Introduction
Stefan Hrastinski, KTH Royal Institute of Technology
Section A: Discussion forums and blogs
Discussion forums in literature and film
Carolina Leon Vegas, Dalarna University
Discussion forums in management
Richard Cotterill, University of York
Knowledge construction through blogs
Maria Limniou, University of Liverpool
Section B: Collaboration
Online pair programming
David Parsons, Darcy Vo, Karen Lambrechts, The Mind Lab
Digital collaboration tools
Eric Loepp, Nicole Weber, University of Washington Whitewater
Problem-based learning in international online groups
Alastair Creelman, Linnaeus University, Maria Kvarnstroem, Linkoeping University, Joerg Pareigis, Karlstad University, Lars Uhlin, Linkoeping University, Lotta Abjoernsson, Lund University
Section C: Collaborative writing and reading
Collaborative writing in group work
Katarina Lindahl, Dalarna University
Collaborative writing in the classroom
Angel Fan, The Chinese University of Hong Kong, Angela Daly, University of Strathclyde
Contributing to public debate through collaborative writing
Patric Wallin, Norwegian University of Science and Technology
Collaborative annotation to support students' online reading skills
Matt East, Talis, Hope Williard, Jamie Wood, University of Lincoln
Section D: Group work
Students as content creators
Jane Guiller, John Smith, Glasgow Caledonian University
Virtual teams
Ann-Sofie Hellberg, Jonas Moll, OErebro University
Section E: Flipped classroom
Teaching Mandarin vocabulary using a flipped approach
Xinyi Tan, Coastal Carolina University
Flipped math teaching in diagnostic medicine
Bei Zhang, University of Vermont
Flipping an online module in computational physics
Christophe Demaziere, Tom Adawi, Christian Stoehr, Chalmers University of Technology
Section F: Video
Video assignments
BethAnne Paulsrud, David Gray, Katherina Dodou, Dalarna University
Interactive videos
Rob Lowney, Maria Loftus, Dublin City University
Authentic vlogs
Felicity Healey-Benson, University of Wales
Section G: Video conference
Relation building in break out groups
Kristin Landro, Camilla Hellesoy Krogstie, Gunhild Marie Roald, Patric Wallin, Norwegian University of Science and Technology
Using video conference for group problem solving
Siming Guo, Coastal Carolina University
Recording synchronous online teaching to develop practice
Tim Gander, The Mind Lab
Section H: Student induction and responsive teaching
Student-generated induction in a lecture theatre
Nicholas Bowskill, University of Derby
Pre-class surveys to inform course design
Angela van Barneveld, Helen DeWaard, Lakehead University
