Dr Vicki Dale

Senior Lecturer (Academic Services)

Academic and Digital Development, 64 Southpark Avenue, Glasgow, G12 8LB

Publications

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Jump to: 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2008 | 2006 | 2005 | 2003 | 2002 | 1999

Number of items: 105.

2024

Dale, V. (2024) Back to the Future – Who’s Really in the Driving Seat When it Comes to Learning Technologies? 2nd UK-China Teaching, Learning, and Educational Technology (TILE-TEC) Conference, Chengdu, China (and online), 17 May 2024.

Dale, V. and Tasler, N. (2024) Creative Pedagogies for Education for Sustainable Development. The Glasgow School of Art (GSA) Learning and Teaching Conference 2024, Online, 05 Jun 2024. (Unpublished)

2023

Tasler, N. , Dale, V. H. M. , Breslin, M. , Charters, M., Docherty, F. T. , Karlsson-Brown, P. S. , Karadaglic, D., Reid, D. and Robertson-Kirkland, B. (2023) Risks, reflection, rewards, and resistance: academic perspectives on creative pedagogies for active learning. Journal of Perspectives in Applied Academic Practice, 11(3), pp. 80-96. (doi: 10.56433/jpaap.v11i3.585)

Ahmad, N., Toro-Troconis, M., Ibahrine, M., Armour, R., Tait, V., Reedy, K., Malevicius, R., Dale, V. , Tasler, N. and Inzolia, Y. (2023) CoDesignS education for sustainable development: a framework for embedding education for sustainable development in curriculum design. Sustainability, 15(23), 16460. (doi: 10.3390/su152316460)

Della, C. , Peevers, G. , Choo, J. H., Ong, C. M., Kok, K., Dale, V. and Shah, J. A. (2023) Evaluating Digital and Teacher Support, Student Engagement, and Learner Satisfaction in a Flipped Engineering Mechanics Classroom. 17th Annual University of Glasgow Learning & Teaching Conference, Glasgow, UK, 09 April 2024.

Dale, V. , Lindsay, R., Watson, D. and Varga-Atkins, T. (2023) Exploring archetypal spaces for active learning in the holodeck. [Website]

Dale, V. , Lindsay, R., Watson, D. and Varga-Atkins, T. (2023) An Active Learning Journey Through Space. 2023 International Active Learning Conference, 20 Jul 2023. (Unpublished)

Cao, Q. , Seow, C. K. , Lim, L. H. I. , Keoh, S. L. , Dale, V. , Honeychurch, S. , Tasler, N. and Bremner, D. (2023) Learners’ differences in blended learner-centric approach for a common programming subject. International Journal of Information and Education Technology, 13(6), pp. 906-913. (doi: 10.18178/ijiet.2023.13.6.1886)

Dale, V. (2023) Crowdsoucing Methods for Learner Experience Research: Beyond the Triptych of Surveys, Focus Groups and Interviews. ALT-ELESIG Scotland Online Event: Development, introduction and evaluation of inclusive and sustainable educational practices in Further and Higher Education, 25 May 2023. (Unpublished)

Dale, V. , Lindsay, R., Watson, D. and Varga-Atkins, T. (2023) Exploring Metaphorical Spaces for Active Learning. ALN Global Festival of Active Learning 2023, 24-28 Apr 2023. (Unpublished)

Dale, V. (2023) Is There Space for Blended Learning Anymore? Sustaining Connections – The Participatory and Intercultural Potential of Digital Learning, Edinburgh, Scotland, 03-04 Apr 2023.

Dale, V. (2023) Inclusive communication, including chunking and checking. [Website]

2022

Dale, V. (2022) E-Pedagogy Frameworks That Support Student-Centredness. ALSIG (Association for Learning Technology Active Learning Special Interest Group) Webinar, Online, 15 Nov 2022.

Della, C. , Lim, L. H. I. , Goh, C. S. and Dale, V. (2022) Performance of Active Learners at the University of Glasgow Singapore: An Empirical Evidence. STE2022 3rd International Conference on Science and Technology Education, FEUP, Porto, Portugal, 6-7 Oct 2022. (Unpublished)

Thompson, K. and Dale, V. (2022) The role of virtual placements in promoting self-regulated learning: stakeholder experiences of an online learning community during the Covid pandemic. Journal of Perspectives in Applied Academic Practice, 10(1), pp. 12-22. (doi: 10.14297/jpaap.v10i1.530)

Dale, V. , Beggs, R. and Ogamba, I. (2022) Introduction to digitally enhanced learning. In: Betts, T. and Oprandi, P. (eds.) 100 Ideas for Active Learning. University of Sussex Library: Falmer, Brighton, UK, pp. 701-712. ISBN 9780995786271 (doi: 10.20919/OPXR1032/86)

Dale, V. , Tasler, N. and Sánchez-Jáuregui, L. (2022) Object-based learning: active learning through enquiry. In: Betts, T. and Oprandi, P. (eds.) 100 Ideas for Active Learning. University of Sussex Library: Falmer, Brighton, UK, pp. 566-574. ISBN 9780995786271 (doi: 10.20919/OPXR1032/69)

Dale, V. , Kipar, N., Struan, A. and Ramsay, S. (2022) New Building, New Philosophy: Academic Developers, Learning Developers and Digital Learning. Excellence in Teaching The Future of Digital Learning, Mainz, Germany, 06-07 Apr 2022.

Molina-Cristobal, A. , Hong, F., Lim, L. H. I. , Della, C. , Shah, J. A., Bremner, D. , Dale, V. and Kipar, N. (2022) Evaluating the impact of students’ engagement levels in virtual laboratories of electronics modules. 3rd Applied Learning Conference, 20-21 January 2022.

Ramsay, S. , Struan, A. , Dale, V. , Kipar, N. and Lee, K. (2022) Designing teaching and study spaces to support educational change. Guild Virtual Seminar Series #FutureofEducation, Online, 2 March 2022.

Shah, J. A., Lim, L. H. I. , Molina-Cristobal, A. , Della, C. , Dale, V. and Feng, M. (2022) Learner’s Experience About Freehand Sketching Vs CAD For Concept Ideation Process During Product Design Development. In: 2021 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Wuhan, China, 5-8 Dec 2021, pp. 188-195. ISBN 9781665436878 (doi: 10.1109/TALE52509.2021.9678862)

2021

Cao, Q. , Lim, L. H. I. , Dale, V. and Tasler, N. (2021) Experiences in python programming laboratory for civil engineering students with online collaborative programming platform. In: ICERI2021 Proceedings, 8-9 November 2021, pp. 5784-5791. ISBN 9788409345496 (doi: 10.21125/iceri.2021.1305)

Dale, V. H.M. , McEwan, M. P. and Bohan, J. (2021) Early adopters versus the majority: characteristics and implications for academic development and institutional change. Journal of Perspectives in Applied Academic Practice, 9(2), pp. 54-67. (doi: 10.14297/jpaap.v9i2.483)

Molina-Cristobal, A. , Lim, I. , Hong, F., Della, C. , Shah, J. A., Dale, V. and Bremner, D. (2021) Maximising Student Engagement in Online and Blended Learning: A Survey of Learner Preferences. In: The 2nd Southeast Asian Conference on Education (SEACE2021), Singapore, 13-15 May 2021, pp. 161-170.

Tasler, N. and Dale, V. (2021) Learners, teachers and places: A conceptual framework for creative pedagogies. Journal of Perspectives in Applied Academic Practice, 9(1), pp. 2-7. (doi: 10.14297/jpaap.v9i1.450)

Della, C. , Lim, I. , Goh, C. and Dale, V. (2021) A Study on the Performance of Active Learners and Effectiveness of Active and Blended Learning at the University of Glasgow Singapore. 14th Annual University of Glasgow Learning and Teaching Conference, 18 Jun 2021.

Dale, V. and Tasler, N. (2021) Creative Pedagogies for Active Learning. Active Learning Festival, 19-23 April 2021.

Dale, V. , Adekola, J. , Tasler, N. and Murray, J.-A. (2021) JPAAP 9(2) Editorial: Transitions to remote and blended learning. Journal of Perspectives in Applied Academic Practice, 9(2), pp. 1-2. (doi: 10.14297/jpaap.v9i2.512)

Dale, V. , Kubincova, E., Kerr, J. and Murray, J.-A. (2021) Lessons learned from being BOLD: Staff experiences of an institutional strategic project in Blended and Online Learning Development. Journal of Perspectives in Applied Academic Practice, 9(2), pp. 29-38. (doi: 10.14297/jpaap.v9i2.484)

Dale, V. , McEwan, M. and Bohan, J. (2021) Early adopters versus the majority: Characteristics and implications for academic development and institutional change. Journal of Perspectives in Applied Academic Practice, 9(2), pp. 54-67. (doi: 10.14297/jpaap.v9i2.483)

Tasler, N. , Barr, M. and Dale, V. (2021) Editorial: The inaugural issue. Open Scholarship of Teaching and Learning, 1(1), i.

2020

Dale, V. and Tasler, N. (2020) SoTLcast Podcast: SoTL and the Questionnaire. [Audio]

Dale, V. , Murray, J.-A. , Coton, F., Fischbacher-Smith, M., Brady, L. and Hutchins, N. (2020) Advance HE Scotland Thematic Series: Technology-Enhanced Learning (TEL). [Website]

Lim, L. H. I. , Goh, C. S. , Davies, J. , Yang, H. , Keoh, S. L. , Howes, D. and Dale, V. (2020) Evaluation of Student and Staff Perceptions on L&T Models Across Multiple Disciplines. Applied Learning Conference 2020, Singapore, 30-31 Jan 2020.

2019

Sheridan, N., Dale, V. , Breslin, M. , Charters, M., Docherty, F. , Karadaglic, D., Karlsson-Brown, P. S. , Reid, D. and Robertson-Kirkland, B. (2019) Creative Approaches to Academic Practice Leading to the Scholarship of Teaching and Learning. Alt Annual Conference 2019, Edinburgh, UK, 3-5 Sept 2019.

Tasler, N. and Dale, V. (2019) Narrative Arc as Curriculum Design Tool. [Website]

Sheridan, N., Dale, V. , Breslin, M. , Charters, M., Docherty, F. , Karadaglic, D., Karlsson-Brown, P. , Reid, D. and Robertson-Kirkland, B. (2019) Students as Scholars: Academic Development and the Scholarship of Teaching and Learning. Enhancing Student Learning Through Innovative Scholarship Conference, Edinburgh, UK, 18-19 Jul 2019.

Sheridan, N., Dale, V. , Breslin, M. , Charters, M., Docherty, F. , Karadaglic, D., Karlsson-Brown, P. , Reid, D. and Robertson-Kirkland, B. (2019) Exploring Space and Place through Active Learning Pedagogies. 12th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 2-3 Apr 2019.

Kerr, J., Dale, V. and Gyurko, F. (2019) Evaluation of a MOOC design mapping framework (MDMF): experiences of academics and learning technologists. Electronic Journal of e-Learning, 17(1), pp. 38-51.

Bremner, D. J. , Le Kernec, J. , Fioranelli, F. and Dale, V. H. M. (2019) The Use of Multiple Choice Questions in 3rd year Electronic Engineering Assessment: a Case Study. In: IEEE TALE 2018, Wollongong, Australia, 4-7 Dec 2018, pp. 887-892. ISBN 9781538665220 (doi: 10.1109/TALE.2018.8615153)

Dale, V. H.M. and Singer, J. (2019) Learner experiences of a blended course incorporating a MOOC on Haskell functional programming. Research in Learning Technology, 27, (doi: 10.25304/rlt.v27.2248)

2018

Sheridan, N. and Dale, V. (2018) Creating a Story About Space and Place. ALT Winter Conference 2018, Online, 11-12 Dec 2018.

Sheridan, N. and Dale, V. (2018) Enabling Academic Staff to Engage with Disruptive Pedagogies Using Active Learning Technologies. ALT Winter Conference 2018, Online, 11-12 Dec 2018.

Kerr, J., Dale, V. and Gyurko, F. (2018) A MOOC Design Mapping Framework (MDMF): Evaluation ofAacademics’ and Learning Technologists’ Experiences. ELESIG Scotland, Dundee, UK, 26 Nov 2018.

Brown, C. and Dale, V. (2018) E-Assessment at UofG. 4th Leading Enhancement in Assessment and Feedback Symposium (LEAF IV), University of Glasgow, 5 November 2018. (Unpublished)

Ahmed, S., Gonzalez Bojaca, L., Dale, V. , Kipar, N., McKenzie, K., Moss, A., Pate, A. and Spaeth, E. (2018) How to Moodle: an Online Academic Development Resource to Enhance Staff Digital Capability. ALT Annual Conference 2018, Manchester, UK, 11-13 Sep 2018.

Kerr, J., Dale, V. and Kubincova, E. (2018) Bridging the Transition into Credit Bearing Online Distance Learning. UWS Annual Learning, Teaching and Research Conference: Bridging Boundaries: Connecting Learning, Teaching and Research, Paisley, UK, 27-28 Jun 2018.

Tasler, N. and Dale, V. (2018) Curriculum and Storytelling. [Website]

Singer, J. , Dale, V. , Vanderbauwhede, W. , Barr, N. and Sim, A. (2018) Designing and Evaluating a Blended Course which Includes a MOOC [lightning talk]. 11th Annual Learning and Teaching Conference, Glasgow, UK, 28-29 Mar 2018.

Singer, J. and Dale, V. (2018) A Blended Course That Includes a FutureLearn MOOC: Learner and Teacher Experiences. FutureLearn Academic Network (FLAN) Meeting, Exeter, UK, 28 Feb 2018.

Kubincova, E., Dale, V. H.M. and Kerr, J. (2018) How a MOOC can effectively facilitate student transitions to an online distance postgraduate programme. Research in Learning Technology, 26, 2055. (doi: 10.25304/rlt.v26.2055)

2017

Gledhill, L., Dale, V. H.M. , Powney, S., Gaitskell-Phillips, G. H.L. and Short, N. R.M. (2017) An international survey of veterinary students to assess their use of online learning resources. Journal of Veterinary Medical Education, 44(4), pp. 692-703. (doi: 10.3138/jvme.0416-085R) (PMID:28691867)

Adekola, J. , Dale, V. H.M. and Gardiner, K. (2017) Development of an institutional framework to guide transitions into enhanced blended learning in higher education. Research in Learning Technology, 25, 1973. (doi: 10.25304/rlt.v25.1973)

Adekola, J. , Dale, V. , Gardiner, K., Murray, J.-A. and Fischbacher-Smith, M. (2017) Institutional and Student Transitions Into Enhanced Blended Learning. 3rd International Enhancement in Higher Education Conference, Glasgow, UK, 06-08 Jun 2017.

Adekola, J. , Dale, V. , Powell, K. and Gardiner, K. (2017) Student transitions to blended learning – challenges and solutions (workshop). Gearing Up 2017 Conference, University of Edinburgh, United Kingdom, 09 Mar 2017.

Adekola, J. , Dale, V. H.M. , Gardiner, K. and Fischbacher-Smith, M. (2017) Student transitions to blended learning: an institutional case study. Journal of Perspectives in Applied Academic Practice, 5(2), pp. 58-65. (doi: 10.14297/jpaap.v5i2.273)

2016

Dale, V. and Jaap, A. (2016) BOLD Academic Staff Development in Technology-Enhanced Learning. Scottish Higher Education Developers (SHED) Residential, Inverness, United Kingdom, 14-15 Nov 2016. (Unpublished)

Jaap, A. and Dale, V. (2016) University teachers' experiences and impact on academic practice, of a course in technology-enhanced learning. Association for Learning Technology Conference (ALT-C) 2016, Warwick, United Kingdom, 06-08 Sep 2016. (Unpublished)

Adekola, J. , Dale, V. H.M. and Gardiner, K. (2016) Student experiences of transitions into blended learning. 2016 Enhancement Themes Conference, Edinburgh, UK, 9 Jun 2016. (Unpublished)

Adekola, J. , Dale, V. H.M. and Gardiner, K. (2016) Student transitions in blended learning. Stirling Learning and Teaching Conference 2016: Changing Places: Student Transitions in Higher Education, Stirling, UK, 20 Apr 2016. (Unpublished)

2015

Adekola, J. , Dale, V. , Gardiner, K. and Murray, J.M.D. (2015) Staff Experiences of Transitions Into Blended Learning. Evaluations of e-learner Experiences Special Interest Group Meeting, Aberdeen, UK, 2015.

Adekola, J. , Dale, V. , Gardiner, K. and Murray, J.M.D. (2015) Teachers Experiences of e-learning. Evaluations of e-learner Experiences Special Interest Group Meeting, St. Andrews, UK, 2015.

Gledhill, L., Powney, S., Dale, V.H.M. and Short, N. (2015) International Survey of Veterinary Students' Digital Literacies: an International Benchmarking Exercise to Scope Readiness for Online Open Educational Resources [Presentation]. AMEE 2015, Glasgow, Scotland, 2015.

Thuranira-McKeever, C., Dale, V.H.M. and Silva-Fletcher, A. (2015) Exploring the Impact of Face-to-face Teaching Workshops on Scholarship Students' Progression, Level of Achievement and Study Experience [Presentation]. Research and Innovation in Distance Education and E-Learning 2015, Centre for Distance Education, University of London., 2015.

2014

Dale, V.,H.,M., , Dewitt, J., Vogel, M. and Walker, P.J. (2014) Evaluation of the InDUCKtion project at UCL. Project Report. University College London.

Dale, V. , Britton, J. and Burns-Nurse, J. (2014) Making Lectures More Interactive [Learn Live presentation]. Technology in Higher Education: BETT 2014, London, UK, 22-25 Jan 2014.

Dale, V. H. M. , Vogel, M., Walker, P. J., Mistry, Z. and Finn, M. (2014) Making History in the Digital Age. Academic Practice and Technology (APT) Conference: Connected Learning in an Open World, University of Greenwich, London, UK, 8 July 2014.

Dale, V.H.M. , Willett, A., Grindle, N. and Walker, P. (2014) Developing Our Postgraduate Researchers as Teachers: Evaluation of a PGTA Training Scheme. UCL Teaching and Learning Conference 2014, London, UK, 3 April 2014.

Dale, V. (2014) UCL E-Learning Evaluation Toolkit. Working Paper. University College London.

Dale, V. , Young, C. and Duhs, R. (2014) Teachers’ initial experiences of the Exploring Existing Knowledge (EEK) project. UCL Teaching and Learning Conference 2014, London, UK, 3 April 2014.

Finn, M., MIstry, Z., Vogel, M., Dale, V. and Walker, P. (2014) Making History. UCL Teaching and Learning Conference 2014, London, UK, 3 April 2014.

Magnier, K. M., Wang, R., Dale, V. H. M. and Pead, M. J. (2014) Challenges and responsibilities of clinical teachers in the Workplace: an ethnographic approach. Journal of Veterinary Medical Education, 41(2), pp. 155-161. (doi: 10.3138/jvme.0813-111R1)

Vogel, M., Dale, V. , Perovic, N. and Walker, P. (2014) What Makes a Supportive Online Collaboration for Assessed Group Work at UCL? UCL Teaching and Learning Conference 2014, London, UK, 3 April 2014.

2013

Dale, V. H. M. , Pierce, S. E. and May, S. A. (2013) Motivating factors and perceived barriers to participating in continuing professional development: a national survey of veterinary surgeons. Veterinary Record, 173(10), p. 247. (doi: 10.1136/vr.101492)

Lamb, C. R. and Dale, V. H.M. (2013) Approaches to inspecting computed tomographic and magnetic resonance studies. Veterinary Radiology and Ultrasound, 54(5), pp. 478-488. (doi: 10.1111/vru.12064)

Bachynsky, E. A., Dale, V. H. M. , Kinnison, T., Gazzard, J. and Baillie, S. (2013) A survey of the opinions of recent veterinary graduates and employers regarding early career business skills. Veterinary Record, 172(23), p. 604. (doi: 10.1136/vr.101376)

Dale, V. H.M. , Orpet, H. and Davis, R. C. (2013) The veterinary nurse and teamworking. Veterinary Nurse, 4(3), pp. 132-136. (doi: 10.12968/vetn.2013.4.3.132)

Charles, K. and Dale, V. (2013) Managing Student Expectations for Academic and Administrative Support. UCL Teaching Administrator Conference, London, UK, 2013.

Dale, V. and Digges, R. (2013) Feedback from Students and the Feedback Cycle. UCL Teaching Administrator Conference, London, UK, 2013.

Dale, V.H.M. , Britton, J., Dewitz, J. and Wyndham, M. (2013) A Pilot Evaluation Study Using LectureTools to Enhance Interactivity in Classroom-Based Teaching in a Project Management Course. Working Paper. University College London.

Dale, V. H. M. , Pierce, S. E. and May, S. A. (2013) Benefits and limitations of an employer-led, structured logbook to promote self-directed learning in the clinical workplace. Journal of Veterinary Medical Education, 40(4), pp. 402-418. (doi: 10.3138/jvme.1212-115R)

2012

Magnier, K. M., Dale, V. H.M. and Pead, M. J. (2012) Workplace-based assessment instruments in the health sciences. Journal of Veterinary Medical Education, 39(4), pp. 389-395. (doi: 10.3138/jvme.1211-118R)

Totemeyer, S., Davis, R., Dale, V. and Rutland, C. (2012) Identifying Challenges and Formulating Best Practice in Supporting International and EU Students at Vet School. Vet Ed 2012: 3rd UK Symposium on Veterinary Education, Edinburgh, UK, 12-13 July 2012.

2011

Dale, V. H. M. , Kinnison, T., Short, N., May, S. A. and Baillie, S. (2011) Web 2.0 and the veterinary profession: current trends and future implications for lifelong learning. Veterinary Record, 169(18), p. 467. (doi: 10.1136/vr.d4897)

Baillie, S. et al. (2011) Developing an online professional network for veterinary education: the NOVICE project. Journal of Veterinary Medical Education, 38(4), pp. 395-403. (doi: 10.3138/jvme.38.4.395)

Batchelor, C., Main, D.C.J., Dale, V. and McKeegan, D.E.F. (2011) Development of the Animal Welfare Associated Reflective Exercise (AWARE): A Self-Directed Learning Tool to Promote Ethical Reflection in Pre-Clinical Veterinary Students [short communication]. Association of Veterinary. Teaching and Research Work. 2011, Nottingham, UK, 4-6 Apr 2011.

Dale, V. , Whittlestone, K., Kydd, J. and Totemeyer, S. (2011) Supporting Today’s and Tomorrow’s Learners: Innovative Ideas for Student Development. The 2nd Veterinary Education Symposium, Nottingham, UK, 13-14 July 2011.

Dale, V. H.M. , Wieland, B., Pirkelbauer, B. and Nevel, A. (2011) Value and benefits of open-book examinations as assessment for deep learning in a post-graduate animal health course. Journal of Veterinary Medical Education, 36(4), pp. 403-410. (doi: 10.3138/jvme.36.4.403)

Duncan, C., Dale, V. H. M. and Pead, M. J. (2011) Clinical veterinary students' perceptions of a 'Day one' skills guide. Veterinary Record, 169(1), p. 13. (doi: 10.1136/vr.d1437)

Magnier, K., Wang, R., Dale, V. H. M. and Hammond, R. (2011) Enhancing Clinical Learning in the Workplace. The 2nd Veterinary Education Symposium, Nottingham, UK, 13-14 July 2011.

Magnier, K., Wang, R., Dale, V. H. M. , Mossop, L., Hammond, R., Murphy, R., Freeman, S. and Pead, M. J. (2011) Enhancing Clinical Learning in the Workplace: Outcomes of Phase II. The 2nd Veterinary Education Symposium, Nottingham, UK, 13-14 July 2011.

Magnier, K., Wang, R., Dale, V. H. M. , Murphy, R., Hammond, R. A., Mossop, L., Freeman, S. L., Anderson, C. and Pead, M. J. (2011) Enhancing clinical learning in the workplace: a qualitative study. Veterinary Record, 169(26), p. 682. (doi: 10.1136/vr.100297)

2010

Dale, V. H.M. , Pierce, S. E. and May, S. A. (2010) The importance of cultivating a preference for complexity in veterinarians for effective lifelong learning. Journal of Veterinary Medical Education, 37(2), pp. 165-171. (doi: 10.3138/jvme.37.2.165)

Dale, V. H.M. , Pierce, S. E. and May, S. A. (2010) The role of undergraduate research experiences in producing veterinary scientists. Journal of Veterinary Medical Education, 37(2), pp. 198-206. (doi: 10.3138/jvme.37.2.198)

2008

Dale, V. H.M. , Head, S. D. and May, S. A. (2008) Students' first impressions of a new, more integrated curriculum with increased self-directed study time. In: Excellence in Teaching Annual Conference 2008, London, UK, pp. 21-33.

Dale, V. H.M. , Sullivan, M. and May, S. A. (2008) Adult learning in veterinary education: theory to practice. Journal of Veterinary Medical Education, 35(4), pp. 581-588. (doi: 10.3138/jvme.35.4.581)

Denwood, M., Dale, V. H.M. and Yam, P. (2008) Development and evaluation of an online computer-aided learning (CAL) package to promote small-animal welfare. Journal of Veterinary Medical Education, 35(2), pp. 318-324. (doi: 10.3138/jvme.35.2.318)

2006

Davis, M. H., Ponnamperuma, G. G., McAleer, S. and Dale, V. H.M. (2006) The objective structured clinical examination (OSCE) as a determinant of veterinary clinical skills. Journal of Veterinary Medical Education, 33(4), pp. 578-587. (doi: 10.3138/jvme.33.4.578)

Radford, A. et al. (2006) Development, teaching, and evaluation of a consultation structure model for use in veterinary education. Journal of Veterinary Medical Education, 33(1), pp. 38-44. (doi: 10.3138/jvme.33.1.38)

2005

Dale, V. , McConnell, G., Short, A. and Sullivan, M. (2005) Ten years of CLIVE (Computer-Aided Learning in Veterinary Education) in the United Kingdom. Journal of Veterinary Medical Education, 32(1), pp. 47-50.

Dale, V.H.M. , Nasir, L. and Sullivan, M. (2005) Evaluation of student attitudes to cooperative learning in undergraduate veterinary medicine. Journal of Veterinary Medical Education, 32(4), pp. 511-516.

Dale, V.H.M. , Nasir, L. and Sullivan, M. (2005) Exploring student attitudes to directed self-learning online through evaluation of an Internet-based biomolecular sciences resource. Journal of Veterinary Medical Education, 32(1), pp. 129-137. (doi: 10.3138/jvme.32.1.129)

2003

Dale, V.H.M. , Johnston, P. and Sullivan, M. (2003) Learning and teaching innovations in the veterinary undergraduate curriculum at Glasgow. Journal of Veterinary Medical Education, 30(3), pp. 221-225. (doi: 10.3138/jvme.30.3.221)

2002

Dale, V. , Johnston, P. E.J., Thompson, H. and Innocent, G. T. (2002) Using the WWW to develop key professional skills in veterinary undergraduates. Journal of Veterinary Medical Education, 29(4), pp. 231-240.

1999

Dale, V.H.M. , Sullivan, M. and Irvine, D.R. (1999) Computer‐assisted learning as an alternative to didactic lectures: a study of teaching the physics of diagnostic imaging. Research in Learning Technology, 7(3), pp. 75-86. (doi: 10.1080/0968776990070308)

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