Currently browsing: Items authored or edited by Frances Chetwynd https://orcid.org/0000-0003-1230-5082

Chetwynd, Frances; Aiken, Fiona and Jefferis, Helen (2018). Reflections on the 2017 HEA STEM conference: graduate employability challenges and solutions. Higher Education Pedagogies, 3(1) pp. 490–494.

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Chetwynd, Frances; Aiken, Fiona and Jefferis, Helen (2018). Breaking the coding barrier: transition from Level 1 to Level 2 programming.

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Chetwynd, Frances; Aiken, Fiona and Jefferis, Helen (2017). Getting a leg up over the coding barrier: pre-start programming bootcamps for Stage 2 students. In: HEA STEM Conference 2017, 1-2 Feb 2017, Manchester Conference Centre.

Chetwynd, Frances; Aiken, Fiona and Jefferis, Helen (2017). How high is the coding barrier? A quantitative analysis of student transitions from stage 1 to stage 2 programming. In: HEA STEM Conference 2017, 1-2 Feb 2017, Manchester Conference Centre.

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Chetwynd, Frances and Dobbyn, Chris (2012). Consistency v autonomy: effective feedback to a very large cohort. In: STEM Annual Conference 2012: Aiming for excellence in STEM learning and teaching, 12-13 Apr 2012, Imperial College London.

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Chetwynd, Francis; Donelan, Helen; Heath, Hazel; Kear, Karen and Williams, Judith (2009). The use of synchronous online tutorials to provide numeracy support for technology students. In: CETL-MSOR Conference 2009, 7-8 Sep 2009, The Open University, Milton Keynes.

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Dobbyn, Chris and Chetwynd, Frances (2013). Online assessment: supported learning or “just do it”? In: SRHE Annual Research Conference 2013, 11-13 Dec 2013, Newport, Wales, UK.

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Kear, Karen; Chetwynd, Frances and Jefferis, Helen (2014). Social presence in online learning communities: the role of personal profiles. Research in Learning Technology, 22, article no. 19710.

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Kear, Karen; Chetwynd, Frances; Williams, Judith and Donelan, Helen (2012). Web conferencing for synchronous online tutorials: perspectives of tutors using a new medium. Computers & Education, 58(3) pp. 953–963.