| Keynote Papers |
| Susan Johnston | Leading from the front or pushing from behind? - Supporting institutional change for flexible learning | 1-9 |
| Ron Oliver | Developing and sustaining technology-based learning in higher education: The way ahead | 10-19 |
| Conference Papers |
| Moya Adams and Catherine Rytmeister | Beginning the academic career: How can it best be supported in the changing university climate?** | 20-29 |
| Peter Albion | Developing interactive multimedia using a problem-based learning framework | 30-38 |
| Trish Andrews and Terrie Ferman | The flexible learning experience - how good is it really?
| 39-45 |
| Christine Asmar | 'We need to go beyond the course because for us it's a way of life': Findings from a national study of Muslim students [non-refereed] | ------ |
| Roger Atkinson and Clare McBeath | Electronic journals and proceedings: Is there a future for small publishers? | 46-58 |
| Robyn Benson and Debra Kiegaldie | Becoming flexible: Resolving the paradox of teacher-directed student-centred learning | 59-68 |
| Barbara Black, Robert Cannon and Owen Hicks | The missing link: Developing the nexus between student feedback surveys and development for teachers | 69-74 |
| Peter Blakey | 'The Deserted Teaching Space': Educational technology and the human interface - a personal reflection [non-refereed] | ------ |
| Joanne Brownlee | Beliefs about knowing in pre-service teacher education students | 75-82 |
| Melissa Bull, Lesley Jolly, Peter Kelly, Peter Newcombe and Sylvie Tourigny | Building Behavioural Studies: Flexible curriculum design and pedagogy in progress | 83-88 |
| Frank Bullen and John Liston | Integrating Continuing Education courses and Engineering coursework units** | 89-98 |
| R. N. Buttsworth | Problems and solutions in mathematical education - a spectrum extremity | 99-105 |
| Angela Carbone, Kathy Lynch, David Arnott and Peter Jamieson | Introducing a studio-based learning environment into Information Technology | 106-114 |
| V. Carrington, M. Robertson, S. Dole and B. Schofield | Flexible delivery for changing student demographics: The UTas experience | 115-123 |
| Patricia Cartwright and Lynne Noone | Collaboration in teaching and learning: Insights from TULIP (Tertiary Undergraduate Literacy Integration Program) | 124-132 |
| Patricia Cartwright, Josephine Ryan, Patricia Hacker, Elizabeth Powell and Jo Reidy | Collaboration and interaction: Modelling explored** | 133-141 |
| K.C. Chu and Patrick Lai | Can PBL work for surface students? | 142-147 |
| K.C. Chu and Dennis Leung | Gaining practical skills through scenario-based learning | 148-153 |
| Angela Coco, Ian Woodward, Gillian Lupton, Andrew Peake and Kirstyn Shaw | Bourdieu, learning theory and a new game for action learning in lectures** | 154-164 |
| Alan Davies, Bob Dick, Stewart Hase, Shankar Sankaran, Michael Gloster and Richard Kwok | Problem-based learning with academic accreditation: A flexible postgraduate program for managers and practitioners using action research at the workplace | 165-171 |
| John Dekkers and Trish Andrews | A meta-analysis of flexible delivery in selected Australian tertiary institutions: How flexible is flexible delivery? | 172-182 |
| Aruna Deo | Evaluating three approaches to flexible delivery in the university classroom | 183-193 |
| Carmel Diezmann and Nicola Yelland | Being flexible about flexible learning and delivery** | 194-201 |
| Anne Ditcher and Sally Hunter | The instrumental student: An increasing problem? | 202-212 |
| Michael Docherty and Allison Brown | Studio-based teaching in Information Technology | 213-219 |
| Alan Duhs and Ross Guest | Teaching tertiary economics: The real and the ideal | 220-227 |
| Kevin Dunseath | Defending educational research in changing times | 228-238 |
| Cath Ellis and Alisa Percy | Building online essay writing support tools | 239-250 |
| Robert A. Ellis | Flexibility in genre-based literacy pedagogy: Critical assessments of flexibility** | 251-262 |
| Richard Fell and John O'Leary | Developing the human resource of the Northern Territory Department of Primary Industry and Fisheries | 263-272 |
| Jane Fowler and Sara Branch | Supporting students and staff in a flexible learning environment: A case study | 273-280 |
| Mark Freeman and Jo McKenzie | Self and peer assessment of student teamwork: Designing, implementing and evaluating SPARK, a confidential, web based system [non-refereed] | ------ |
| Rigmor George and Margaret Hicks | Changing context, changing practice: Managing change in student support services | 281-293 |
| Rigmor George, Holly McCausland, Dale Wache and Irene Doskatsch | Preparing students for a flexible society: An institutional strategy for lifelong learning | 294-305 |
| Lewis Gratton | Using online forums to foster communication and reflective practice for students on practicum | 306-313 |
| John Green | Using video to supplement the teaching practicum: A work in progress** | 314-318 |
| Steve Hansen and Graeme Salter | The take-up of web technology: Promoting changes in teaching staff and in the institution | 319-325 |
| Margaret Hicks and Betty Leask | Online teaching - responding to and supporting change through staff development | 326-335 |
| Nick James | How can flexible delivery enhance the facilitation of a critical understanding of law? | 336-348 |
| Cathy Jenkins | The online forum as flexible assessment: Gender differences in participation | 349-356 |
| Lesley Jolly and David Radcliffe | Reflexivity and hegemony: Changing engineers | 357-365 |
| Peter Kandlbinder | A case study approach to supporting change in post-graduate supervision | 366-371 |
| Peter Kandlbinder | Peeking under the covers: Understanding the foundations of online academic staff development | 372-378 |
| Jeremy Keens and Alistair Inglis | First year students attitude to on-line discussion | 379-388 |
| Betty Leask | Internationalisation: Changing contexts and their implications for teaching, learning and assessment | 389-401 |
| Marian Lewis and Dorothy Andrews | Creating a school for the 21st century: Experiences of a professional community | 402-419 |
| Ken W. Li | Helping students develop statical reasoning through Seeing StatisticsĒ | 420-427 |
| John W. Liston | The pedagogy of interactive models within an Engineering course** | 428-440 |
| Lisa Lobry de Bruyn and Julian Prior | Changing student learning focus in Natural Resource Management Education - problems (and some solutions) with using problem based learning | 441-451 |
| Martin Maguire and Des Matejka | On-line delivery: Making the rough road smooth | 452-459 |
| Mary Jane Mahony, Colleen Mullavey-O'Byrne, Joy Higgs and Fran Everingham | Multiple dimensions of flexibility in health sciences professional preparation programs: Challenges for curriculum development and organisational change | 460-469 |
| Catherine Manathunga | A blueprint for change: Introducing flexible delivery into teacher education | 470-477 |
| Debra Manning | Traps for new players: The challenges of shifting to flexible learning | 478-482 |
| Stephen Marshall, Moya Adams and Alison Cameron | In search of academic leadership | 483-492 |
| Des Matejka and Martin Maguire | A responsive conceptual framework for effective on-line delivery | 493-505 |
| Iain McAlpine | Multimedia design using problem based learning for pasture management | 506-515 |
| Clare McBeath and Lou Siragusa | The place of instructional design in higher education in the computer age [non-refereed] | ------ |
| Catherine McLoughlin and Joe Luca | Assessment methodologies in transition: Changing practices in web-based learning | 516-526 |
| Kogi Naidoo | Training and development: cutting edge strategy for managing change at a transforming university | 527-535 |
| David Nettelbeck | Using information technology to enrich the learning experiences of secondary English students [non-refereed] | ------ |
| Amanda Pearce, Helen Murphy and Paul Conroy | Smoother pathways from TAFE to higher education | 536-544 |
| C.A.L Pearson and S.R. Chatterjee | Developing teaching environments for self-regulated learners: A longitudinal assessment with international students | 545-553 |
| Cec Pedersen and Rod St Hill | Meeting some challenges of learner diversity by applying modal preference and learning needs to adult learning | 554-565 |
| Alex Radloff and Barbara de la Harpe | Helping students develop their writing skills - A resource for lecturers | 566-573 |
| Ian C. Reid | A university goes online: Avoiding throwing the innovative baby out with the strategic bath water | 574-582 |
| Ian C. Reid and Andrew Welch | Evaluation goes online - what are the issues? | 583-594 |
| Vicente Reyes | The National Schools Network of Australia: A case study of organisational transformation in the Australian education system | 595-603 |
| Ian Robertson and Don Sweeney | If online learning is the answer - What was the question? A vocational education and training perspective** | 604-611 |
| Graeme Salter and Steve Hansen | Facilitating web-based staff development in higher education | 612-617 |
| Graeme Salter, Phil Nanlohy and Steve Hansen | Online discussion groups: Strategies to enhance participation and collaboration | 618-623 |
| Lucy Schulz, Judy Szekeres and Anna Ciccarelli | A case study of creating partnerships for learning: New models of collegiality at the University of South Australia** | 624-633 |
| Judy Sheard, Margot Postema and Selby Markham | Resource rich learning environments: Students' valuations of resources within courses | 634-642 |
| Calvin Smith, Geoff Isaacs, Alan Holzl, Debra Herbert and Kathy Roulston | The first cohort at a new campus: Who are they? What do they bring? Where are they going? Why did they come? | 643-661 |
| Izabel Soliman | Supporting collaboration in rationalising an area of study | 662-671 |
| Peter G. Taylor | Academic careers in the 21st century: Making sense of new opportunities and challenges** | 672-681 |
| Lynda Thater and Neville Richter | Redesigning skill-based IT subjects for the 21st century | 682-688 |
| Jan Thomas and Romana Pospisil | Developing a cross-cultural perspective in science students [non-refereed] | ------ |
| Juhani E. Tuovinen | Implications of discovery learning research for the design of flexible learning | 689-700 |
| Alison R. Viskovic | Students' attitudes to using forms of on-line learning support | 701-709 |
| Paul Wellington | Diverse feedback mechanisms focus multi-disciplinary team improvement | 710-719 |
| Lesley Willcoxson | Strategies for changing a university into a 'learning organisation' | 720-731 |
| John Wyber and Barbara de la Harpe | Professional skills of postgraduate students - enhancement for a career in business** | 732-741 |
| Nicola Yelland and Jennifer Masters | Changing learning contexts with technology: Design and innovation in creating new learning materials** | 742-748 |
