report on an initiative using Meyer's Reflections on Learning Inventory (RoLI) to bring first-year students' understandings of themselves as learners together with the expectations of their academic subjects.