Currently browsing: Items authored or edited by Felipe Tessarolo https://orcid.org/0000-0001-5765-2016

Coughlan, Tim; Tessarolo, Felipe and Coughlan, Emily (2024). Accessible by Design? Exploring How Barriers faced by Disabled Students are Resolved in Online and Distance Learning. In: Open Access Compendium: Future Perspectives on Accessibility, AT and e(inclusion), Linz, Austria pp. 58–64.

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Aristeidou, Maria and Tessarolo, Felipe (2024). Tutor Consultation: Exploring ways to improve engagement and retention during the early stages of students' learning journeys.

Rienties, Bart; Domingue, John; Duttaroy, Subroto; Herodotou, Christothea; Tessarolo, Felipe and Whitelock, Denise (2024). What distance learning students want from an AI Digital Assistant. Distance Education (Early access).

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Gaved, Mark; Brasher, Andrew and Tessarolo, Felipe (2024). Literature Review of support mechanisms to aid tutors in teaching Level 1 students.

Tessarolo, Felipe; Edwards, Chris; Bektik, Duygu and Whitelock, Denise (2024). Comparing practical use and perceptions of GenAI in higher education with current published insights. In: EDEN 2024 Research Workshop & PhD Schools’ Masterclass, 16-18 Oct 2024, Timisoara, Romania.

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Herodotou, Christothea; Aristeidou, Maria; Gaved, Mark; Cross, Simon; Tessarolo, Felipe and Brasher, Andrew (2023). PVC-S Challenge Response. Summary report. QEI.

Cross, Simon; Tessarolo, Felipe and Brasher, Andrew (2023). First year student perspectives on their early study experiences of tutor support and teaching: Insight from seven cross-faculty focus-groups.

Tessarolo, Felipe; Aristeidou, Maria and Coughlan, Emily (2022). From face-to-face environments to distance learning universities: the transition period of first-year students. In: 8th International Conference on Higher Education Advances (HEAd’22), Universitat Politecnica de Valencia, Valencia pp. 917–924.

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Lister, Kate; Pearson, Victoria; Coughlan, Tim and Tessarolo, Felipe (2022). Inclusion in Uncertain Times: Changes in Practices, Perceptions, and Attitudes around Accessibility and Inclusive Practice in Higher Education. Education Sciences, 12(8), article no. 571.

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