Research Publications for Dianne L Forbes
Welcome to the University of Waikato research publications search page. This database includes all research publications produced by the University from 1998.
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Walker, R., & Forbes, D. (2017). Cross-institutional peer observation by online tutors: Sharing practice ‘outside the family’. Innovations in Education and Teaching International, 3-9. doi:10.1080/14703297.2017.1281751
Forbes, D. L. (2016). It’s in the blend: A mixed media approach to innovation and productivity in blended learning. In TEU Symposium. Conference held at Old Government Buildings, Wellington, New Zealand.
Forbes, D. L. (2016). Mixed Media Pathways: Bringing teacher education to your hometown. In DEANZ Conference. Conference held at the University of Waikato, Hamilton, New Zealand.
Forbes, D. L. (2016). Going to university: Mixed media, blended and flipped. In Dunedin Symposium Programme. Hutton theatre, Otage Museum, Dunedin.
Forbes, D. (2016). Keynote: Going to university—Blended strategies for learning and teaching in a modern tertiary context. Journal of Open, Flexible and Distance Learning, 20(2), 21-23. Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/294
Wright, N., & Forbes, D. (2016). Twitter in education. E-Learning and Digital Media, 13((1-2)), 3-4. doi:10.1177/2042753016666424
Forbes, D. L. (2015). Beyond lecture capture: Student-generated podcasts in teacher education. Waikato Journal of Education, 20th Anniversary Collection, 195-205.
Earl, K., & Forbes, D. L. (2015). Connected learners: Transforming learning through ICT. In D. Fraser, & M. Hill (Eds.), The Professional Practice of Teaching in New Zealand (5th ed., pp. 216-239). Cengage Learning.
Forbes, D., & Khoo, E. G. L. (2015). Voice over distance: a case of podcasting for learning in online teacher education. Distance Education, 36(3), 335-350. doi:10.1080/01587919.2015.1084074
Forbes, D. L. (2015). [Review of Doing educational research: A practitioner's guide to getting started, by C Mutch, 2nd edition]. New Zealand Journal of Educational Studies. doi:10.1007/s40841-015-0032-x