Dr Dorit Maor
BSc, Dip Ed, MEd, PhD

Senior Lecturer

About me

I joined Murdoch in 2001 and have worked in the area of educational technology, online teaching and learning and tertiary and adult education. Prior to joining Murdoch I was a lecturer at the Science and Mathematics Education Centre  (SMEC) at Curtin University where I completed my PhD and Australian Research Council Post Doctoral Fellowship in Science Education and technology.  I was I involved in educational technology over the last twenty years. My research and teaching focus is on integrating technology and pedagogy to enhance learning in higher education or secondary school settings.

My goal as an educator is to integrate technology, pedagogy and content knowledge (TPACK) to maximise learning. I have developed innovative pedagogies using new technologies to encourage students to become active and reflective learners and to create knowledge collaboratively.

Teaching area

I currently teach a range of units mostly at the postgraduate level.

I have designed and implemented a fully online unit, “opportunities with e-learning” (EDU475/675). Currently I am teaching this unit in blended learning mode to postgraduate students, teachers and professionals.

Research methods units: In the Tertiary and Adult Education field I coordinate and teach the unit Professional and Action Research project (EDU470/670). I also coordinate the EDU4701 project for Early Childhood Education. In this unit students use ePortfolio for their action research projects.

I have also designed and coordinate in alternative semesters the Masters research Project (EDU600). In these units I closely supervise students in action research implementation or conducting their Master projects. I have a strong group of Masters and Doctoral students, mainly in the area of e-learning.

in 2015 I designed and coordinate EDN540, Facilitating Life Long Learning with the focus on Adult Learning and strong link between external and internal students through online discussions.

Research areas

My research interests include social constructivism as a referent to teaching and learning and the influence of e-learning on the quality of teaching in higher education and K-12 education. These include the changing role of the teacher and the learner in teaching and learning online; the fit between technology and pedagogy in teaching; the creation of communities of practice amongst educational practitioners; the use of multimedia and new technologies to enhance inquiry learning in the secondary school science classroom. Furthermore in relation to adult learning my expertise and interest focuses on teaching for life long learning, online teaching and the creation of communities of practice in the workplace. More recently, my interests have focused on the social and cognitive processes in online and social learning technologies. The introduction of social learning technologies (Web 2.0) heralds a new challenge for teachers to be engaged with technology and to adopt appropriate pedagogies to integrate it into their teaching. At the same time, there is also the challenge for students to be engaged in social learning within a community of learners/practice.

Recently as part of a team from the School of Education I engaged in retrospective analysis of PISA data to better understand cross-cultural patterns of science literacy and engagement in science for students in Australia, New Zealand and Canada.

Development of online evaluation tools for research

  • Flexible Learning Environment Questionnaire (FELQ) was developed to evaluate students’ perception on their learning in an online and blended learning environment.
  • The Constructivist Multimedia Learning Environment Survey (CMLES) was developed to assess students’ and teachers’ perceptions of actual and preferred learning environments where students engaged in work with computer programs and the teacher adopted a constructivist approach to teaching and learning.
  • The Constructivist On-Line Learning Environment Survey (COLLES) was developed to assess learners’ perceptions of their online learning experiences in higher education.
New research 2013
  • Design of a participatory supervision support platform for improving higher degree supervision. A feasibility study.
  • Technologies for Socially Inclusive Communities. Mobile technologies being used to support hospitalised young people, in partnership with the Hospital School Service at Princess Margaret Hospital, Perth, Western Australia.

 

Current projects

OLT Project, Innovation and Development Grants, (2013), $50,000

  • Dorit Maor, Barry Fraser (Curtin University) (2013) Designing a participatory supervision support platform for improving higher degree supervision: A feasibility study. The aim is to improve the supervision pedagogy and completion rates of higher degree students. The project team will use an innovative approach to tackle this issue through technology and conduct a feasibility study to determine how supervisors and supervisees become engaged in a participatory community of learners with a long term goal of creating a Participatory Super-Vision Support Platform.
Young and Well CRC, Technologies for Supportive Communities, (2013-2016), $117,000
  • Dorit Maor, Jenny Robinson (RMIT)  (2013-1016) Tech connection for hospitalised youth: investigating the impact of mobile technologies and digital pedagogies for hospital school teachers. This study broadly aims to understand how mobile technologies are currently being used by teachers and support staff supporting hospitalised students, and for what purposes. Specifically, we will examine teachers’ perceptions about pedagogy, technology and content knowledge in the context of their teaching in hospital schools, and the impact that professional development may play in changing these perceptions. In addition, this study will investigate current needs of the teachers and support staff in relation to the use of mobile technologies to overcome students’ social isolation and enhance their learning and wellbeing.

ECHO360 Project, International competitive grant, (2011), $12,000.

  • Dorit Maor, Rob Phillips, Greg Preston, Wendy Cumming-Potvin, Jan Herrington (2011), Investigating student study behaviours in blended-learning environments to enhance retention. This research sets out to understand the various ways that students engage with technology-enhanced learning environments. This project will develop rich descriptions of the studying behaviours of individual students with particular characteristics, with evidence derived from academic analytics and interviews, supported by their demonstration of learning outcomes. We are also interested in how the design of the learning environments affects students’ studying behaviours.
  • On going research on own practice in particular in relation to online learning, and blended learning approach using web2.0 technologies.

Awards and grants

2012  OLT Citation for Outstanding Contributions to Student Learning!!

OLT Citations are a national award which recognise higher education staff who have made significant contributions to student learning in a specific area of responsibility over a sustained period.

For creating innovative pedagogies to promote reflection, peer learning and collaboration using new technologies.

2010 Vice Chancellor’s Citations for Excellence in Enhancing Learning, Murdoch University

  • For creating innovative approaches to online teaching through reflective, peer supported and highly interactive pedagogical practices that inform scholarly research

Australian Research Council Postdoctoral Fellowship, 1995 – 1998

  • Project title:  The use of computerised learning environments to promote higher-level learning in science. Host institution: Science and Mathematics Education Centre, Curtin University.

WAIER Award, 1995

  • Early Career Award from the Western Australian Institute for Educational Research.

AERA Award, 1994

  • Recipient of Outstanding Paper Award from the American Educational Research Association, 1994, for a conference paper based on my PhD thesis: Maor, D. (1994, April). The mediating role of teachers’ epistemologies in student-computer interactions.  Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.

WAIER Award, 1994

  • Postgraduate Research Prize from the Western Australian Institute for Educational Research.

RESEARCH GRANTS

2013-2016-Young and Well Cooperative Research Centre (Young & Well CRC), $117,400

Technologies for Supportive CommunitiesTech connection for hospitalised youth: investigating the impact of mobile technologies and digital pedagogies for hospital school teachers.

2013

Office of Learning and Teaching Project, Innovation and Development Grants, $49,935

Designing a participatory supervision support platform for improving higher degree supervision: A feasibility study.

2009-2011

ECHO360 Project, International competitive grant, a total of $24,000.

Investigating student study behaviours in blended-learning environments to enhance retention Echo360′s Research Grants Program.

2008-2009

The evaluation of a Pilot mentoring program for beginnings Science and Mathematics teachers, $37,65. For the University of Western Australia and WA Department of Industry and Resources with Andrew McConney. Available at: http://www.eric.ed.gov/PDFS/ED505169.pdf

2009

A team member in Murdoch strategic fund; Engaging today’s students through web-designed, technology rich learning environment: What works? $10,000

2006

ASSISTM critical friend

Wildflower in the sky- Astronomy for mid-west schools $7,255

ARC Linkage Grant (2003-2005), Chief investigator

  • Production Challenges in the On-Line Learning Environment. (Higher education and workplace environment focus) LP0219781, $107,000.

Murdoch University ARTS Research Excellence Grants (2004)

  • Bridging the gap between pedagogies and technologies: An attempt to integrate the two continua

Murdoch University Early Career Researcher Grant (ECRG) Scheme (2003)

  • Opportunities with E-learning: Changing Teacher’s Pedagogies.

ARC Small Grant 2000

  • The development and implementation of a constructivist on-line learning environment evaluation questionnaire. (Secondary school focus)

ARC Large Grant:  1997 – 1999, Chief investogator

  • Promoting students’ higher-level learning in science classrooms by using a constructivist multimedia learning environment. (Secondary school focus)

ARC Post Doctoral Fellowship:  1995 – 1998

  • The potential of computerised learning environments and constructivist teaching epistemology in promoting higher-level learning in science.

ARC Small Grant:  1996, Chief investigator

  • A series of workshop for science and mathematics teachers in order to introduce them to the use of a multimedia in a constructivist-learning environment.

Events and speaking engagements

Apple Executive Briefing, Hospital and Home Education Directors, Sydney, February 2013. Presentation Academic Research Projects: E-learning and research methodology.

Professional and community service

Professional Development 2-day workshop with the Hospital School Service at Princess Margaret Hospital, Perth (2013): Mobile technologies and digital pedagogies for hospital school teachers

Doctoral and masters supervisions

I currently have Doctoral and Masters students researching in the following areas:

e-learning in higher education

  • Pre-service teachers and beginning teachers’ pedagogical identity and their use of ICT,
  • A web-based online role-play simulation for professionals working online,
  • Using an ePortfolio to enhance Graduate Attributes (Malaysia context),
  • Pre-service teachers use of ePortfolio to enhance reflection.

ICT in secondary and primary schools

  • Integration of iPads to support literacy of students with learning disabilities,
  • ICTs and science education in a middle school context,
  • High school students learning by video conference (Canadian context).

Teacher Professional Development

  • The use of eCOPS to support beginning teachers in rural schools in Malaysia,
  • Online professional development,
  • e-learning in a rural and regional VET context.
Completion examples

EdD: Investigating an ePortfolio-based Learning Environment for Developing Reflection with Pre-service Teachers (completed, 2014). P K Roberts.

PhD: Using an Eportfolio to Enhance Graduate Attributes Among Engineering Students in Malaysia (completed, 2012). L M S Khoo.

EdD: FLOTE-ing and SINKING: Teachers Participation in Online Professional Development.(completed, 2012). T A Jones.

PhD: A Longitudinal Study of Beginning Teachers’ Pedagogical Identity and Their Use of ICT (completed, 2010). F Bate.

PhD: Interrogating the World Bank’s Policy on Innovative Delivery for Higher Education (completed, 2007). M J Burgess.

Masters: A Web-based Online Role-play Simulation: The Enhancement of Language Acquisition Through Social Interaction (completed, 2004). A V B Hartley.

 

 

 

Publications

Chapters

  • Cavanaugh, C., Maor, D., McCarthy, A., (2014),K-12 Mobile Learning,In: Handbook of Research on K-12 Online and Blended Learning, ETC Press, pages 391 to 414.
  • Maor, D., Marinova, D., (2006),Internet tools for environmental technology management learning,In: The International Handbook on Environmental Technology Management, Edward Elgar Publishing, pages 432 to 447.
  • Burgess, M., Currie, J., Maor, D., (2004),Technology Enhancements Across Cultures in Higher Education,In: Online Professional Development for Teachers, Information Age Publishing, pages 159 to 176.
  • Maor, D., (2004),Opportunities with E-Learning: Changing Teachers' Pedagogies,In: Online Professional Development for Teachers, Information Age Publishing, pages 213 to 229.

Journals

  • Roberts, P., Maor, D., Herrington, J., (2016), ePortfolio-based Learning Environments: Recommendations for Effective Scaffolding of Reflective Thinking in Higher Education, Educational Technology and Society, 19, 4, pages -.
  • Maor, D., (2016), Using TPACK to develop digital pedagogoues: A higher education experience, Journal of Computers in Education, DOI: 10.1007/s40692-016-0055-4, , pages -.
  • Rehn, N., Maor, D., McConney, A., (2016), Navigating the challenges of delivering secondary school courses by videoconference, British Journal of Educational Technology, doi:10.1111/bjet.12460, , pages -.
  • Maor, D., Ensor, J., Fraser, B., (2016), Doctoral supervision in virtual spaces: A review of the research of web-based tools to develop collaborative supervision, Higher Education Research and Development, 35, 1, pages 172 - 188.
  • Rehn, N., Maor, D., McConney, A., (2016), Investigating teacher presence in courses using synchronous videoconferencing, Distance Education, 37, 3, .
  • Maor, D., Mitchem, K., (2015), Can technologies make a difference for hospitalized youth: Findings from research, Journal of Computer Assisted Learning, 31, 6, pages 690 - 705.
  • Maor, D., McConney, A., (2015), Wisdom of the elders: Mentors' perspectives on mentoring learning environments for beginning science and mathematics teachers, Learning Environments Research, 18, 3, pages 335 - 347.
  • Woods-McConney, A., Oliver, M., McConney, A., Schibeci, R., Maor, D., (2014), Science Engagement and Literacy: A retrospective analysis for students in Canada and Australia, International Journal of Science Education, 36, 10, pages 1588 - 1608.
  • McConney, A., Oliver, M., Woods-McConney, A., Schibeci, R., Maor, D., (2014), Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross-National Analysis Using PISA 2006, Science Education, 98, 6, pages 963 - 980.
  • Woods-McConney, A., Oliver, M., McConney, A., Maor, D., Schibeci, R., (2013), Science Engagement and Literacy: A Retrospective Analysis for Indigenous and Non-Indigenous Students in Aotearoa New Zealand and Australia, Research in Science Education, 43, 1, pages 233 - 252.
  • Parker, J., Maor, D., Herrington, J., (2013), Authentic online learning: Aligning learner needs, pedagogy and technology., Issues in Educational Research (Online), 23, 2, pages 227 - 241.
  • Maor, D., Currie, J., Drewry, R., (2011), The effectiveness of assistive technologies for children with special needs: A review of research-based studies, European Journal of Special Needs Education, 26, 3, pages 283 - 298.
  • Khoo, L., Maor, D., Schibeci, R., (2011), The Engineering Eportfolio: Enhancing Communication, Critical Thinking and Problem Solving and Teamwork Skills?, World Academy of Science, Engineering and Technology. Proceedings, 77, , pages 1174 - 1179.
  • Oliver, M., McConney, A., Maor, D., (2009), Listening to the Learners: Mentee's Perspectives of a Mentoring Program for First-Year Science Teachers, Teaching Science, 55, 4, pages 6 - 11.
  • Maor, D., (2008), Changing relationship: Who is the learner and who is the teacher in the online educational landscape?, Australasian Journal of Educational Technology (Online), 24, 5, pages 627 - 638.
  • Maor, D., Volet, S., (2007), Engagement in professional online learning: A situative analysis of media professionals who did not make it, International Journal on E-learning: corporate, government, healthcare & higher education, 6, 1, pages 95 - 117.
  • Maor, D., Volet, S., (2007), Interactivity in professional online learning: A review of research based studies, Australasian Journal of Educational Technology (Online), 23, 2, pages 269 - 290.
  • Maor, D., (2006), Using reflective diagrams in professional development with university lecturers: A developmental tool in online teaching, The Internet and Higher Education: a quarterly review of innovations in post-secondary education, 9, 2, pages 133 - 145.
  • Maor, D., Fraser, B., (2005), An online questionnaire for evaluating students' and teachers' perceptions of constructivist multimedia learning environments, Research in Science Education, 35, 2-3, pages 221 - 244.
  • Maor, D., (2004), Quality of Students' Communicative Strategies Delivered Through Computer-Mediated Communications, Journal of Interactive Learning Research, 15, , pages 5 - 32.
  • Maor, D., (2003), Teacher's and Students' Perspectives on On-line Learning in a Social Constructivist Learning Environment, Technology, Pedagogy and Education, 12, , pages 201 - 218.
  • Maor, D., (2003), The Teacher's Role in Developing Interaction and Reflection in an Online Learning Community, Educational Media International, 40, 1-2, pages 127 - 138.
  • Maor, D., (2001), Development and Formative Evaluation of a Multimedia Program Using Interpretive Research Methodology, Journal of Computers in Mathematics and Science Teaching, 20, , pages 75 - 97.

Conference

  • Oliver, M., Woods-McConney, A., McConney, A., Maor, D., Schibeci, R., (2014),Where Are All The Girls? Towards Understanding Girls' Engagement In Science,In: European Conference on Educational Research (ECER) (2014).
  • O'Brien, T., Maor, D., (2013),Pipe dreams or digital dreams: Technology, pedagogy and content knowledge in the vocational educational and training sector,In: ascilite 2013.
  • Roberts, P., Maor, D., Herrington, J., (2013),Scaffolding students reflection in an ePortfolio-based learning environment: Interaction with the technology,In: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013.
  • Parker, J., Maor, D., Herrington, J., (2013),Under the hood: How an authentic online course was designed, delivered and evaluated.,In: Teaching and Learning Forum (2013).
  • Maor, D., (2013),Does the use of the TPACK model enhance digital pedagogies: We don't understand the present so how can we imagine the future?,In: Electric Dreams: ascilite 2013.
  • Roberts, P., Maor, D., (2012),Implementation of the eLearning Lifecycle Model to Develop Reflection in Pre-Service Teachers,In: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference 2012.
  • Phillips, R., Maor, D., Preston, G., Cumming-Potvin, W., (2012),Exploring Learning Analytics as Indicators of Study Behaviour,In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) (2012).
  • Roberts, P., Maor, D., (2012),ePortfolios to Scaffold the Development of Reflective Practice in Bachelor of Education Students,In: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012.
  • Maor, D., Roberts, P., (2011),Does the TPACK framework help to design a more engaging learning environment?,In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) (2011).
  • Maor, D., Herrington, J., (2011),The design of a participatory platform for improving higher degree supervision,In: IADIS International Conference on Internet Technologies & Society (ITS) (2011).
  • Phillips, R., Maor, D., Cumming-Potvin, W., Roberts, P., Herrington, J., Preston, G., Moore, E., Perry, L., (2011),Learning analytics and study behaviour: A pilot study,In: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Annual Conference (2011).
  • Phillips, R., Preston, G., Roberts, P., Cumming-Potvin, W., Herrington, J., Maor, D., Gosper, M., (2010),Using academic analytic tools to investigate studying behaviours in technology-supported learning environments,In: 27th Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Annual Conference (2010).
  • Bate, F., Maor, D., (2010),TPACK and the real world: How useful is the framework?,In: European Association for Practitioner Research on Improving Learning (EAPRIL) Conference (2010).
  • Maor, D., (2010),Examining cognitive attributes in student-teacher and student-student online interactions,In: Global Learn Asia Pacific (Global Learn) (2010).
  • Bate, F., Maor, D., (2008),Patterns of ICT use in Australian schools by beginning teachers: The three Rs,In: 7th European Conference on e-Learning (ECEL) (2008).
  • Maor, D., (2008),Peer-Led Discussion: Who is the Learner and Who is the Teacher in the Online Learning Environment?,In: AACE World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (e-learn) (2006).
  • Maor, D., (2007),The cognitive and social processes of university students' online learning,In: Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) (2007).
  • McLoughlin, C., Maor, D., (2007),A critical overview of instruments and approaches for assessing the effectiveness of online teaching,In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) (2007).
  • Maor, D., McLoughlin, C., (2005),Professional Development Communities as a Model for Staff Development Online,In: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) (2005).
  • Maor, D., Marinova, D., (2005),Examining E-Learning in Environmental Technology Management Websites,In: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) (2005).
  • McLoughlin, C., Maor, D., (2005),Online professional development for e-learning: A critical overview of models and approaches,In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) (2005).
  • Maor, D., (2004),University Lecturers as a Community of Learner: A Journey Between Technology and Pedagogy,In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2004.
  • Maor, D., (2004),Pushing beyond the comfort zone: Bridging the gap between technology and pedagogy,In: 21st Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Annual Conference (2004).
  • Hendricks, V., Maor, D., (2003),Qualitative Methods in Evaluating the Quality of Online Learning,In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003.
  • Maor, D., Zariski, A., (2003),Is there a fit between pedagogy and technology in online learning?,In: 12th Annual Teaching Learning Forum (2003).
  • Maor, D., (2002),The Teacher's Role in Creating an Online Learning Community,In: 9th International Learning Conference (2002).
  • Maor, D., Hendriks, V., Cackett, R., Timothy, J., (2002),Teacher education and professional development through online learning,In: UNESCO International Conference on Science, Technology and Mathematics Education for Human Development 2002.
  • Mawson, B., Maor, D., (2001),Beyond Design: A New Paradigm for Technology Education,In: Crossing Borders: New Frontiers in Educational Research.
  • Hendricks, V., Maor, D., (2001),Understanding the Quality of Students' Interactions through Computer Conferencing in Higher Education from the Social Constructivist Perspective,In: Ed-Media 2001.
  • Maor, D., Hendricks, V., (2001),Peer-Learning and Reflective Thinking in an on-line Community of Learners,In: Crossing Borders: New Frontiers in Educational Research.
Technical report
  • Maor, D. & Waterworth, P., Robinson, J.A., & McCarthy, A. (2016). Fostering Tech-connections for hospitelised students: investigating the effect of professional development on teaching practices. Young and Well CRC.
  • Maor, D., & Fraser, B. (2015) OLT report. Designing a participatory supervision support platform for improving higher degree supervision: A feasibility study. http://www.olt.gov.au/project-design-participatory-super-vision-support-platform-improving-higher-degree-supervision-feasi
  • Maor, D., Phillips, R. A., Preston, G., Cumming-Potvin, W., Herrington, J. (2015). Investigating student study behaviours in blended-learning environments to enhance retention. Echo360 Research Grants Program Final Project Report. Perth, Australia. ISBN 978-0-9875363-1-0
  • McConney, A. & Maor, D. (2009/03). The Evaluation of a Pilot Mentoring Program for Beginner Science and Mathematics Teachers Summative Project Evaluation Report. Perth, WA: University of Western Australia and the WA Department of Industry and Resources (DOIR). ED505169
Conference presentations
  • Maor, D. & Mitcham K. (2016, January). Using Technologies to Support Hospitalized Children and Youth: Best Practices from the Literature, The Hawaii International Conference on Education.
  • Maor, D. (2015). The impact of digital technology on postgraduate supervision. In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ASCILITE 2015 in Perth (688-691).
  • Woods-McConney, A. , Oliver, M., McConney, A., & Maor, D. (2015). Developing engagement and literacy in science: What do the girls say? Paper presented at Australasian Science Education Research Association (ASERA). Conference, 30 June-3 July, Perth, Australia.
  • Maor, D. McCarthy, A. (2015, June) Enhancing teaching practices and strategies: A professional development model in a hospital school. Health, Educators, Learners, Parents (HELP) conference, June, 10-12, Melbourne, Australia.
  • McCarthy, A. Maor, D. (2014, Nov), Continuing training for hospital pedagogues, workshop presentation at the 9th European Hospital Organisation of Pedagogues in Europe (HOPE) Congress, November, 5-8, 2014, Bucharest, Romania.
  • Maor, D., (2014, June). What impact does digital technology have on the supervision of HDR students? , Paper presented at the Best Practice Session, World Conference on Educational Multimedia, Hypermedia and telecommunications (ED-MEDIA), June 23-26, 2014, Tampere, Finland.
  • Maor, D. (2013, Sep). The use of TPACK model in school hospital and how the use of today’s technology changed the dynamics of TPACK? Invited speaker at the Health Educators Learners and Practitioners (HELP) conference, September 18-20, 2013, Gold Coast, QLD, Australia.
  • Maor, D. (2013, Aug). A feasibility study on higher degree supervision: how can we bring reform to this field? Paper presented at the Western Australia Institute of Educational Research (WAIER), Notre Dam University, WA.
  • Maor, D., (2013, Feb) Tech-connection for hospitalised young people: How can the use of technology enhance social inclusion among hospitalised youth? Invited speaker at the Apple executive briefing; Hospital and Home Education Directors, Sydney, NSW, Australia.
  • Maor, D. & McCarthy A. (2012, June). Using the TPACK framework with the support of iPads technology to create a more engaging learning environment. Workshop presentation at the Western Australian Primary Principals Association,  (WAPPA), Burswood, WA.
  • Oliver, M., Woods McConney, A., Maor, D., Schibeci, R., & McConney, A. (2011, Sept). Science Engagement and Literacy Down Under: Indigenous Students in Australia and New Zealand. Poster presetnedat the European Science Education Research Association (ESERA) 2011 Biannual Conference, September 5-9, 2011, Lyon, Centre de Congrès, France.
  • Woods McConney, A., Oliver, M., Maor, D., Schibeci, R., & McConney, A. (2011, Sept). Science Engagement in Australia and New Zealand: A comparative, secondary analysis. Paper presented at the European Science Education Research Association (ESERA) 2011 Biannual Conference, September 5-9, 2011, Lyon, Centre de Congrès, France.
  • Maor, D. (2011, February). An e-portfolio: A learning and assessment tool or an additional burden for students? Paper presented at the Teaching Learning Forum, Edith Cowen University, Western Australia.
  • Maor, D. & McConney, A. (2009, August). Mentoring for Novice Science and Mathematics Teachers to Improve Retention in Schools. Paper presented at the European Association for Research in Learning and Instruction (EARLI) International Conference, Amsterdam.
  • Bate. F., & Maor, D. (2009, April). Using zone frameworks to Conceptualize Changes to ICT Practices in Australian Schools. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Diego, CA.
  • Maor, D. (2007) A cognitive and social analysis of online interaction: Creating a refined framework for discourse analysis. Paper presented at the Australian Association for Research in Education International Conference, University of Notre Dame, Fremantle, Western Australia.
  • Maor, D., & Volet, S.E. (2004, November). Engagement in professional development courses offered online: A case study of media professionals who did not make it. Paper presented at the Australian Association for Research on Education (AARE), Melbourne, Australia.
  • Maor, D. (2002, July). The Teacher’s Role In Creating An Online Learning Community. Paper presented at the Ninth International Literacy & Education Research Network Conference on Learning, Beijing, China.
  • Maor, D., & Hendriks, V. (2001, February). How to create an e-learning environment where the teacher acts as a facilitator and the students engage in peer learning? Paper presented at the Teaching and Learning Forum: Focusing on the Students, Edith Cowan University, Perth, Western Australia.
  • Taylor, P. & Maor, D. (2000). Assessing the efficacy of online teaching with the Constructivist On-Line Learning Environment Survey. In A. Herrmann and M.M. Kulski (Eds), Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February 2000. Perth: Curtin University of Technology. http://lsn.curtin.edu.au/tlf/tlf2000/taylor.html
  • Fraser, B., & Maor, D. (2000, April). A learning environment instrument for evaluating students’ and teachers’ perceptions of constructivist multimedia learning environments. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), New Orleans.
  • Maor, D. (2000, April). Video analysis: Adding another dimension to qualitative research? Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.
  • Maor, D. (1999, January). Social interaction in an internet-based virtual learning environment. Paper presented at the International Workshop, ‘Science Teachers Education Toward the New Millennium, Technion, Haifa, Israel.
  • Taylor, P., & Maor, D. (1999, August). Evaluating online teaching from a social constructivist perspective. Paper presented at the Annual Research Forum of the Western Australian Institute for Educational Research (WAIER), Notre Dame University, Fremantle, Australia.
  • Maor, D. (1998, November). A constructivist multimedia learning environment: Learning opportunities for teachers. Paper presented at the annual conference of the Western Australia Science Education Association (WASEA), Curtin University of Technology, Perth, Australia.
  • Maor, D. (1997, December). Discourses with teachers via world wide web. Paper presented at the Fourteenth Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (ASCILTE ’97), Melbourne, Australia.
  • Maor, D. (1997, November). A constructivist multimedia learning environment as perceived by teachers during professional development program. Paper presented at the Annual Conference of the Western Australian Science Education Association, Perth, Australia.
  • Maor, D. (1997, April). Formative evaluation of a multimedia program using an interpretive methodology. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Chicago, IL.
  • Maor, D. (1997, August,). The use of a multimedia package in teachers’ professional development program. Paper presented at the Annual Research Forum of the Western Australian Institute for Educational Research (WAIER), Edith Cowan University, Perth, Australia.
  • Maor, D. (1997, April). Ethical dilemmas in interpretive research. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.
  • Maor, D. (1997, January). Formative evaluation of interactive multimedia: Students’ and teachers’ views on the program. Paper presented at the International Conference on Science, Mathematics and Technology Education, Hanoi, Vietnam.
  • Maor, D. (1997, January). A team of university researchers and a teacher-researcher: Some ethical dilemmas. Paper presented at the International Conference on Science, Mathematics & Technology Education, Hanoi, Vietnam.
  • Maor, D. (1996, August). 1995 WAIER Early Career Award presentation: Images from my research. Paper presented at the Annual Research Forum of the Western Australian Institute for Educational Research (WAIER), Edith Cowan University, Perth, Australia.
  • Maor, D. (1995, July). Three phases in the development and research of an educational software package. Paper presented at the Australian Computer in Education Conference (ACEC ’95), Perth, Australia.
  • Phillips, R., & Maor, D. (1995, December). A voyage to Antarctica with an interactive multimedia database. Paper presented at the Twelfth Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (ASCILTE ’95), Melbourne, Australia.
  • McMahon, P., Maor, D., Phillips, R., & Smith, L. S. (1995, December). The development and evaluation of an interactive multimedia program on carbohydrate metabolism. Paper presented at the Twelfth Annual Conference of the Australian Society for Computers in learning in Tertiary Education (ASCILTE ’95), Melbourne, Australia.
  • Maor, D. (1995, September). Hands on computerised database, minds on higher-level thinking skills. Paper presented at the annual conference of the Australian Science Teachers’ Association (CONASTA 44), Brisbane, Australia.
  • Maor, D. (1995, April). Scientific databases as a tool for developing higher-level thinking skills. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA.
  • Maor, D., & Fraser, B. (1995, April). A case study of graduate dissertation supervision. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA.
  • Maor, D. (1995, April). Extending the ethical framework: From utilitarian to professional ethics in interpretive research. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), San Francisco.
  • Maor, D. (1995, April). How can we use computerised database to enhance students’ understanding in the science classroom? Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), San Francisco, CA.
  • Huppart, Y., Maor, D., & Lazarowitz, R. (1995, April). Integrating the use of biology tutorials in the teaching of biology. Paper presented at the Computer Conference in Education, Tel Aviv, Israel.
  • Maor, D. (1994, July). The scientific database as a means to develop inquiry skills. Paper presented at the 25th Annual Conference of the Australian Science Education Research Association (ASERA), Hobart, Australia.
  • Maor, D. (1994, July). The use of computerised database in the science classroom: What is the benefit? Paper presented at the annual conference of the Australian Science Teachers’ Association (CONASTA 43), Launceston, Australia.
  • Maor, D. (1994, April). The mediating role of teachers’ epistemologies in student-computer interactions.  Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.
  • Taylor. P., & Maor, D. (1994, April). Constructivist approaches to teaching and learning. Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.
  • Maor, D., & Fraser B. (1994, February). Improving postgraduate thesis supervision. Paper presented at the Teaching and Learning Forum ’94, Perth, Australia.
  • Maor, D. (1993, November). The influence of teacher’s epistemologies on the development of students’ higher-level thinking skills using a computerised scientific database. Paper presented at the annual conference of the Australian Association for Research in Education (AARE), Fremantle, Australia.
  • Maor, D. (1993, May). The use of a constructivist approach to enhance student development of higher-level thinking skills in a computerised learning environment. Workshop presented at the annual conference of the Science Teachers’ Association of Western Australia (CONSTAWA 15), Muresk Institute of Agriculture, Muresk, Australia.
  • Maor, D. (1993, April). Combining qualitative and quantitative methods in a study of inquiry-based computer learning environments. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Atlanta, GA.
  • Maor, D. (1993, April). The role of teachers’ epistemologies in facilitating higher-level thinking using a computerised scientific database. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Atlanta, GA.
  • Maor, D., & Fraser, B. J. (1993, April). Use of classroom environment perceptions in evaluating inquiry based computer learning. Paper presented at the annual meeting of the American Educational Research Association (AERA), Atlanta, GA.
  • Maor, D. (1992, August). The role of teachers’ epistemologies in computerised learning environments. Paper presented at the Seventh Annual Research Forum of the Western Australian Institute for Educational Research (WAIER), Edith Cowan University, Perth, Australia.
  • Maor, D., & Fraser, B. J. (1992, March). The learning environment as a focus for the evaluation of inquiry-based computer classrooms. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Boston, MA.
  • Maor, D. (1991, August). An interpretative approach to investigating students’ development of inquiry skills. Paper presented at the Sixth Annual Research Forum of the Western Australian Institute for Educational Research (WAIER), Edith Cowan University, Perth, Australia.
  • Maor, D. (1991, April). Students developing inquiry skills in a computerised classroom: A constructivist approach. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Fontane, WI.
  • Maor, D. (1990, August). Development of student inquiry skills in a computerised classroom environment: Preliminary results. Paper presented at the Fifth Annual Research Forum of the Western Australian Institute for Educational Research (WAIER), Murdoch University, Perth, Australia.
  • Maor, D. (1990, July). Development of student inquiry skills in a computerised classroom environment: Methodological issues. Paper presented at the 21st Annual Conference of the Australian Science Education Research Association (ASERA), Curtin University, Perth, Australia.

http://researchrepository.murdoch.edu.au/view/author/Maor,_Dorit.html