Kay Colthorpe

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The development of undergraduate science students’ scientific argument skills in oral presentations

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2014 .

Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?

Kay Colthorpe, Louise Ainscough, Richard Leung, 2020, Advances in physiology education.

The development of a vertically integrated model of inquiry-based practical curricula to help students to learn to ‘think like a scientist’

Kay Colthorpe, Lesley J. Lluka, Jon Good, 2010 .

Good practice guides for the science threshold learning outcomes

Sandra C. Jones, Elizabeth Johnson, Kay Colthorpe, 2013 .

Enhancing feedback provision and use through in situ audio commenting

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2013 .

CLIPS (Communication Learning in Practice for Scientists): A New Online Resource Leverages Assessment to Help Students and Academics Improve Science Communication

Kay Colthorpe, Susan Rowland, James Hardy, 2018, Journal of microbiology & biology education.

Creating physiology graduates who “think and sound like scientists”

Kay Colthorpe, Lesley J. Lluka, Jon Good, 2009 .

Developing students' advanced scientific thinking skills through effective inquiry-based physiology practical classes

Kirsten Zimbardi, Kay Colthorpe, Phil Long, 2013 .

Student self-assessment of the development of advanced scientific thinking skills during inquiry-based physiology practical classes using an innovative e-learning tool for annotating videos

Kirsten Zimbardi, Kay Colthorpe, Judit Kibedi, 2013 .

Capstones under construction: A work-in-progress

Kelly E. Matthews, Kay Colthorpe, Victoria Andrews, 2010 .

CLIPS: Communication learning in practice for scientists

Kay Colthorpe, James Hardy, Rhianna Pedwell, 2017 .

How Biomedical Science Students Use Their Mobile Devices for Learning

Kay Colthorpe, Hardy Ernst, Sanjay Vasudeva, 2019, Int. J. Mob. Blended Learn..

large cohorts of undergraduate students curricula that develop scientific thinking skills for A set of vertically integrated inquiry-based practical

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2015 .

Student-initiated Mobile Learning in Higher Education

Kay Colthorpe, Hardy Ernst, Sanjay Vasudeva, 2017, mLearn.

A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students.

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2013, Advances in physiology education.

Progressive development of scientific literacy through assessment in inquiry- based biomedical science curricula

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2015 .

Are students reading my feedback? Using a feedback analytics capture system to understand how large cohorts of biomedical science students use feedback

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2014 .

Transforming Undergraduate Biomedical Science: Assessing Student Learning

Fiona Carroll, Kay Colthorpe, Tina Hinton, 2012 .

Evaluating student outcomes in the biomedical sciences through capstone courses

Kelly E. Matthews, Kay Colthorpe, Victoria Andrews, 2010 .

UQMarkUP: effective feedback and consistent assessment for large cohorts with e-learning enabled ‘in situ’ commenting

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2012 .

Using oral assessment tasks to guide the development of scientific reasoning skills in undergraduate science students

Kay Colthorpe, Kirsten Farrand-Zimbardi, Judit Kibedi, 2010 .

Mobile learning materials as a 'prompt' for participation in physiology practical classes

John Harrison, Kay Colthorpe, Hardy Ernst, 2012, Int. J. Mob. Learn. Organisation.

Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance

Kirsten Zimbardi, Phil Long, Andrea Bugarcic, 2017 .

Enhancing students’ learning experience through mLearning; using VODcasts to motivate and engage students?

Paula Myatt, Kay Colthorpe, Trish Andrews, 2008 .

Becoming a scientist: The development of students’ skills in scientific investigation and communication through a vertically integrated model of inquiry-based practical curricula

Kay Colthorpe, Lesley J. Lluka, Jon Good, 2010 .

Development and analysis of scientific argument in oral presentations of undergraduate science students

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2013 .

Student Interaction with a Computer Tablet Exam Application Replicating the Traditional Paper Exam

Ben Matthews, Kay Colthorpe, Prasad Chunduri, 2015 .

Using Increased interactivity and student presentations during Physiology laboratory sessions to improve active learning and conceptual understanding

Kay Colthorpe, Hardy Ernst, 2005 .

Examining the use of in-situ audio annotations to provide feedback to students

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2012 .

Know thy student! Combining learning analytics and critical reflections to develop a targeted intervention for promoting self-regulated learning

Kirsten Zimbardi, Kay Colthorpe, Louise Ainscough, 2015, J. Learn. Anal..

The Roles of Mentoring and Motivation in Student Teaching Assistant Interactions and in Improving Experience in First-Year Biology Laboratory Classes

Kirsten Zimbardi, Kay Colthorpe, Kay Colthorpe, 2015 .

Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students

Kirsten Zimbardi, Kay Colthorpe, Louise Ainscough, 2018 .

Threshold learning outcome 4: communication

Kay Colthorpe, Joan Leach, Susan Rowland, 2013 .

Know Thy Student! Combining Learning Analytics and Critical Reflections to Increase Understanding of Students' Self-Regulated Learning in an Authentic Setting

Kirsten Zimbardi, Kay Colthorpe, Louise Ainscough, 2015 .