Student generated multimedia for supporting learning in an undergraduate physiotherapy course
Full paper
Susan Coulson
Discipline of Physiotherapy, Faculty of Health Sciences, The University of Sydney
Jessica Frawley
Design Lab, Faculty of Architecture, Design & Planning, The University of Sydney
Catch this session
Wednesday 6 December, 12pm - 12.30pm
Stream 3
Room L206
Abstract
Outside the university, rapid authoring tools and ubiquitous technologies have fueled a rise in user-generated multimedia and participatory culture. The educational equivalent, digital student-generated content, has been heralded as one approach for supporting active and student-cantered learning. This is especially relevant for tertiary education, where multimedia is currently used mainly as a method for content transmission. Though student-generated multimedia may seem pedagogically ideal, especially in applied areas such as Health Sciences, the diversity of adoptions and limited literature in the area make broad claims to its efficacy difficult to support. This study uses mixed methods to assess the outcomes of a student-generated multimedia assignment within a third-year university physiotherapy subject. Findings from this study demonstrate that all students were able to complete the assessment task in a way that demonstrated key disciplinary learning and professional communication despite many not having prior experience of this kind of assessment. Student survey data demonstrated that students were able to navigate between new tools and methods to achieve a complex task. While multimedia gave students new and creative ways through which to engage with practitioners, patients and the profession, attitudes varied in accordance with student self-efficacy and confidence. While more work has to be done in this area, the self-directed nature of the task proved both an opportunity and challenge. These findings contribute further to our understandings of implementing student-generated multimedia projects and extend this to the health sciences’ discipline.
About the authors
Susan Coulson
Dr Susan Coulson is a clinical and academic physiotherapist whose main area of interest is in assessment and treatment of facial nerve disorders. Her Doctoral and Masters research were at the University of Sydney, where she currently holds an academic position. For more than 20 years, her clinical and research work has focused on assessment and treatment facial nerve disorders including 3-D motion analysis, reliability of grading systems, reviews and intervention studies. Susan is currently working on projects in telerehabiliation as well as student-generated digital media for use as a student assessment tool.
Susan is a founding member of Sydney Facial Nerve Service, a multidisciplinary clinic of practitioners with extensive clinical and research experience in facial nerve disorders. http://sydneyfacialnerve.com
Researcher ID:http://bit.ly/2xL8DEQ
Jessica Frawley
Dr Jessica Frawley is a lecturer and academic developer at the University of Sydney where she works in Educational Innovation. With a disciplinary background in HCI and design computing, she is an Honorary Associate of the Faculty of Architecture, Design and Planning. Her research interests focus on Educational Technologies, specifically mobile learning with an emphasis on human computer interaction, design and social methods. Jessica is Co-President of the Australian and New Zealand Mobile Learning Group (anzMlearn) and a regular contributor to Teaching@Sydney.
OER based capacity building to overcome staff equity and access issues in higher education
Concise paper
Carina Bossu
University of Tasmania
@carinabossu
Julie Willems
RMIT University
@julie_willems
Catch this session
Tuesday 5 December, 11am - 11.20am
Stream 4
Room L209
Abstract
Open educational resources (OER) have already impacted educational systems around the world. In higher education more specifically, it has benefited learners and educators and influenced strategic plans and policies. OER have the potential to overcome existing equity considerations for academic staff in their ongoing continuing further education, and as part of their academic professional development. This paper examines the potential of OER to build capacity of academic staff in higher education, in particular to overcome some equity and access issues. It will also examine existing activities and strategies for professional development and provide some recommendations for the academics, developers and the sector.
About the authors
Carina Bossu
Dr Carina Bossu is a Lecturer, Learning & Teaching (OEP) with the Tasmanian Institute of Learning and Teaching at the University of Tasmania. Her current work and research are primarily focused on Open Educational Resources (OER) and Open Educational Practices (OEP) in higher education, more specifically issues related to learning, teaching and professional development. Previously, she was a Research Fellow with the Distance Education HUB (DEHub) at the University of New England.
Julie Willems
Dr Julie Willems holds qualifications in Nursing, the Humanities, and Education. She has worked across the Australian education sectors, and since 2004, has specialised in higher education. Her current position is as a Senior Lecturer in RMIT University’s Learning and Teaching Academy. Julie’s research interests include the promotion of educational and digital equity as social justice issues, in addition to the media and technology of formal and informal learning (including social media). She was a recipient of the auDA Foundation's national 2011 research grant for the i-Survive Project investigating the use of ‘back channel’ communications via mobile technologies and social media during Australian emergencies and disasters. Julie has a community focus and has actively served on a number of committees and boards over the course of her career, and is currently in her second term on the national Executive for ASCILITE (since 2015).
The changing nature of student engagement during a digital learning task
Full paper
Paul Wiseman
University of Melbourne
@pauljwiseman
Jason Lodge
University of Melbourne
@jasonmlodge
Amaël Arguel
Macquarie University
@AmaelArguel
Gregor Kennedy
University of Melbourne
Catch this session
Wednesday 6 December, 11.30am - 12pm
Stream 1
Room H102
Abstract
The construct of student engagement has been useful in understanding student's motivation in digital learning environments where they are required to show increased autonomy and independence in learning. Increasing clarity around this construct has allowed researchers to more accurately describe the nature of student engagement and the context in which it is being investigated. At a task-level, psychological states of engagement have been shown to be beneficial for student's positive learning experience, and performance. Despite this, we still lack knowledge of how these engaged states unfold or sustain during a learning task. In this paper we report on a qualitative study that investigated undergraduate student's experiences of psychological states of engagement in a digital learning task. Findings revealed that the three dimensions of engagement - cognition, affect, and behaviour - changed in intensity, with the subject experiencing both times of engagement and of not being engaged through the course of a digital learning task.
About the authors
Paul Wiseman
Paul Wiseman is a PhD Candidate with the Melbourne Graduate School of Education at the University of Melbourne, working within the Educational Technology Research Group at MCSHE, and is affiliated with the ARC funded Science of Learning Research Centre, and the Melbourne Science of Learning Research Hub.
Paul's research is focused on psychological engagement in digital learning environments. His research is aimed at furthering our understanding of students' motivation in digital and online learning in higher education, and offering insight into motivational research as well as instructional practice and learning design in digital and online learning environments.
Paul teaches for the Faculty of Business and Economics at the University of Melbourne where he is the subject coordinator for Management Consulting, a third year level capstone work-integrated learning subject.
Melbourne Centre for the Study of Higher Education (MCSHE)
Science of Learning Research Centre (SLRC)
Department of Management and Marketing, FBE, University of Melbourne
Jason Lodge
Dr Jason Lodge is a Senior Lecturer in Higher Education and an experienced educator in psychology and higher education. He is also Convener of the University of Melbourne Science of Learning Research Hub and is currently serving as an associate editor for AJET. Jason's areas of expertise are in the learning sciences, educational psychology, higher education and educational technology. His research focuses on the cognitive and emotional factors that influence student learning and the student experience in adult educational settings. He is currently investigating misconceptions, misinformation, uncertainty and conceptual change in digital learning environments. Jason is part of the Educational Technology Research Group within the Melbourne Centre for the Study of Higher Education at The University of Melbourne. In collaboration with Dr Rachel Searston, he produces and co-hosts the Beyond the Lectern podcast.
Melbourne Centre for the Study of Higher Education (MCSHE)
Science of Learning Research Centre (SLRC)
Melbourne Science of Learning Research Hub
Gregor Kennedy
Gregor Kennedy is Pro Vice-Chancellor (Teaching and Learning) at the University of Melbourne and Director of the Melbourne Centre for the Study of Higher Education.
Gregor is an international leader in educational technology research and development, particularly in the context of higher education. He has longstanding research interests in contemporary learning design and emerging technologies, educational technology research and evaluation, interactivity and engagement in digital learning, 3D immersive virtual environments, and the use of learning analytics in digital learning environments. He has published widely in these areas and is a regular keynote and invited presenter at local and international conferences.
As Pro Vice-Chancellor (Teaching and Learning) Gregor leads the University's strategy in teaching, learning and assessment, curriculum innovation, and the use of learning technologies and learning analytics.
Melbourne Centre for the Study of Higher Education (MCSHE)
Science of Learning Research Centre (SLRC)
Amaël Arguel
Dr Amael Arguel is a psychological scientist, based at Macquarie University, specialised in learning from new technologies. Besides of teaching Cognitive Psychology and Statistics, his previous research topic was on the learning of procedures (e.g., first aid techniques) from multimedia presentations. He is now a research fellow at the Science of Learning Research Centre (a Special Research Initiative of the Australian Research Council), and a member of the research group on understanding confusion in digital environments. His current researches focus on the use of behavioural and physiological data for building predictive models of the occurrence of confusion in digital learning environments.
Department of Educational Studies, Macquarie University.
Science of Learning Research Centre (SLRC)
Defining “data” in conversations with students about the ethical use of learning analytics
Concise paper
Abi Brooker
University of Melbourne
@abi__brooker
Linda Corrin
University of Melbourne
@lindacorrin
Negin Mirriahi
University of South Australia
@neginm
Josie Fisher
University of New England
Catch this session
Monday 4 December, 1.50pm - 2.10pm
Stream 3
Room L206
Abstract
In any conversation about the development of ethical standards for practice, it is vital that all stakeholders have a shared understanding of the main concepts in order to reach agreement. In the context of higher education and learning analytics, while many conversations are underway, it is less clear that such a shared understanding exists around the concept of “data”. In order to understand this situation more fully we conducted a study to investigate students’ perceptions of the ethical and privacy considerations related to the data that universities collect and use about them for the purposes of learning analytics. In this paper, we focus specifically on the understandings students have of the types of data that can be collected about them within the educational environment. The outcomes showed that there was a diversity of understandings, but that five main data types emerged: personal data, online activity, student feedback, academic information, and resource usage. In developing a better understanding of the ways students understand data, it can assist institutions to have more effective conversations with students about the ethical use of learning analytics.
About the authors
Abi Brooker
Dr Abi Brooker is a teaching fellow at the Melbourne School of Psychological Sciences, at the University of Melbourne where she teaches developmental psychology to undergraduate students. She is also co-leader of a national network of academic teaching staff interested in issues related to student and staff well-being. Her research interests take a lifespan developmental perspective of young adults’ experiences, especially those studying at university. Current projects include the ethical implications of learning analytics on the student experience, the consequences of students’ experiences of psychological well-being and distress, and undergraduate students’ curricular and non-curricular challenges.
Linda Corrin
Dr Linda Corrin is a Senior Lecturer in Higher Education in the Williams Centre for Learning Advancement, Faculty of Business and Economics, at the University of Melbourne. In her current role, she provides support for curriculum development, delivery and assessment to staff in the faculty. Her research interests include students' engagement with technology, learning analytics, feedback, and learning design. Currently, she is working on several large research projects exploring how learning analytics can be used to provide meaningful and timely feedback to academics and students. Linda is member of the University of Melbourne’s Learning Analytics Research Group and co-founder of the Victorian and Tasmanian Learning Analytics Network. She is also a co-coordinator of the ASCILITE Learning Analytics Special Interest Group.
Negin Mirriahi
Dr Negin Mirriahi is Senior Lecturer in the Teaching Innovation Unit at the University of South Australia. She has extensive international experience managing, implementing, and evaluating innovative educational technology in higher education and in designing fully online, blended, and open courses. Her research is in learning analytics to inform pedagogical practice, video analytics to enhance learning, technology adoption, blended and online learning, and academic staff development.
Josie Fisher
Dr Josie Fisher is an Associate Professor at the University of New England Business School. She teaches professional ethics, business ethics, corporate social responsibility and sustainability to postgraduate students. In addition, she is Chair of Teaching and Learning in the School, a senior management position that provides leadership in the design and continuous improvement of courses and units with a focus on innovative delivery. Her research has two themes: professional and business ethics, corporate social responsibility and sustainability; and learning analytics, particularly the ethical aspects of the use of analytics by universities.
Developing a technology enhanced learning framework to gain a snapshot of institutional successes and challenges
Concise paper
Mark Bailye
Blackboard
Caroline Steel
Blackboard
Michael Sankey
Western Sydney University
@michael_sankey
Catch this session
Tuesday 5 December, 11.40am - 12pm
Stream 2
Room R113
Abstract
In recent years, the realisation that technology enhanced learning (TEL) has the potential to transform and improve the quality of learning, teaching and the student experience (Walker et al. 2016; Marshall, 2010) and access new student markets has weighted the priority of TEL more heavily than in the past. While higher education institutions continue to invest heavily in TEL, many still struggle to identify and to address the elements that are essential to enabling institutional success. This paper focuses on the development of a TEL Framework that aims to provide a fast and efficient institutional snapshot of institutional challenges and successes in TEL alongside a set of actionable recommendations so they can respond to challenges in a more agile way.
The motivation to develop the Framework was to create a TEL discovery process, based on conversation and deep listening, that gathered different perspectives on key elements that facilitate the success of TEL and Return on Investment (ROI) especially in terms of academics and students themselves. The Framework itself is based on a set of 8 themes that are positioned as essential to the success of TEL. The themes form the basis of a largely dialogic process of discovery that uses a set of theme cards as a scaffolding mechanism for a 90-120 minute workshop. The decision to adopt a dialogical method and use visuals to stimulate and scaffold conversations was based on previous work undertaken using assessment and feedback artefacts developed by the JISC Viewpoints Project (http://wiki.ulster.ac.uk/display/VPR/Home). The assessment and feedback cards were used effectively as a mechanism to trigger conversations and enabled participants to easily construct and visualise any ideas they came up with. It also encouraged interaction and inclusion that encouraged participants remained on task for much longer periods of time (Nicol, 2012).
These days the focus on user and usage data often excludes important perspectives that represent ‘people’ and ‘culture’. While the hard data offers credible evidence, failure to consider and address cultural assumptions, beliefs and local pedagogical contexts can hamper progress. After all, a cultural framework exists within all organisations that influences how people interpret their views, share assumptions and express their identity (Tierney, 1999) even in relation to TEL. Equally, the local pedagogical context represents ‘the relationship between a setting and how participants interpret that setting, including the meaning of practices’ Moschkovich and Brenner (2000, p.463). For these reasons, the TEL Framework was designed to surface a range of perspectives that encompassed participants’ cultural and pedagogical contexts.
About the authors
Mark Bailye
Mark is a Customer Success Advocate for Blackboard. He is a passionate advocate of TEL, innovation in learning technologies and the pedagogical and andragogical application of technologies for learning, teaching and assessment. He has been involved in online education for more than fifteen years, working as an educator, instructional designer and consultant in K-12, VET, Higher Education and Medical Education. Mark has worked closely with numerous institutions throughout Australia and New Zealand where he has championed the effective adoption of Blackboard products and services to transform and enhance education at an institutional and personal level.
Caroline Steel
Dr Caroline Steel is a Senior Strategic Educational Consultant for Blackboard. She brings significant expertise and experience to institutions and organisations facing complex pedagogical and technological change. Caroline works throughout Australia, New Zealand and Asia to assist institutions and organisations to achieve their educational vision and goals. Her work involves assessing and evaluating institutional needs and readiness around TEL as well as working with institutional leaders to influence and shape strategy and policy and actions moving forward. Before joining Blackboard, Caroline was Associate Professor and Director of Digital Learning at La Trobe University and President of ASCILITE (Australasian Society for Computers in Learning in Tertiary Education). She retains an adjunct academic position at The University of Queensland where she continues PhD supervision.
Michael Sankey
Associate Professor Michael Sankey is currently the Director of Learning Transformations at Western Sydney University and is also the Director of the ACODE Learning Technologies Leadership Institute. His research focuses on e-learning pedagogies, leadership in technology enhanced learning and teaching, benchmarking in higher education,the use of social media in learning and teaching and how blended learning environments can enhance student learning opportunities, particularly when studying online. He has worked in higher education for over 26 years and is an active member of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), the Higher Education Research and Development Society of Australasia (HERDSA), a life member of the International Visual Literacy Association (IVLA).
The pedagogy-technology nexus: Bridging the divide between academic and student perspectives on educational technologies
Full paper
Karin Barac
Griffith University
@karinbarac
Sarah Prestridge
Griffith University
Katherine Main
Griffith University
Catch this session
Wednesday 6 December, 11am - 11.30am
Stream 1
Room H102
Abstract
This paper reports on the early findings of a research study into academic design practices when incorporating educational technology. As part of the overall project, students were questioned on their perceptions of the use of technologies in the course. The insights gained from the students are discussed within the parameters of three major themes that emerged from the data informing implications to practice in academic development and learning design.
About the authors
Karin Barac
Karin Barac (BA, GradDip (TESOL), MEd (IT in Education and Training)) is the Blended Learning Advisor for the Arts, Education and Law Group at Griffith University. The role works directly with academics providing support and professional development in the use of technologies in learning and teaching. She has over ten years experience in the field of online learning as a content specialist and educational designer. She is currently undertaking a PhD in investigating the intersection of pedagogy and technology in academic design and delivery practices in Higher Education settings.
Sarah Prestridge
Dr Sarah Prestridge’s research examines teachers’ engagement in ICT professional development that intends to enable them to understand digital pedagogy and how this differs from their current practice. Current directions in this area are focused on identifying the process of changing teachers’ practice through making teacher’s conscious and critical of their informing beliefs. Addition research direction investigates online pedagogies and the use of synchronous and asynchronous tools in distance education.
Katherine Main
Dr Katherine Main is a Senior Lecturer and Program Leader in the School of Education and Professional Studies, Griffith University. She teaches undergraduate and postgraduate courses on middle schooling/junior secondary. Her research interests include organisational change and the need for targeted professional development that promotes teacher efficacy including the collective efficacy of teacher teams. Most recently, she has been involved in leading the pedagogical design and overseeing the delivery of a range of online professional development modules for over 4000 teachers across Queensland.
Developing virtual collaborative health team educational environments
Concise paper
Thomas Cochrane
Auckland University of Technology
@thomcochrane
Todd Stretton
Auckland University of Technology
@ToddStretton
Stephen Aiello
Auckland University of Technology
@aiello_stephen
Sally Britnell
Auckland University of Technology
@Srgurr
Duncan Christie
Auckland University of Technology
@_Dhristie
Stuart Cook
Auckland University of Technology
@drivercook
Vickel Narayan
Auckland University ion Technology
@vnarayan
Catch this session
Tuesday 5 December, 11.20am - 11.40am
Stream 1
Room H102
Abstract
In this short paper, we introduce a conceptual framework that is under development to create virtual educational environments to simulate collaborative health team experiences. Building on our work of developing virtual environments for authentic Paramedicine education scenarios, we are extending the concept across the seven health disciplines at the university, beginning initially with a prototype involving three health discipline teams: Paramedicine, Nursing, and Physiotherapy. Using a design based research methodology we are developing prototypes of immersive simulated environments to simulate the real-world interaction between these three health teams for our students. We leverage a low cost mobile BYOD approach enabling rapid prototyping and development of these scenarios. Through the development of virtual reality (VR) simulations we are exploring authentic interprofessional handover experiences for our students in the disciplines of Paramedicine, Nursing, and Physiotherapy. Students from each health team will be able to authentically explore and critique the critical elements of the experience of a patient through the virtual handover of the same case scenario between these three teams.
About the authors
Thomas Cochrane
Dr Thomas Cochrane is an academic advisor and senior lecturer in educational technology, the Centre for Learning And Teaching, Auckland University of Technology, New Zealand. Thomas is the coordinator of the Ascilite mobile learning special interest group, and a mobile learning researcher/practitioner. http://orcid.org/0000-0002-0192-6118
Todd Stretton
Todd Stretton is a lecturer in Physiotherapy at Auckland University of Technology.
Stephen Aiello
Stephen Aiello is a lecturer in Paramedicine at Auckland University of Technology.
Sally Britnell
Sally Britnell is a lecturer in Nursing at Auckland University of Technology.
Duncan Christie
Duncan Christie is a lecturer in Paramedicine at Auckland University of Technology.
Stuart Cook
Stuart Cook is a lecturer in Paramedicine at Auckland University of Technology.
Vickel Narayan
Vickel Narayan is a Learning and Teaching Consultant at the Centre for Learning and Teaching (CfLAT) at the Auckland University of Technology.
PhD (Murdoch), MComp, PGDComp, GDHE, BSc (Comp Sc & Info Sys)
http://orcid.org/0000-0002-6833-706X
The role of IT in prisoner education: A global view
Full paper
Jane Garner
RMIT University
@RMITJane
Catch this session
Wednesday 6 December, 11am - 11.30am
Stream 6
Room T125
Abstract
Studies have consistently found that prisoners who undertake education while in prison are less likely to reoffend, and return to prison. However, in an environment where post-secondary education is increasingly being offered via online delivery, prisoners with no access to the internet are experiencing barriers to education offered by non-prison providers. This study examines the Australian prison environment, the education needs of prisoners, and their current access to education, information technology and the internet. Recent and future Australian and international developments in delivering online education to prisoners are examined.
About the authors
Jane Garner
Jane Garner is a sessional academic at the RMIT University in Melbourne. Her PhD thesis focusses on the experiences of using Australian prison libraries. Her research interests also include prisoner education, and the history of reading and libraries in prisons.
Digital equity: Diversity, inclusion and access for incarcerated students in a digital age
Concise paper
Helen Farley
University of Southern Queensland
@Helssi
Julie Willems
RMIT
@Julie_Willems
Catch this session
Tuesday 5 December, 11.20am - 11.40am
Stream 4
Room L209
Abstract
ELearning has been touted as the way in which universities can enable participation by large numbers of students from non-traditional cohorts. There is no doubt that the flexibility of access that eLearning allows makes study accessible for a number of cohorts, including those engaged in full-time work or caring duties. However, cohorts such as incarcerated students and other students without Internet access, are sitting on the wrong side of the digital divide and are increasingly marginalised by the very technology anticipated to overcome their exclusion from study. This paper examines the fundamental issues of equity involved with eLearning, and particularly for incarcerated students. The very issue of access to the Internet is fraught with rates of access varying widely between different sectors of society. This discussion prompts higher education providers to think beyond business-as-usual when speaking of increasing participation in higher education.
About the authors
Helen Farley
Associate Professor Helen Farley researches within the Digital Life Lab at the University of Southern Queensland. Her research interests include investigating the affordances of emerging digital technologies, including virtual worlds, augmented reality and mobile technologies, in formal and informal learning. She is passionate about digital inclusion and leads the $4.4 million Making the Connection project which introduces digital technologies into prisons to allow prisoners access to digital higher education. The project has attracted some 1500 course enrolments over five states and recently received an Australian Award for University Teaching for Programs that Enhance Learning. Associate Professor Farley has published extensively and is a featured speaker at both educational technology and corrections conferences.
Julie Willems
Dr Julie Willems holds qualifications in Nursing, the Humanities, and Education. She has worked across the Australian education sectors and, since 2004, has specialised in Higher Education. Her current position is as a Senior Lecturer in RMIT University’s Learning and Teaching Academy. Julie’s research interests include the promotion of educational and digital equity as social justice issues, and the media and technology of formal and informal learning (including social media). She was a recipient of the auDA Foundation's national 2011 research grant for the i-Survive Project investigating the use of ‘back channel’ communications via mobile technologies and social media during Australian emergencies and disasters. Julie has a community focus and has actively served on a number of committees and boards over the course of her career, and is currently in her second term on the national Executive for Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) (2015 – ). Julie has recently been recognised as a leader in open, online and distance learning in the Australia-Pacific region (http://jl4d.org/index.php/ejl4d/article/view/207/201).
Explaining learning achievement in student experience of blended learning: What can a sociomaterial perspective contribute?
Concise paper
Feifei Han
The University of Sydney
Robert Ellis
The University of Sydney
Catch this session
Monday 4 December, 2.10pm - 2.30pm
Stream 2
Room R113
Abstract
Drawing on theories of student approaches to learning and sociomaterial perspectives on learning, we investigated how a combination of sociocognitive and sociomaterial variables explain variation in 365 students’ learning achievement in a first year human biology blended learning course in an Australian research intensive university. We used student experience questionnaires to measure students’ self-reports about their approaches to learning through inquiry, approaches to using online learning technologies, and their use of on-campus physical learning spaces. We also obtained observed measures of online learning technologies in terms of frequency and duration through analytics provided by a proprietary learning management system. Students’ learning achievement was evaluated using their assessment schedule comprising six assessment tasks. Correlation analyses were conducted to examine the interrelationship between approaches, use of online learning technologies, use of on-campus physical learning spaces, and achievement. Based on the correlation results, we regressed learning achievement on approaches, use of online learning technologies and physical learning spaces. The results showed that by introducing sociomaterial variables into the regression analysis, a significant proportion of learning achievement was explained over and above the explanations offered by student experience variables alone. The results highlight an important role of combining both self-report and observational data in analyses of student experiences of blended course designs.
About the authors
Feifei Han
Feifei Han currently is an educational researcher at the University of Sydney. Her current research interests comprise of three broad themes: (1) language and literacy education; (2) teaching, learning, and educational technology in higher education, and (3) educational psychology.
Robert Ellis
Robert Ellis is an Associate Professor of Education at the University of Sydney. He has been a funded chief investigative researcher for the Australian Research Council since 2005. His current project is funded up until 2019 (with Goodyear and others). Robert’s research interests focus on the student and teaching experience of e-learning, quality and innovation in higher education and learning spaces. He is author of two books and more than eighty internationally refereed publications, mostly in journal articles. He is also a coordinating editor of the Springer Journal ‘Higher Education’, and co-editor of the new book series for Springer ‘Understanding Teaching and Learning practice’. The goal of his research and scholarship is to achieve meaningful social contributions through translational research outcomes.