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The COVID pandemic has highlighted the need for universities to be innovative and inclusive in their response to changing circumstances and to develop high quality courses in a completely online environment. In Semester 1, 2020, the team redeveloped a large undergraduate English and Chinese translation course at an Australian university in flipped mode while shifting the course to fully online delivery. The authors found that although student attitudes towards online flipped learning were initially mixed, levels of student engagement were similar to previous semesters. By the second semester of implementation, student evaluations of the course were significantly higher than in pre-flipped, pre-online semesters. This experience demonstrates that it is possible to develop a flipped university translation course that is interactive and engaging and challenges students academically. With appropriate scaffolding and the judicious use of technology, flipped learning offers a very positive learning experience and can be a key element of effective course design in fully online mode.

In early 2020, the tertiary sector in Australia, as in many other parts of the world, was confronted with a series of unforeseen challenges arising from the coronavirus epidemic. As governments responded to the crisis by implementing increasingly strict social distancing and isolation measures, universities had little choice but to adapt their courses for online delivery. The ensuing chaos and confusion prompted academics and support staff to adapt quickly to changing delivery while continuing to offer high-quality teaching and learning experiences. This mixed-methods study explores the approaches that were adopted in a translation course that moved fully online and examines students’ engagement with and evaluation of the new course design. The findings reveal that it is possible to maintain high levels of student satisfaction by ensuring a clearly structured course design in an online mode with interactive and engaging course materials. This has implications for university lecturers wishing to redesign courses in an online or blended format, especially under time pressure.

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Jin Yong, the best-known novelist of the wuxia, or martial arts genre, asks different questions of ethics about love, duty and honour in each of his novels. Lacan's writing is also a journey of ethics, which is relentless in re-shaping the ground upon which any thinking, including its own, is defined.This thesis reads Jin Yong and Lacan together, to extend the Lacanian insight by bringing in materials that have remained foreign to psychoanalytic theory until now. In so doing, it reconfigures criticisms regarding romance, sexuality, and tragedy as a contribution to the field of Chinese literature.The thesis starts with a brief history of Chinese literature, focusing on martial arts fiction.Lacan's arguments on the master signifier provide insight into crucial themes of the genre, such as xia (chivalry, heroism), zhong (loyalty to the leadership), and yi (allegiance to equals). Each of the following three chapters introduces one key set of Lacanian terms, focused on a diagram: the four discourses, the schema L, and the diagram of sexuation. Each of these presents a different take on Jin Yong and the martial arts genre.The second chapter looks at the circulation of Jin Yong's novels. It focuses on "Jinology,"