Jason M Lodge
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Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education
MSJ Gregory, JM Lodge
Distance education 36 (2), 210-230, 2015
Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development
KE Matthews, JM Lodge, A Bosanquet
International Journal for Academic Development 19 (2), 112-124, 2014
Co-creation in higher education: Towards a conceptual model
M Dollinger, JM Lodge, H Coates
Journal of Marketing for Higher Education 28 (2), 210-231, 2018
Evaluating quality learning in higher education: Re-examining the evidence
JM Lodge, A Bosanquet
Quality in Higher Education 20 (1), 3-23, 2014
Redefining ‘early career’ in academia: A collective narrative approach
A Bosanquet, A Mailey, KE Matthews, JM Lodge
Higher Education Research & Development 36 (5), 890-902, 2017
Co-creation strategies for learning analytics
M Dollinger, JM Lodge
Proceedings of the 8th International Conference on Learning Analytics and†…, 2018
Making sense of how I learn: Metacognitive capital and the first year university student
S Larmar, JM Lodge
International Journal of the First Year in Higher Education 5 (1), 93-105, 2014
Pigeon pecks and mouse clicks: Putting the learning back into learning analytics
JM Lodge, M Lewis
Future challenges, sustainable futures. Proceedings ascilite Wellington, 560-564, 2012
From the laboratory to the classroom: Translating science of learning for teachers
JC Horvath, JM Lodge, JAC Hattie
Routledge, 2017
Inside out: Detecting learners’ confusion to improve interactive digital learning environments
A Arguel, L Lockyer, OV Lipp, JM Lodge, G Kennedy
Journal of Educational Computing Research 55 (4), 526-551, 2017
Establishing a framework for transforming student engagement, success and retention in higher education institutions
KJ Nelson, JA Clarke, ID Stoodley, TA Creagh
Office for Learning and Teaching, 2014
A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs
A Brooker, L Corrin, P de Barba, JM Lodge, G Kennedy
Australasian Journal of Educational Technology 34 (1), 73-87, 2018
What data and analytics can and do say about effective learning
JM Lodge, L Corrin
Nature npj: Science of Learning 2 (1), 4-5, 2017
Inferring learning from big data: The importance of a transdisciplinary and multidimensional approach
JM Lodge, SSJ Alhadad, MJ Lewis, D Gasevic
Technology, Knowledge and Learning 22 (3), 385-400, 2017
Capturing dynamic presentation: Using technology to enhance the chalk and the talk
S Venema, JM Lodge
Australasian Journal of Educational Technology 29 (1), 20-31, 2013
Applying best practice online learning, teaching and support to intensive online environments: An integrative review
C Roddy, DL Amiet, J Chung, C Holt, L Shaw, S McKenzie, F Garivaldis, ...
Frontiers in Education 2 (59), https://doi.org/10.3389/feduc.2017.00059, 2017
The hard problem of 'educational neuroscience'
K Palghat, JC Horvath, JM Lodge
Trends in Neuroscience and Education 6 (1), 204-210, 2017
Can new digital technologies support parasitology teaching and learning?
A Jabbar, RB Gasser, J Lodge
Trends in Parasitology 32 (7), 522-530, 2016
Using formative assessment to influence self-and co-regulated learning: The role of evaluative judgement
E Panadero, J Broadbent, D Boud, JM Lodge
European Journal of Psychology of Education 34 (3), 535–557, 2019
Orientation Online: Introducing commencing students to university study. A practice report
E Smyth, JM Lodge
The International Journal of the First Year in Higher Education 3 (1), 83-90, 2012
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