ASCILITE Publications (ISSN 2653-665X) is a peer-reviewed, fully open access platform dedicated to advancing research and practice in Technology-Enhanced Learning (TEL) in Australasia and internationally. The publication aims to broaden the evidence base for TEL by supporting both traditional and non-traditional scholarly outputs that document innovation, analyse emerging practices, and strengthen the theoretical, pedagogical, and organisational foundations of technology-supported education. Aims and Scope 1. Advance knowledge in Technology-Enhanced Learning Research may address digital learning design, learning analytics, online and blended learning, AI-enabled learning environments, assessment and feedback technologies, student experience, or organisational and sector-level approaches to digital transformation. 2. Present rigorous analysis of practice The platform supports high-quality practice-based scholarship, case studies, design-based research, reflective analyses, and evaluative work that provide transferable insights for educators and learning practitioners. 3. Support methodological and epistemic diversity Submissions may employ quantitative, qualitative, mixed-methods, theoretical, design-based, experimental, or computational approaches, provided they offer a clear contribution to the TEL knowledge base. 4. Increase accessibility and reach of sector knowledge By publishing beyond conventional journal formats, ASCILITE Publications aims to elevate impactful work that may otherwise remain within institutional or conference contexts, expanding the global dissemination of TEL innovation and evidence. 5. Foster an inclusive scholarly community The publication encourages participation from early-career researchers, doctoral and masters candidates, teaching-focused academics, learning designers, and professional staff, reflecting the multidisciplinary nature of Tel practice and research.
How experienced teachers learn in the information age
In the world of the Information Age, digital natives (students) are being taught by digital immigrants (experienced teachers). These digital immigrants prefer to employ a number of abilities or multiple intelligences (Gardner 1983) to learn about software that can be beneficial to their students. As experienced teachers with limited ICT exposure, they are interested in: learning how to push buttons (P), thinking how to apply software to their practice (A) and are willing to change their practice using ICT (C). This paper discusses a study of experienced teachers with limited ICT exposure and their preferred way of learning, as they PAC for the information age.
Copyright (c) 2026 Natalie Senjov-Makohon https://creativecommons.org/licenses/by/4.0
The influence of staff development on the adoption of eLearning in the tertiary sector has been identified by a number of researchers. While different models of staff development are used in New Zealand organisations, it was unclear prior to this research which models helped staff develop capability and confidence in using new technologies for teaching. This article reports the findings of a project aimed at investigating the range of eLearning staff development models and their effectiveness in New Zealand tertiary education. The foci for the research were: the range of staff development models offered by a sample of New Zealand tertiary providers; how staff development models prepared academic staff for eLearning and the relationship to self-efficacy and why some models were more effective than others. A range of methodologies were used - focus groups, one-to-one interviews, questionnaires and case studies. Most participants had undertaken formal staff development of some kind, and all used a wide range of strategies for informal learning. The researchers concluded that existing formal staff development models were not regarded as adequate to assist staff to fully develop their capability and potential for eLearning, and many staff were engaging in a range of informal staff development activities.
Copyright (c) 2026 Bronwyn Hegarty, Merrolee Penman, Dawn Coburn, Oriel Kelly, Cheryl Brown, Beverley Gower, Grant Sherson, Maurice Moore, Gordon Suddaby https://creativecommons.org/licenses/by/4.0
A lexical analysis of 1995, 2000 and 2005 ascilite conference papers
Papers from the 1991, 2000 and 2005 ascilite conferences were analysed to identify key themes and concepts that have emerged from the thinking and research of Australian academics working with learning technologies. In 1995, themes were related to student learning and software / multimedia development. In 2000 there was a focus on student learning and specific products. In 2005, the online learning environment, learning activities and outcomes were key themes. Key themes in the whole collection of papers were the examination of most facets of “going online” and learning activities/assessment.
Copyright (c) 2026 Craig Zimitat https://creativecommons.org/licenses/by/4.0
We describe a software application that supports teaching, research and administration by integrating a teaching design repository with a statistical reporting tool. In this paper we describe a quantitative approach that supports institutional collaboration and the assurance and improvement of quality teaching. The tool analyses key features in unit of study outlines and synthesises the information. Most data are collected from internal administrative processes within the faculty. The prototype system is designed to present various kinds of information from the different points of view of students, academic staff and academic managers who have access to information produced by the reporting tool.
Copyright (c) 2026 Danyu Zhang, Rafael Calvo, Nicholas Carroll, John Currie https://creativecommons.org/licenses/by/4.0
Teaching through technology-enhanced environments in higher education
The emergence of the ‘knowledge based society’ places extra pressure on university teachers to develop students’ knowledge and skills. Although focus has shifted from teaching to student centred-based learning it is still useful to investigate university teachers’ approaches to teaching through networked technologies. Previous research indicates that the success of the online activity is influenced by the person who organises and facilitates the discussion (Berge & Collins, 2000). The role of the leader or ‘moderator’ in motivating the participants, channelling the discussion and deliberately handling difficult situations is crucial. The recognition that the moderator’s work makes a great difference to the success of computer conferencing creates a pressing need to research new approaches to teaching online. Located on the socio-cultural framework, this study suggests that the moderator’s role is crucial in sustaining conferences through the structuring of the learning resources inherent in the conferences.
Copyright (c) 2026 Maria Zenios https://creativecommons.org/licenses/by/4.0
This paper examines how an online postgraduate program made use of a discussion forum to engage students in meaningful discussions. The authors aim to capture and extract elements of its success using detailed discourse analysis, informed by systemic functional linguistic (SFL) theory. This involves examining three domains: first, the ideational experience when students construct the content of postings in which they present their social and ideational positions, philosophical beliefs and ideas; second, the interpersonal experience when students construe their social relationship with their readers/audience; third, the textual organisation of their discussion texts in relation to the language patterns and linguistic resources that emerged when their texts unfold. Through detailed discourse analysis, the paper illustrates two examples of the use of hedging and metaphor to provide an insight into the good practice shared by students, and how text functions in online discussions. We find that students, by using various linguistic resources, such as hedging and metaphors, share their experience and pre-knowledge to develop solidarity and authorial voice. In conclusion, the SFL framework presented in this paper provides a valuable tool for the description and analysis of online discourse. However, at the social interpersonal level and the ideational level we need to develop a more comprehensive model for analysing texts generated in the highly complex process in online learning and discussions.
Copyright (c) 2026 Dai Fei Yang, Peter Goodyear https://creativecommons.org/licenses/by/4.0
Designing reusable online clinical reasoning templates
As increasing resources are devoted to the production of online learning materials it is important that both the usability of such resources by educators and the educational usefulness of these resources for student learning are evaluated. Outcomes from such evaluations provide information that can be used to inform future development of online learning materials. This paper describes two clinical reasoning templates that were developed to enable easy incorporation of content materials by educators without specialist web design skills, and easy access to the materials by students with minimal software requirements. Preliminary evaluation data will be presented describing the usability of the templates by educators and students.
Copyright (c) 2026 Helen Wozniak, Mark Hancock, Joanne Munn, Gosia Mendrela https://creativecommons.org/licenses/by/4.0
The e-Learning team at the University of Sydney was approached to help develop a resource that would address some areas of learning difficulty that had been identified in two engineering units of study. Complex spreadsheets were developed, then automated with VBA code to provide the students with a formative assessment resource, based on scaffolded learning with immediate feedback. Twenty spreadsheets were eventually made available to second- and third-year students. Student evaluations have led to further development of the feedback features to make it clearer to students why some answers were correct or incorrect, and thus to improve their conceptual understanding of the principles behind the mathematical calculations.
Copyright (c) 2026 Graeme Wood, Mary-Helen Ward https://creativecommons.org/licenses/by/4.0
After more than a decade, the early claims that elearning would transform university teaching are yet to be realised. As elearning, with learning management systems as the centrepiece, becomes entrenched in the mainstream, there is growing demand for a solid theoretical research base to inform elearning practice. We argue that the lack of a solid research base is in part due to the inherent difficulties with cross-disciplinary research where shared terminology does not always equate to shared meaning, and in part due to the dominant applied research approach emphasising a case-based approach over research aimed at addressing specific hypotheses derived from educational theory. We use the popular social constructivist theoretical framework to illustrate a lack of theoretical rigour in elearning research. We examine traditional university teaching as portrayed through a social constructivist lens and argue that academics already adopt the ‘reflective practitioner’ model in their teaching practice. We then examine the concept of adaptive self-organising learning networks in elearning. We argue that, while a social constructivist framework may be ideal for understanding the way people learn, it is at odds not only with the implicit instructional design agenda, but also with current university elearning governance and infrastructure.
Copyright (c) 2026 Lisa Wise, James Quealy https://creativecommons.org/licenses/by/4.0
Gathering online representations of practice about assessment for use as a professional development tool
The Assessment Snapshots digital resource at the University of Western Sydney is a current project to produce locally contextualised resources about effective assessment practice. Assessment case studies showcased through the project offer insights into how individual teachers in the disciplines design assessment strategies which respond to the challenges of teaching and learning in the tertiary sector in the 21st century. Resources produced are designed as online professional development tools for self-access by teachers and for use in assessment workshops and curriculum renewal projects. The paper explores the rationale for using case studies as a form of representation of practice, and describes the processes taken by a team of academic developers to gather cases from individual academics, provides initial reflections on those processes, and proposes plans for using the resource and evaluating its effectiveness as a trigger for improvement in assessment practice.
Copyright (c) 2026 Gail Wilson, Rosemary Thomson, Janne Malfroy https://creativecommons.org/licenses/by/4.0
This study tracks the uptake of online role play in Australia from 1990 to 2006 and the affordances to its uptake. It examines reusability, as one affordance, from the perspective of two often polarized constructs: Learning Object and Learning Design. The study treats “reuse” on two levels: reuse of an existing online role play and reuse of an online role play as the model for another role play. In keeping with terminology that has come into recent use, we propose that the first level implies the online role play is used as a Learning Object and the second level implies the online role play is used as a Learning Design. Thirty six role plays were identified in Australian universities, of which 80% were reuse of a Learning Design. Only three examples of role play as Learning Object were found, indicating that so far Learning Design is the more useful concept in understanding reusability in universities. Other affordances to uptake of role play were also tracked. The contribution of Educational Developers far outweighed that of colleagues, conferences, journals and engines. The results have implications for the work practices of Educational Developers and for managers of Learning Object Repositories.
Copyright (c) 2026 Sandra Wills, Anne McDougall https://creativecommons.org/licenses/by/4.0
This paper reports on initial findings and implications of the use of e-portfolios for students’ planning, reflecting and recording elements of their learning; issues surrounding student engagement are also discussed. A pilot study of the PebblePad e-portfolio software was conducted with a cross section of students: eight first year and six final year dissertation students. First year students were using the e-portfolio for their Personal Development Planning. Interviews were conducted with first year students mid semester and also at the end of their first year. Interviews were also conducted with final year students upon submission of their dissertations. Results revealed a higher level of engagement from final year than from first year students. Overall, final year students appreciated the usefulness of PebblePad and engaged well with the e-portfolio in the early stages of the dissertation process; however, engagement after the initial stages of the dissertation declined with students reverting to regular e-mail for contact in addition to their regular face-to-face meetings.
Copyright (c) 2026 Hazel Willis, Phil Gravestock, Martin Jenkins https://creativecommons.org/licenses/by/4.0
The Lectopia service and students with disabilities
The Lectopia lecture capture and publication system was introduced to The University of Western Australia in 1999. Since this time the project team has regularly received feedback from students with disabilities or medical conditions, as well as from the University’s Diversity Projects Office, regarding the positive impact Lectopia has had on their learning activities. Throughout the project’s history the feedback received from these two groups, predominantly provided informally, has helped to shape the system’s development. In 2006 the team undertook to conduct a thorough analysis of why and how students with disabilities or medical conditions are using Lectopia, the perceived benefits derived and the problems encountered. It is anticipated that results from this analysis will further assist the project team to refine the system to ensure it continues to meet the needs of the University’s diverse student population.
students with disabilities or medical conditions
Copyright (c) 2026 Jocasta Williams https://creativecommons.org/licenses/by/4.0
Moving from face-to-face to online classrooms
This study explores the similarities, differences and possible interaction between two small groups of Canadian and Australian university teachers’ face-to-face and online teaching approaches and philosophies. The paper compares their perspectives on teaching face-to- face and online at two comparable Canadian and Australian universities, both of which offer instruction in these two modes. Teaching philosophy data were gathered with the ‘Teaching Perspectives Inventory’ developed by Pratt and Collins at the University of British Columbia, which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions and actions in both modalities. The study upon which this paper is based builds upon a well established research partnership of the two authors who have previously explored emerging philosophies of learner centred teaching in distributed classrooms in Canada and Australia.
Copyright (c) 2026 Faye Wiesenberg, Elizabeth Stacey https://creativecommons.org/licenses/by/4.0
Student evaluations of elearning technologies in undergraduate psychology
Undergraduate Psychology moved teaching materials from the school intranet to the University Learning Management System (WebCT) during 2005. This change took place to avail students of interactive, reflective and adaptive new elearning technologies. This blended learning approach allowed academics to both provide lecture materials online as well as add to the student experience. Specifically, this has been achieved through the complete redevelopment of learning materials for first year, the incorporation of online discussions – with a dedicated online tutor for second year, and online formative assessment for both first and second year units of study. 2,456 student evaluations of the functionality and educational components of the online units of study were analysed for first and second semesters in 2005. The results of this analysis will i) help determine the elearning materials which students desire and need, ii) influence the way we develop online components of units of study in the future, and iii) determine time and staffing commitments for the development of online resources.
Copyright (c) 2026 Fiona A. White, Martin Daly, Karen M. Scott https://creativecommons.org/licenses/by/4.0
Use of visualisation software to support understanding of chemical equilibrium
This paper describes the results of a study in which a group of science pre-service teachers used computer-based visualisation software resources to develop teaching strategies and lessons that would support the development of students’ conceptual understanding of chemical equilibrium. They used SMV: CHEM, VisChem and chemistry software packaged with textbooks. The goal was to assist science/chemistry teachers to design lessons that would overcome known difficulties in developing students’ understanding. Four teaching strategies of one teaching team are described in detail to illustrate the multifaceted nature of the way in which the software resources were used in lessons. Such a process of software deconstruction and resource integration in lesson plans has implications for all teachers of chemistry.
Copyright (c) 2026 Anula Weerawardhana, Brian Ferry, Christine Brown https://creativecommons.org/licenses/by/4.0
Thoughts on blogging as an ethnographic tool
The personal development that takes place within the institutional framework of the PhD has in the last decade attracted the attention of researchers and bureaucrats in Australia. The institutional framework that supports the degree, the experiences of individual students at set points in their process, the experiences of supervisors and the development of pedagogies of research have all been subject to investigation. However, the development of web logging software (blogging) has now made it possible to undertake a longitudinal study of a group of candidates. My project aims to create a community of PhD candidates who are prepared to both maintain weblogs (blogs) themselves and to read and comment on the blogs maintained by the other members of the group. Through these blogs I hope to ‘open a window’ onto an experience that has been characterised as mysterious and even inherently distressing. Issues have been raised concerning both studies and education conducted in online mediums: whether the internet is a culture or a cultural artefact, how it is understood and viewed by its users, and whether the degree of performativity inherent in self-presentation on the internet might be fatal to authenticity. These discussions are pivotal to the development of my PhD.
Copyright (c) 2026 Mary-Helen Ward https://creativecommons.org/licenses/by/4.0
In this paper we analyse the use of patterns across a number of fields including architecture, software development and educational technology design. Focusing on the reusability of a pattern outside its area of development, we have identified several issues related to the context and the value system of a pattern. The paper draws together lessons learned from different fields where patterns are already used and described. We conclude with a recommendation of pattern descriptors and guidelines which improve their applicability in varying value systems.
Copyright (c) 2026 Christian Voigt, Paula M. C. Swatman https://creativecommons.org/licenses/by/4.0
Podcasting, student learning and expectations
This paper presents preliminary results of a trial of podcasting in six law units involving 1244 students during semester 1, 2006. The data revealed a rapid uptake and acceptance of podcasting with few difficulties. The vast majority of students perceived podcasting as having excellent value, particularly lectures and to a lesser extent, tutorials. Podcasting altered study habits, with students spending more time reading primary materials, and a minority of students spending time transcribing podcasts. Podcasts did not reduce participation on WebCT discussion forums. Podcasts were expected by students to be delivered within three days, with students prepared to accept lengthier downloads for improved quality. The paper discusses the main advantages and disadvantages of podcasting as revealed by student users. There is no doubt that audio podcasting has now become an essential requirement for teaching tertiary students within the law units. The challenge will be for UNE to create workflows to meet the expectations of students as to quality and service delivery.
Copyright (c) 2026 Belinda Tynan, Stephen Colbran https://creativecommons.org/licenses/by/4.0
Computer-mediated interaction in context
This paper reports research into the impact of computer-mediated interaction on both students and tutors in the context of a course-specific case study. Quantitative data provided evidence of successful achievement of learning outcomes and high student completion rates. Tutors identified interaction as one in a number of successful features in the course design, about which they were very positive, inspite of the increased workload it entailed. Exploration of student data revealed both positive and some unintended negative effects associated with a highly interactive and activity-led approach to learning. These findings emphasise the importance of the context for interaction, in terms of the effective combination of both content and interpersonal interaction, the strong link with assessment and the content and design of activities. Tutors and students reported high levels of enjoyment and engagement as key features sustaining the success of a stimulating pedagogy.
Copyright (c) 2026 Mary Thorpe, Steve Godwin https://creativecommons.org/licenses/by/4.0
Pragmatic approach to learning materials
An important yardstick by which any innovation may be judged is that of uptake by users. In the context of teaching and learning, innovative approaches do not necessarily need to involve a high level of technology. Indeed, there are robust arguments that support the use of tried and tested approaches and tools that are used in novel ways. Staff hesitancy to innovate may be alleviated if they do not need to be continually retrained (e.g. in the use of new software). An approach that is being adopted successfully at The University of Newcastle is the use of a customised Microsoft Word template as a course-authoring environment, which is distributed to students as PDF files via Blackboard or CD. This paper explores the challenges presented by this approach and contrasts these with the benefits that accrue. It provides evaluation of stage one of the University of Newcastle’s Course Template pilot project, and discussion of the current work in progress on stage two of the project.
innovative teaching and learning approaches
Copyright (c) 2026 Denise Sweeney, Willy Sher https://creativecommons.org/licenses/by/4.0
Influence of teacher beliefs on web-enhanced learning experiences
Research into teacher beliefs and practices in a web-enhanced environment have often failed to consider the influence of participant belief systems about web technologies in learning and teaching contexts in conjunction with these beliefs more generally. The findings from this study emerged as part of a larger PhD investigation into university teacher beliefs about web technologies, learning and teaching, and the enactment of these two belief systems in practice. For this paper, the influence of the belief systems of three award-winning university teachers on practice is explored in relation to learners and teachers and the design of web-enhanced learning experiences.
Copyright (c) 2026 Caroline Steel https://creativecommons.org/licenses/by/4.0
Impact of video recorded lectures among students
This study evaluates the impact of video recorded lectures on students who have accessed them as part of their studies at the Nanyang Technological University. A survey was designed and administered to this group of students. In addition, data on the usage of video recorded lectures between July 2005 and June 2006 was extracted from the server. The findings indicated that the usage among students has been far beyond expectations. It also suggested that the video recorded lectures have benefited the students as it has enhanced their learning experience in the University.
Copyright (c) 2026 Swee Kit Alan Soong, Lay Kock Chan, Christopher Cheers, Chun Hu https://creativecommons.org/licenses/by/4.0
Student learning processes using an online PBL module in an art and design education course
The PBL approach is used to encourage deep learning on tasks that reflect the complexity of ‘real world’ professional environments. Using an online learning environment as part of the PBL approach enables the students to be self-directed in their approach to problem resolution. This study considers the design of an online PBL module and how students used the online resources in their group work on a professional practice problem. Student interaction is considered from an analysis of online discussions to reveal learning processes. An end-of-course survey reveals student perceptions of this approach.
Copyright (c) 2026 Kim Snepvangers, Iain McAlpine https://creativecommons.org/licenses/by/4.0
This paper provides the background and context to a pilot study to investigate the use of blogs (personal reflections) and wikis/clogs (blogs used for collaborative reflections) to support authentic learning, communication and the development of communities of practice within a higher education environment. The study is supported by the ascilite Community Mentoring Program and the results of the investigation will be reported in full at the conference.
Copyright (c) 2026 Rod Sims, Diane Salter https://creativecommons.org/licenses/by/4.0
There is much in the literature concerning teaching and learning online that advocates using the online environment to promote interaction and communication amongst students. Despite this much of what happens in practice in this area is focussed on preserving and translating lecture materials to the online environment. This paper explores possible historical reasons for the apparent resilience of lectures. It also examines some of the issues raised by the persistence of lectures and some possible ways to address these issues.
Copyright (c) 2026 Stephen Sheely https://creativecommons.org/licenses/by/4.0
Implementing e-learning across a faculty
The development of e-learning resources, the educational design and outcomes of their application dominate the e-learning literature. Less often considered, but equally significant, is the manner in which these resources are implemented and integrated into existing curricula and teaching contexts to promote sustainable use as well as high quality student learning experience. We describe our experience of the implementation of e- learning platforms utilising a centrally supported learner management system supplemented by Faculty developed innovative e-learning tools designed to stimulate learning through inquiry. The Faculty’s implementation strategy focussed on incorporation of e-learning activity across the curriculum to enhance the existing on-campus experience. Shared leadership promoted innovation and encouraged staff to utilise e-learning approaches tailored for their teaching context that were authentic and constructively aligned to the graduate attributes, and to share their learning from these experiences. Significant aspects of the success of this strategy included the provision of high quality educational design, empowerment of staff to experiment, timely staff development, focus on the relationship of the specific learning outcomes to the graduate attributes, development of customised flexible and easy to use resource development platforms and a strong focus on student learning experience monitored by reflection and research.
Copyright (c) 2026 Paul Sheehy, Gerard Marcus, Frederico Costa, Rosanne Taylor https://creativecommons.org/licenses/by/4.0
Why don’t students attend lectures and what can be done about it through using iPod nanos?
How can teachers encourage students to listen in lectures – and indeed to attend them? What about international students and those who have language difficulties? These were the questions which triggered a study of the beliefs of first year students about learning from lectures, and a desire to improve students’ ability to learn from lectures through providing MP3 uploads and a classroom set of iPod nanos. Students completed a pre- and post-course evaluation which revealed their beliefs about lecture attendance and supplementing that attendance by listening to lectures on iPods for revision and re- listening.
Copyright (c) 2026 Susan J. Shannon https://creativecommons.org/licenses/by/4.0
Integrating culture in the second language curriculum through a three-dimensional virtual reality environment
Networked computer technologies have a strong potential for enhancing second language (L2) learning in the modern classroom. Three-Dimensional Virtual Reality Environments (3D VREs), in particular, provide features to support student motivation, socialization and interaction. These include, for example, the ability for L2 learners to present as avatars, build virtual structures and interact with others in conversational modes. In this preliminary qualitative case study, we examine the perception of culture through online exchanges between both Japanese and English learners within the Virtual Babel project. Critical reflections and an agenda for further research conclude our paper.
Copyright (c) 2026 Sachiyo Sekiguchi, Paul Gruba, Abdul Rahman Al-Asmari https://creativecommons.org/licenses/by/4.0
Design-based research and the learning designer
The role of the learning designer has expanded from the commonly known activities of an instructional designer to incorporate a range of new roles, largely prompted by new technologies. In this paper, we articulate an approach that further extends the role of the learning designer to encompass evaluation and design-based research, in collaboration with the subject matter expert. Such collaboration is professionally enhancing for both parties, and adds to the sum of knowledge on the effective design of learning environments, by documenting and disseminating the learning design process.
Copyright (c) 2026 Deidre Seeto, Jan Herrington https://creativecommons.org/licenses/by/4.0