Vol 10, No 2 (2017)

Table of Contents

Editorial

The influence of theory and student feedback on learning design
Margaret Lloyd, Nan Bahr
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Articles

Re-visiting the flipped classroom in a design context
Richard David Coyne, John Lee, Denitsa Petrova
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1-13
Participation ahead: Perceptions of master degree students on reciprocal peer learning activities
Catarina Lelis
PDF
14-24
An in-depth analysis of learning goals in higher education: Evidence from the programming education
Belle Selene Xia
PDF
25-34
Development of design expertise by architecture students
Adedapo Adewunmi Oluwatayo, Isidore Ezema, Akunnaya Opoko
PDF
35-56
“Think Like a Lawyer” Using a Legal Reasoning Grid and Criterion-Referenced Assessment Rubric on IRAC (Issue, Rule, Application, Conclusion)
Kelley Burton
PDF
57-68
How learning designs, teaching methods and activities differ by discipline in Australian universities
Leanne Cameron
PDF
69-84
Content analysis of research trends in instructional design models: 1999-2014
Idris Göksu, Kursat Volkan Özcan, Recep Cakir, Yuksel Göktas
PDF
85-109