Currently browsing: Items authored or edited by Fenella Galpin

Slade, Sharon; Galpin, Fenella and Prinsloo, Paul (2012). Exploring stakeholder perspectives regarding a ‘global’ curriculum: a case study. In: Ryan, Janette ed. Cross-Cultural Teaching and Learning for Home and International Students: Internationalisation of Pedagogy and Curriculum in Higher Education. Abingdon: Routledge, pp. 141–155.

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Prinsloo, Paul; Slade, Sharon and Galpin, Fenella (2011). A phenomenographic analysis of student reflections in online learning diaries. Open Learning: The Journal of Open, Distance and e-Learning, 26(1) pp. 27–38.

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Slade, Sharon and Galpin, Fenella (2012). Learning analytics and higher education: ethical perspectives. In: 2nd International Conference on Learning Analytics and Knowledge, 29 Apr - 02 May 2012, Vancouver, pp. 16–17.

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Prinsloo, Paul; Slade, Sharon and Galpin, Fenella (2012). Learning analytics: challenges, paradoxes and opportunities for mega open distance learning institutions. In: 2nd International Conference on Learning Analytics and Knowledge, 29 Apr - 02 May 2012, Vancouver, pp. 130–133.

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Slade, Sharon; Galpin, Fenella and Prinsloo, Paul (2011). Social justice and a distance education business education curriculum: unlikely bedfellows? In: Internationalisation and Social Justice: the Role of Open, Distance and e-Learning, 25-28 Sep 2011, Cambridge.

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Prinsloo, Paul; Slade, Sharon and Galpin, Fenella (2009). In the eye of the storm: preliminary evidence on the use of online learning diaries. In: ALT-C 2009 “In Dreams Begins Responsibility”: Choice, Evidence and Change, 8-10 Sep 2009, Manchester, UK.

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Slade, Sharon and Galpin, Fenella (2009). Effective recruitment and selection of online tutors. In: ALT-C 2009 “In Dreams Begins Responsibility”: Choice, Evidence and Change, 8-10 Sep 2009, Manchester, UK.

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Slade, Sharon; Galpin, Fenella and Prinsloo, Paul (2008). Online learning: narratives of (dis) location. In: 3rd International Conference on E-Learning, 26-27 Jun 2008, Cape Town, South Africa.

• Download Accepted Manuscript (PDF / 91kB)