Volume 20, Issue 7 (2023) Quarterly Issue 4
Editorial
Editorial: Artificial Intelligence is Awesome, but Good Teaching Should Always Come First.
Joseph Crawford, Carmen Vallis, Jianhua Yang, Rachel Fitzgerald, Christine O'Dea, and Michael Cowling
Commentary
Learning with Generative Artificial Intelligence Within a Network of Co-Regulation
Jason M. Lodge, Paula de Barba, and Jaclyn Broadbent
Articles
The Mindful Interactions (MI) tool: promoting student mental health in tertiary education
Elspeth Stephenson and Helen Yost
The Flinders University/TAFE SA Bachelor of Creative Arts dual award model: A case study
Michelle Gander and Eric Bouvet
Utilising Features of Sport Commentating to Provide a Framework for Co-Teaching the Online Lecture
Christopher E. Jones and Gabriel G. Perrone
Exploring Cross-Cultural Teacher Perspectives on Student Engagement in Virtual Learning Environments During The COVID-19 Pandemic
Ishaq Al-Naabi, Javier Cifuentes-Faura, Loeurt To, and Deborah Odu Obor
University Student Perceptions of Online Learning in Jordan
Khleef A. Alkhawaldeh, Sarah Eldurini, Dima Alrai, and Sara Yaghmourian
A Wolf in Sheep’s Clothing? Critical Discourse Analysis of Five Online Automated Paraphrasing Sites
Kay M. Hammond, Patricia Lucas, Amira Hassouna, and Stephen Brown
Exploring disruption through the lens of an adapted Five Senses Framework
Theresa Ashford, Peter A. Innes, Karen Hands, Sarah Casey, and Jacqueline Blake
Tutors’ Responses to Student Disclosures: From “Suicidal Ideation” to “Feeling a Little Stressed”
Alexander Walker, Sandi L. Tait-McCutcheon, and Amanda Gilbert
Choose your own adventure: understanding why students prefer certain types of assessment
Ryan Jopp, Jessica L. Pallant, and Heather Russell
Lived Experience: Students’ Perceptions of English Language Online Learning Post COVID-19
Amr M. Mohamed, Saleem Mohd Nasim, Rose Aljanada, and Aseel Alfaisal
