Meg O’Reilly

Indeterminacy in the use of preset criteria for assessment and grading

COVID-19 and teacher education: a literature review of online teaching and learning practices

Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic

Interventions to prevent and reduce physician burnout: a systematic review and meta-analysis

Researching the community of inquiry framework: Review, issues, and future directions

Burnout, Psychological Skills, and Empathy: Balint Training in Obstetrics and Gynecology Residents

Prevalence of Burnout in Medical and Surgical Residents: A Meta-Analysis

Integrating technology into teacher education: How online discussion can be used to develop informed and critical literacy teachers

Digital storytelling: a meaningful technology-integrated approach for engaged student learning

A review of feedback models and typologies: Towards an integrative model of feedback elements

The Role of Social Comments in Problem-Solving Groups in an Online Class

E-Learning Challenges Faced by Academics in Higher Education: A Literature Review

Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions

Unfulfilled Promise: formative assessment using computer-aidedassessment

The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students

Patterns of engagement in authentic online learning environments

Beyond feedback: developing student capability in complex appraisal

Effect of Balint training on resident professionalism

Reinvigorating educational design for an online world

Interaction online: Above and beyond requirements of assessment

Improving student learning via online assessment

The Student Assessment Handbook: New Directions in Traditional and Online Assessment

Staff development responses to the demand for online teaching and learning