Table of Contents

Table of Contents

Preface

Introduction

Chapter 1 – I Think That I Think I Know What I’m Doing: Improving Learning Through the use of Meta-Cognition
(Fraser Lauchlan, University of Strathclyde, UK)

Chapter 2 – Future Direction of Attribution Retraining for Students with Learning Difficulties: A Review
(Jemima Ellen Koles and Christopher Boyle, Monash University, Australia)

Chapter 3 – The 21st Century Law Student: The Lecture Room or the Mobile Phone?
(Tom Serby, Anglia Law School, Cambridge, UK)

Chapter 4 – The Creation and Implementation of Interactive Opportunities to Promote Learning between Lectures
(Jacqueline Carnegie, University of Ottawa, Ottawa, ON, Canada)

Chapter 5 – A Design Framework for Enhancing On-Line Learning
(Wendy Fasso, Cecily Knight and Bruce Allen Knight, Central Queensland University, Australia, and others)

Chapter 6 – A Study of Factors Influencing Success in an Intro to English Linguistics
(Rebecca Babcock, Suzanne Rathbun, Jack Nichols, Julie McCown and Amanda McCain, UT Permian Basin, Odessa, TX, USA, and others)

Chapter 7 – Supporting Student Learning through Collaborative Assessment Tasks
(Rosario Hernández, University College Dublin, Ireland)

Chapter 8 – Examining the Assessment Opportunities for Cultural Connectedness for Student Learning: A Sociocultural Analysis
(Val Klenowski, Stephen Connolly and Robert Funnell, Queensland University of Technology, Australia, and others)

Chapter 9 – Student Pathways to Global Citizenship
(Stephen Reysen and Iva Katzarska-Miller, Texas A&M University-Commerce, TX, USA, and others)

Chapter 10 – Action-Emotion Style, Test Anxiety And Resilience in Undergraduate Students
(Jesús de la Fuente, María Cardelle-Elawar, Paul Sander and David Putwain, University of Almería, Spain, and others)

Chapter 11 – Critical Thinking: Focal Point for a Culture of Inquiry
(David C. Johnsen, University of Iowa, IA, USA)

Index