Showing results 138 to 157 of 174
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| Issue Date | Title | Author(s) |
| 2016-01-01 | Taking professional practice seriously: Implications for deliberate course design | Boud, D |
| 2001-10-01 | Tale of two institutions: Exploring collaboration in research partnerships | Solomon, N; Boud, D; Leontios, M; Staron, M |
| 2009-05-01 | Talking up learning at work: Cautionary tales in co-opting everyday learning | Boud, D; Rooney, D; Solomon, N |
| 2021-11-20 | Teaching and learning under COVID-19 public health edicts: the role of household lockdowns and prior technology usage | Guppy, N; Boud, D; Heap, T; Verpoorten, D; Matzat, U; Tai, J; Lutze-Mann, L; Roth, M; Polly, P; Burgess, J-L; Agapito, J; Bartolic, S |
| 2018 | Technology and Feedback Design | Dawson, P; Henderson, M; Ryan, T; Mahoney, P; Boud, D; Phillips, M; Molloy, E |
| 2021-03-23 | Testing the effectiveness of a blended vulnerable witness training for forensic interviewers | Lawrie, M; Brubacher, SP; Earhart, B; Powell, MB; Steele, LC; Boud, D |
| 2022-01-01 | The assessment challenge of social and collaborative learning in higher education | Boud, D; Bearman, M |
| 2022-01-01 | The Development and Impact of Professional Doctorates | Costley, C; Boud, D |
| 2022-01-01 | The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis | Yan, Z; Wang, X; Boud, D; Lao, H |
| 2020-01-01 | The future of assessment in Higher Education | Ibarra-Sáiz, MS; Rodríguez-Gómez, G; Boud, D; Rotsaert, T; Brown, S; Salinas-Salazar, ML; Rodríguez-Gómez, HM |
| 2021-05 | The hidden labours of designing the Objective Structured Clinical Examination: a Practice Theory study. | Bearman, M; Ajjawi, R; Bennett, S; Boud, D |
| 2003-01-01 | The impact of self-assessment on achievement: The effects of self-assessment training on performance in external examinations | McDonald, B; Boud, D |
| 2023-03-01 | The influence of self-assessment practices on online training for investigative interviewing skills | Yan, Z; Brubacher, S; Boud, D; Powell, M |
| 2021-01-01 | The move to micro-credentials exposes the deficiencies of existing credentials | Boud, D; De St Jorre, TJ |
| 2021-01-01 | The need to disentangle assessment and feedback in higher education | Winstone, NE; Boud, D |
| 2022-12-09 | The pivotal role of student assessment in work-integrated learning | Boud, D; Costley, C; Cranfield, S; Desai, J; Nikolou-Walker, E; Nottingham, P; Wilson, D |
| 2022-11-01 | The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries | Guppy, N; Verpoorten, D; Boud, D; Lin, L; Tai, J; Bartolic, S |
| 2018-01-22 | The potential and paradox of informal learning | Boud, D; Rooney, D |
| 2021-01-01 | The quality of assessment tasks as a determinant of learning | Ibarra-Sáiz, MS; Rodríguez-Gómez, G; Boud, D |
| 2022-01-01 | The use of a guided peer review assessment for investigative interviewers of child witnesses | Brubacher, SP; Powell, MB; Steele, LC; Boud, D |
