198
Views
1
CrossRef citations to date
0
Altmetric
Guest Editorial

Veterinary education in a connected world

References

  • *Anonymous. World Open Educational Resources (OER) Congress UNESCO, Paris, June 20-22, 2012. Paris OER Declaration. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/English_Paris_OER_Declaration.pdf (accessed 14 October 2013). UNESCO, Paris, France, 2012
  • Baillie S. Utilisation of simulators in veterinary training. Cattle Practice 15, 224–8, 2007
  • *Biggs JB, Tang CS-K. Teaching for Quality Learning at University: What the Student does. 3rd Edtn. McGraw-Hill/Society for Research into Higher Education: Open University Press, Maidenhead, England, 2007
  • *Daniel J. Making sense of moocs: musings in a maze of myth, paradox and possibility. http://sirjohn.ca/wordpress/wp-content/uploads/2012/08/120925MOOCspaper2.pdf (accessed 10 September 2013), 2012
  • Doucet ML, Vrins A, Harvey D. Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students. Medical Teacher 31, e570–e9, 2009 doi: 10.3109/01421590903193539
  • *Hallagher S, Garrett G. Disruptive education: technology-enabled universities. http://ussc.edu.au/ussc/assets/media/docs/publications/130801_DisruptiveEducation_GallagherGarrett.pdf (accessed 07 September 2013). The United States Studies Centre at the University of Sydney, Sydney, Australia, 2013
  • *Jordan K. MOOC completion rates: the data. MoocMoocher. http://www.katyjordan.com/MOOCproject.html (accessed 10 September 2013). 2013
  • Kirschner F, Paas F, Kirschner PA. Individual and group-based learning from complex cognitive tasks: effects on retention and transfer efficiency. Computers in Human Behavior 25, 306–14, 2009 doi: 10.1016/j.chb.2008.12.008
  • Meyer KA. Face-to-face versus threaded discussions: the role of time and higher-order thinking. Journal of Asynchronous Learning Networks 7, 55–65, 2003
  • Plant JD. Incorporating an audience response system into veterinary dermatology lectures: effect on student knowledge retention and satisfaction. Journal of Veterinary Medical Education 34, 674–7, 2007 doi: 10.3138/jvme.34.5.674
  • Rosenbaum E, Klopfer E, Perry J. On location learning: authentic applied science with networked augmented realities. Journal of Science Education and Technology 16, 31–45, 2007 doi: 10.1007/s10956-006-9036-0
  • Rush BR, Hafen M, Biller DS, Davis EG, Klimek JA, Kukanich B, Larson RL, Roush JK, Schermerhorn T, Wilkerson MJ, et al. The effect of differing audience response system question types on student attention in the veterinary medical classroom. Journal of Veterinary Medical Education 37, 145–53, 2010 doi: 10.3138/jvme.37.2.145
  • Scalese RJ, Issenberg SB. Effective use of simulations for the teaching and acquisition of veterinary professional and clinical skills. Journal of Veterinary Medical Education 32, 461, 2005 doi: 10.3138/jvme.32.4.461
  • *Shum SB. Learning analytics. Policy Brief. http://iite.unesco.org/publications/3214711/ (accessed 18 August 2013). UNESCO Institute for Information Technologies in Education, Moscow, Russian Federation, 2012
  • Valliyate M, Robinson NG, Goodman JR. Current concepts in simulation and other alternatives for veterinary education: a review. Veterinarni Medicina 57, 325–37, 2012
  • Xiaojing L, Magjuka RJ, Bonk CJ, Seung-hee L. Does sense of community matter? Quarterly Review of Distance Education 8, 9–24, 2007

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.