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.
Learning challenges faced by novice programming students studying high level and low feedback concepts
This paper describes an investigation into the nature of the academic problems that face novice programming students. These learners are required to demonstrate competencies in high-level abstract principles of programming and logic, such as program design and OOP principles, which are conceptually difficult. During the programming task learners receive relatively high levels of feedback on low level issues, such as syntax rules, but tend to receive low levels of feedback on conceptually more difficult issues. This problem tends to be exacerbated by the trend of learners to study independently, outside the classroom or in online modes, which further reduces the options available for quality feedback on high-level issues. This paper analyses the results of a survey given to students enrolled in an introductory programming unit across three campuses at Monash University in 2007. The survey focused on student perceptions of the relative difficulty in understanding and implementing both low level-programming concepts, such as syntax and variables, and high-level concepts, such as OOP principles and efficient program design. An analysis of the approximately 150 responses has indicated that a significant percentage of students experienced difficulties in high-level concepts. Also while many students may indicate an understanding of the principles of many high level concepts more students reported experiencing difficulty in implementing such concepts. This indicates that many students may achieve a level of understanding allowing near transfer of domain knowledge but fail to reach a level of understanding that enables far transfer.
Copyright (c) 2026 Matthew Butler, Michael Morgan https://creativecommons.org/licenses/by/4.0
The bomb disposal community seeks to attract, train, and retain individuals who are physically, mentally, and emotionally capable of performing diverse and complex tasks. However, while bomb disposal technicians and organisations tend to believe that bomb disposal requires a certain “type” of individual, little research has been conducted to identify the cognitive characteristics that make a “good” bomb disposal technician. The purpose of this study therefore was to investigate the extent to which individual learner preferences, as measured by learning styles and multiple intelligences, impacts on the effectiveness of bomb disposal training. The investigation used a non-experimental, descriptive methodology, and focused on a geographically dispersed group of 100 current and former bomb disposal technicians. The Canfield Learning Styles Inventory (LSI) and Multiple Intelligences Developmental Assessment Scales (MIDAS) instruments were used to assess learning style preferences and intelligence strengths. Overall, ten demographic variables, eight intelligence strengths, and 17 learning style preferences were examined, covering 250 different dimensions, 16 of which (6.4 %) showed a statistically significant difference between intelligence strengths and learning style preferences. The data supports the contention that learning style preferences and intelligence strengths can be used as predictors for academic and vocational success. As such, the results have specific implications for bomb technician education and training in terms of technician selection and the potential to learn and retain the knowledge and skills being taught.
Copyright (c) 2026 Edwin Bundy, Roderick Sims https://creativecommons.org/licenses/by/4.0
This paper provides an overview of experiences in the development of e-learning policy for the tertiary sector across a number of countries. It contrasts how different countries have responded to e-learning and proposes a discernible pattern to policy development. Consistent trends, themes and tensions run through the policy implementation process and these raise a number of questions about the way policies might define e-learning; address and acknowledge gaps in e-learning policy; align and differentiate levels of policy, and account for the national and global education context. The paper concludes with a brief consideration of issues and implications for local policy-makers as governments endeavour to embed and connect e-learning policy with other strategic social, economic and educational goals.
Copyright (c) 2026 Mark Brown, Bill Anderson, Fiona Murray https://creativecommons.org/licenses/by/4.0
One of the major advantages of e-learning technologies is the expanded opportunities that they offer for when and where learning takes place. Until recently, little attention has been given to the implications that variation in the learner’s context creates for e-learning design. The context of learning with technologies is often considered quite narrowly, sometimes at the level of specific learning transactions, with limited acknowledgement of whether learners will be engaging with them on-campus, off-campus, across national boundaries or in some other contexts. While there are limitations to teachers’ control of contextual variation, their knowledge of the student cohorts to whom a particular unit of study will be offered provides some clear implications for choices to be made in relation to e-learning design. This paper illustrates these choices through the use of examples from e-learning showcase sites at two institutions. The examples are analysed within a selected theoretical framework to provide preliminary guidelines for accommodating contextual variation in e- learning.
Copyright (c) 2026 Robyn Benson, Gayani Samarawickrema https://creativecommons.org/licenses/by/4.0
This paper summarises the work being conducted in an ongoing research agenda focused on exploring how the ‘learning design’ construct can be used to support university educators to create both pedagogically sound and interoperable e-learning experiences. The premise of this work is that a learning design can be used to support the pedagogical design process and the integration of international e-learning standards, such as learning object metadata and IMS-LD, enabling resources and tools to be technically interoperable across different standards-compliant systems. The paper presents the rationale guiding this research focus, describes the features of the research that is underway, and outlines future directions of this research.
Copyright (c) 2026 Sue Bennett, Shirley Agostinho, Lori Lockyer, Lisa Kosta, Jennifer Jones, Rob Koper, Barry Harper https://creativecommons.org/licenses/by/4.0
The impact of faculty interaction on the learning experience and outcomes of online learners
The last decade has witnessed e-learning evolving as a major force in higher education delivery. The role of faculty in an e-learning educational environment is still debated. This paper reports the findings of a study of the role of faculty interaction in a pedagogically rich online environment, grounded in a constructivist model of learning. The study examines the results from 145 sections of graduate management programs, covering 2005, 2006 and 2007, and also covering quantitative, behavioural and hybrid subjects. The findings of this study support the arguments that faculty interaction adds value to learner perception and satisfaction, and finally, may also positively impact actual learning outcomes as measured by student grades. It also showed that there is value placed on email communication by graduate learners. Finally, the study showed that both perceived and real value (in terms of grades) is found by learners in both quantitative subjects and behavioural subjects.
Copyright (c) 2026 Kanishka Bedi, Helen Lange https://creativecommons.org/licenses/by/4.0
Teaching business English to adult Malay learners
We analyse the needs of adult Malay business English learners, and demonstrate that they can be met by using an on-line teaching environment relying on animated pedagogical agent technology to implement scenario-based learning.
Copyright (c) 2026 Harmi Izzuan Bin Baharum, Alexei Tretiakov, Kinshuk https://creativecommons.org/licenses/by/4.0
With the emergence and popularity of online social networking technologies (Web 2.0) students are exploring new concepts of self, identity and community both in real and virtual spaces. New theories are necessary to develop social policy responses, including those of educational systems and institutions, to the consequences of these new conceptualisations. We present an original theoretical model, the 3V model, to assist in the interpretation of existing theory, illustrated through an exploration of higher education students’ concept of identity in the interface between the ‘real’ and ‘virtual’ worlds. We wish to explore whether the theoretical and methodological instruments available within the broader Social Sciences are adequate to examine emerging notions of identity. Our emergent theoretical model outlines a set of complex assumptions concerning the concept of the “real-virtual” interface; it presents an internal structure to this realm and provides a framework for further empirical study.
Copyright (c) 2026 Simon Atkinson, Kevin Burden https://creativecommons.org/licenses/by/4.0
The impact of audience response systems in a multicultural Asian context
This research investigated the implementation of an audience response system (ARS) to learning in a multicultural Asian context using multiple case methodology. Four academic staff teaching in four diverse units with different student numbers (n=133) used ARS as one of their teaching approaches with each using it in very different ways. Both quantitative and qualitative data was collected through questionnaires and convergent interviewing of staff and students. Six constructs emerging from the literature were investigated and five are reported. Although some results aligned with other research, some specific issues were identified and appear relevant not only to other similar cultural contexts but possibly all contexts. The paper concludes with questions for further research into ARS in a multicultural Asian context in pursuant of choices for learners and learning.
Copyright (c) 2026 Rozz J. Albon, Tony Jewels https://creativecommons.org/licenses/by/4.0
Student centred teaching of accounting to engineering students
Blended learning is growing in popularity, but there is conflicting empirical evidence in relation to how it affects students’ exam marks and final grades. This paper compares a blended learning approach to the traditional delivery of an accounting subject to engineering students. Data was collected from two cohorts of students over two semesters and analysed to determine whether the students who were exposed to the blended environment displayed increased participation in a non-compulsory learning task and higher marks in both in-session and final examinations. Results indicated significant improvements in every area, supplying valuable evidence that the adoption of a blended approach in higher education can appreciably enhance students’ results and experience by providing a more student-centred learning environment.
Copyright (c) 2026 Anne Abraham https://creativecommons.org/licenses/by/4.0
Documenting learning environments and experiences
At their best, ICTs can support knowledge construction, learning-by-doing, by conversing and by reflecting (Jonassen, 1999) but managing all this in a student-centred environment is a complex task that might be made more manageable by teachers sharing and re-using effective learning designs. Furthermore, if these designs were available in machine- readable format, educators would be able to select a learning design to suit their context “off the shelf” and plug-and-play it. A number of attempts are currently being made to comprehensively document learning designs that would allow educators to share successful, stimulating and engaging learning environments and experiences. IMS-LD, LAMS and the AUTC Learning Design Project are three developments where a comprehensive system is being produced that utilises a consistent data standard and vocabulary to describe the teaching and learning environment and the different theoretical approaches employed (Oliver & Littlejohn, 2006) and two of the three are machine-readable (INS-LD and LAMS). This paper provides a review of each of these methods of documenting learning designs and details the results of a study that demonstrated that a system that educators can use to comprehensively describe successful, stimulating and engaging learning designs so that they can be shared and re-used is still beyond the reach of the average pre-service teacher. However, all have features that illustrate that the dream of an easy-to-use, machine- readable and comprehensive learning design documentation system may not be too far away.
Copyright (c) 2026 Leanne Cameron https://creativecommons.org/licenses/by/4.0
From repositories supported by communities to communities supported by repositories
The Carrick Institute for Teaching and Learning in Higher Education is developing the Carrick Exchange to provide a forum for sharing resources and expertise about learning and teaching. This paper reflects on relevant experience in North America with related initiatives, which highlight (a number of) issues to be considered and (a few) lessons which can be incorporated in the design and development of the Carrick Exchange. Most of the experience cited here comes from the MERLOT network, including both the MERLOT discipline community Editorial Boards and related communities such as the Cooperative Learning Object Exchange in Canada, the disciplinary Teaching Commons sites within the California State University, and the new MERLOT Innovation Projects such as ELIXR creating reusable resources for staff development. This paper also analyses the resulting reflections in the context of an independently-developed taxonomy for distributed collaborations in a parallel domain: large-scale scientific collaboratories. This analysis suggests that a full range of possibilities needs to be explored across dimensions such as aggregation versus co-creation and the range of valuable contributions of resources, information and knowledge. Another conclusion is that a number of user needs can be met without the full infrastructure of a distributed community of practice.
Copyright (c) 2026 Tom Carey https://creativecommons.org/licenses/by/4.0
Academic perceptions of the use of Lectopia
Since the introduction of the Lectopia (iLecture) technology to higher education, there has been debate about its relevance and effectiveness as a teaching and learning tool (Fardon, 2003). Anecdotally, students expect to access Lectopia recordings for their revision and for going through points that were made which they missed in lectures. From the academics’ point of view, resistance has resulted from the perception that the Lectopia option will reduce attendance in lectures and also the notion that not all lecturing styles can be suitably recorded by an admittedly limited technology. Fardon (2003) also argues cogently that Lectopia is not necessarily conducive to some styles of lecturing. The classifications of different lecturing styles (Brown and Bakhtar, 1988; Behr, 1988; Saroyan and Snell, 1997) as highlighted by Fardon (2003) present a useful tool in determining if particular styles of lecture may be more or less conducive to Lectopia. However, lecturing styles alone do not determine a willingness or resistance to adoption of the technology. Some other reasons may include perceptions of the reliability of the technology, the technology as a pedagogical tool, the engagement levels with students and suitability for the curriculum. This qualitative project examined 11 academics’ perception of Lectopia at the University of Melbourne. The results affirmed some of the benefits and concerns around the use of Lectopia, and highlighted some academic practices in using the technology. Initial results point to some recommendations on incorporating Lectopia technology into the teaching toolkit as well as indicate some future areas of research.
Copyright (c) 2026 Shanton Chang https://creativecommons.org/licenses/by/4.0
Formative research on the instructional design process of virtual reality based learning environments
To date, the educational benefits offered by the virtual reality (VR) technology are generally well accepted. Indeed, many efforts are underway to explore ways, both theoretically and practically, to produce effective virtual reality learning. Chen, Toh and Wan (2004), for instance, have proposed an instructional design model that prescribes instructional methods for guiding the design of VR based learning environments. Although this model serves as a feasible and useful template to guide the design of VR based learning environments, particularly learning environments that adopt the constructivist paradigm of instruction, there are still rooms to enhance its robustness. This paper describes how formative research method can be used to improve this instructional design model. Formative research, which is qualitative in nature, is a method that has been employed to develop as well as to improve design theories (or models). The paper also reports some preliminary findings of the study.
Copyright (c) 2026 Chwen Jen Chen https://creativecommons.org/licenses/by/4.0
The validation of the online learning environment survey
The increased use of computers in education, the creation of virtual learning environments based on web services, and the increased investments by educational institutions (both fiscal, physical and human) in the development of networked environments are impacting on all aspects of education. Educationalists, at all levels, are challenged to develop appropriate strategies to deal with new information and communication technology rich ways of teaching and learning. This paper will focus on the procedures used in the validation of an online learning environment perceptual measure the Online Learning Environment Survey (OLLES). It is envisaged the instrument, in its’ final form, will inform educationalists of the efficiency and effectiveness of tactics and strategies they are employing in the online learning environments they create.
Copyright (c) 2026 John Clayton https://creativecommons.org/licenses/by/4.0
On campus and distance student attitudes towards paperless assessment and feedback
It is generally accepted that the use of paperless submission and return of university assignments has potential advantages for reducing delays in each direction, especially for students studying part-time, online or at a distance. There are also potential advantages in terms of the quality of feedback and also potential cost savings through reduced printing either by the student or by the institution. A number of studies have explored the use of technologies to assist with the process of submission, marking or return of student assignments, but to date there is little information available about student attitudes to its use. This paper reports on a survey of students who participated in a large-scale trial of paperless submission, marking and return of assignments. The results suggest that students in general are strongly in favour of paperless approaches. Advantages identified included reductions in time delays, ability to retrieve feedback while away from home, improved legibility of feedback, reduced printing, and more convenient storage of past assignments. Disadvantages identified included the cost of printing returned assignments and problems with uploading over slow Internet connections. There was no significant difference between preference for paperless marking of students studying on campus and at a distance, with the majority of students in all study modes responding positively. Students were divided in their preference for receiving feedback via email (ie. using a push model), versus downloading their feedback themselves (ie. using a pull model), indicating that both alternatives should be made available.
Copyright (c) 2026 Barney Dalgarno, Anthony Chan, Peter Adams, Phil Roy, Daryl Miller https://creativecommons.org/licenses/by/4.0
This article compares two Information and Communication Technologies (ICTs) used in the Faculty of Arts, Deakin University Australia, and investigates the relationships between technology, pedagogy and key issues in the teaching and practice of public relations, in a media studies context. The online role-play ‘Save Wallaby Forest’ and the e-simulation ‘PRessure Point! Getting Framed (GF), in their different ways, afford learning environments with capabilities that present public relations and media students with opportunities to discover a critical consciousness, break out of naturalised world-views, and explore alternative approaches to organisational communication. Furthermore, they present students with complex ethical issues to investigate based around the idea that media industries are powerful discursive producers and reproducers of social norms, values and beliefs which in turn shape notions of identity and influence the formation of public opinion in society (Fairclough 1999; Habermas 1995). This article explores the intersections and differences between these distinct ICTs in their relationships to a constructivist learning approach and ethical questions about how public relations both produces and reproduces world views through practice. This interacting nexus – between technology, pedagogy and theme – is significant because “what happens in the learning process” relates to the learning outcome and therefore has the potential to develop holistic reflexivity in studies of public relations (Laurillard 2003, p.42).
Copyright (c) 2026 Kristin Demetrious https://creativecommons.org/licenses/by/4.0
Exploring the role of weblogs in supporting learning communities
This study explores into the role of weblogs in supporting preservice teachers during their teaching practice and the key factors determining their engagement with weblogs. Underlying our study is an integrative approach that puts weblogs alongside with other popular media in use. An online community was intentionally built with weblogs to facilitate reflection and social interaction among dispersed preservice teachers. In parallel, multiple channels of communication were employed for peer interaction. Weblogs were perceived as valuable in relieving isolation, documenting their experience, and expressing their personal feelings. Instant Messenger and phone were rated as the most frequently used media. This study sustains our conviction that the integrative approach is vital to have a comprehensive picture of interaction among a community. Our study deepens the insights into the distinct benefit of weblogs as educational media and informs the future development of an online community with weblogs.
Copyright (c) 2026 Liping Deng, Allan H. K. Yuen https://creativecommons.org/licenses/by/4.0
Individuals’ perceptions of online environments
This paper reports upon the results of ongoing research into student responses to their online learning habitat at a Western Australian university. The university in question has been at the forefront of innovation for flexible, online delivery of its Training and Development Program since the late 1990s. A number of reviews and evaluations of the program have taken place since then, with changes being made in direct line with academic research. This has pointed to ways of improving the quality of delivery and therefore student learning. This investigation focuses upon students’ reactions to their online learning environment and utilises student questionnaire data which concentrates upon factors relating to communication apprehension and competence, the experience of perceived loneliness, locus of control, collaboration by students regarding the learning experience, institutional support and the students’ sense of self efficacy. The results indicated that students’ personal perceptions of the importance of peer interaction and group work were surprisingly lower than anticipated. It appeared that the majority of students preferred to work alone and were less likely to initiate contact with fellow students as they believed their learning styles were not collaborative. Communication apprehension and competence were highly influential on their overall expectations of educational success in the unit studied. The students’ sense of control over the learning materials and environment led to an increase in their belief regarding a timely and successful completion of the unit of study and their perceived ability to interact effectively with others.
Copyright (c) 2026 Robert Dixon, Kathryn Dixon, Lou Siragusa https://creativecommons.org/licenses/by/4.0
Today's students have grown up with enormous access to digital technology in the last decades of the 20th century. As educators we are left to grapple with what form and shape learning will look like in tertiary settings in the next few decades? The use of M-Learning tools themselves does not guarantee their potential being realised. The key to success is the ability of educators to design and develop pedagogically sound opportunities and environments that enhances learning. This presentation will provide an overview of what is currently happening regarding M-Learning in tertiary institutions and it will look at the conclusions of these initiatives. It will highlight the challenges and issues confronting tertiary educators when planning and catering for the needs, preferences, attitudes and habits of young Generation C mobile technology users and look at the potential applications or uses of M-Learning in the tertiary context. It will present a brief description of M- Learning initiatives currently being trialed at Queensland University of Technology. The paper will conclude with a brief examination of educational policy developments regarding M-Learning around the world and a summary of the changes facing tertiary educational settings.
Copyright (c) 2026 Jennifer Duncan-Howell, Kar-Tin Lee https://creativecommons.org/licenses/by/4.0
Using blogging for higher order learning in large-cohort university teaching
The small but developing literature on weblogging underscores its potential as an effective learning resource for use in higher education. This paper contributes to these discussions through an initial case study of the authors' experience with the on-going development of an educational blogging resource for use in a large-cohort undergraduate liberal arts subject. Detailing the theoretical aims, design, implementation and incipient evaluation of the project, the paper supports the argument for the educational use-value of blogging but also highlights potential limitations and problem areas.
Copyright (c) 2026 Brett Farmer, Audrey Yue, Claire Brooks https://creativecommons.org/licenses/by/4.0
Online self and peer assessment in large, multi-campus, multi-cohort contexts
The increasing use of team assignments within higher education is well documented. The driving forces behind this include desires to facilitate reflective and collaborative learning, to develop generic teamwork skills for graduate employment and to reduce the grading workloads of faculty staff. Students however consistently report dissatisfaction when the assessment of team assignments produces a common grade for all team members. Self-and- peer-assessment (SAPA) is presented as a fair, valid and reliable method of producing information about ongoing team processes. This information can provide ongoing feedback to team members and rich formative data to instructors attempting to assess the team process and students’ teamwork skills. This data can also enable individualised summative assessment in dysfunctional teams or situations of uneven team member contributions. Whilst manual SAPA protocols can work effectively for smaller classes, computer-assisted SAPA offers a solution to the problems of large classes. This paper reports on the early stages of an online SAPA tool, originally developed for small classes of architecture students, adapted for use by very large business communication classes comprising up to 1000 students in a semester. This large unit is delivered on four Australian campuses as well as off-campus and in off-shore mode, by up to fourteen instructors at any one time. The paper documents how three researchers from very different backgrounds worked to create their own research team, implement a pilot study, and adapt the online tool, whilst adhering to comparability of assessment constraints and maintaining integrity of research design.
Copyright (c) 2026 Jan Fermelis, Richard Tucker, Stuart Palmer https://creativecommons.org/licenses/by/4.0
In this paper we describe an online classroom-based simulation, ClassSim. The software was developed to enable pre-service teachers to interact with a virtual classroom environment as they assume the role of the teacher. The project built on the research of Herrington, Oliver and Reeves (2003) by investigating how the design elements of authentic learning environments they identified could be operationalised in simulation software to engage pre-service teachers in understanding the complex decisions needed to plan and implement reading and writing experiences for young children. With the support of a large grant from the Australian Research Council entitled: Investigating a classroom simulation designed to support pre-service teacher decision making in planning and implementing literacy teaching (DP0344011) we have engaged in iterative designs and accompanying trials of the software with more than 500 pre-service teachers studying within the Faculty of Education at the University of Wollongong, Australia. During these trials we noticed some trends in the ways in which pre-service teachers approached the software and report on the implications of these trends for instructional designers.
Copyright (c) 2026 Brian Ferry, Lisa Kervin, Lisa Carrington, Kay Prcevich https://creativecommons.org/licenses/by/4.0
The roles we play in ICT based learning design
Technology has had a significant impact on the pedagogical practice of academics in the tertiary education sector. For most academics, this has meant a struggle to adapt to potentially different approaches to learning design. At worst, technology has resulted in nothing more than the use of traditional methods of learning design in an online environment; delivering content in a seemingly linear way that offers little opportunity to enhance learning and teaching. For others, online facilitation of learning presents opportunities to transform learning into an engaging and authentic experience for the student, utilising sometimes unique approaches available only in the online environment. This paper presents findings from a review of courses offered online across a range of disciplines, and particularly focuses on varying approaches to course design and implementation. In particular, the review of these courses and their implementation sought to better understand the roles being played by academics in the design and development of learning in an online environment, through a lens developed by Goodyear, Salmon, Spector, Steeples and Tickner (2001). The findings of the review highlight the importance of a range of competencies for effective design and delivery of online learning. The authors argue that academics may not be the most appropriate individuals to fulfil some of the roles required for the effective design and implementation of online learning.
Copyright (c) 2026 Julie Fleming, Karen Becker https://creativecommons.org/licenses/by/4.0
Teacher-student interactions in online nursing education
The United States is in the midst of a severe nursing shortage that is expected to increase in intensity due to the aging nursing population and the increasingly complex healthcare environment. Complicating this situation is the fact that a majority of Registered Nurses find they must acquire additional education if they want to advance their careers or obtain leadership positions, and online learning provides the perfect opportunity for nurses to continue working while pursuing their educational goals. To date, research in nursing education has primarily focused on specific distance delivery formats and technology integration with outcomes measured primarily by grades the students received and their satisfaction with the course and instructor. Nurse educators are challenged to meet the complex needs of the current nursing student and humanise their online courses by intentionally designing relevant curriculum in a supportive learning environment. The purpose of this study was to investigate current nursing students’ perceptions of teacher- student interactions in their online nursing courses. Relationships between the students’ perceptions and demographic factors of age, professional and online learning experience, and type of program were also explored. Data were collected from a convenience sample of nursing students representing both urban and rural geographic areas of the southwest. Describing students’ perceptions provided insight into who the current student is, their needs and information about where teachers need to direct instructional design efforts to develop and maintain attractive and supportive online learning environments.
Copyright (c) 2026 Wrennah L. Gabbert, Roderick Sims https://creativecommons.org/licenses/by/4.0
Challenge FRAP (Form for the Analysis of Problems), is client based public-domain authoring software that facilitates the dynamic use of scaffolding, progressive feedback to learners, and student reflection at important decision-making points. This paper reports the student use and evaluation of this eLearning tool in the context of a plant pathology course over three years. Students in a third year undergraduate course were given authentic commercially significant plant disease problems derived from industry and matched with industry clients to work through their analysis and diagnosis. The use of Challenge FRAP enabled students to work in a flexible, self- directed way with strong scaffolding support and guidance to assist them through a scholarly scientific reasoning process. The e-learning tool also enabled the teacher to gain insights into student decision-making and cognitive thinking processes and to provide feedback and guidance at crucial learning points. This paper details student perceptions of this e-learning scaffolding tool during and after their experience of using it, as well as their responses to the authentic learning context and how they believed the process influenced their learning.
Copyright (c) 2026 Victor Galea, Terry Stewart, Caroline H. Steel https://creativecommons.org/licenses/by/4.0
With the rapid development of wireless networks and mobile technologies, the widespread use of mobile learning has raised the need for ‘anywhere, anytime and any device’ access to information and has influenced the design of learning objects. The newly emerging IMS AccessForAll and Dublin Core adaptability and accessibility standards and the proposed profiles of needs and preferences (PNP), present significant challenges to learning designers. This paper responds to these challenges for an accessible relationship between the learner and the resource and suggests a learning object adaptation framework which allows for flexibility and personalisation to learners’ needs and preferences. The concept of a transformation, augmentation and substitution framework (TAS) is described by discussing a specific case study, which investigates the adaptations required for existing learning objects delivered as vodcasts (videos downloaded to an MP3 player). The case study is examined in the context of a larger research project which aims to contribute to the requirements specification for the development of an adaptable learning object authoring tool. This paper explains the rationale behind the case study, describes the research methodology and outlines the main findings of the evaluation of the learning vodcast.
Copyright (c) 2026 Stavroula Gkatzidou, Elaine Pearson https://creativecommons.org/licenses/by/4.0
Students’ interpretations of learning tasks
This paper is concerned with the issues that arise when one sees teaching as a process of design, and students as co-constructors of their learning environments. The dominant models of design, we argue, tend to either configure the learner as a compliant consumer of educational designs and a well-behaved user of educational technologies, or they tend to romanticise learners as media savvy experts on managing their own learning. In our view, ‘teaching-as-design’ needs to be supported with intellectual resources that avoid these extremes. To get a better sense of how design should be informed by a knowledge of student perspectives, we present the outcomes of some recent research into the ways in which students on ‘blended learning’ courses interpret the requirements of learning through discussion and learning through inquiry.
Copyright (c) 2026 Peter Goodyear, Robert Ellis https://creativecommons.org/licenses/by/4.0
Decoding visual elements in digitised foreign newscasts
Despite a growing body of work in media literacy, theorists have given scant attention to the ways foreign language learners may develop media decoding skills. In the context of technology-rich learning environments, for example, how do learners come to understand the media, and how does the use of media influences their foreign language development? The aim of this case study is to examine how foreign language learners decode visual elements as they develop media literacy. Ten students of Japanese watched digitised newscasts and ‘thought aloud’ as they responded to short-answer comprehension tasks. Results indicate that visual elements have both assistive and deleterious affects in understanding a foreign language. Productive further research may best focus on developing a selection criteria for newscasts, using more subtle methodological techniques and creating better technology-mediated tasks.
Copyright (c) 2026 Paul Gruba https://creativecommons.org/licenses/by/4.0
Sustained investment in e-learning in different national contexts has lead to a common conclusion; that integration of technology supported teaching and learning strategies into mainstream practice has not reached full potential because levels of engagement by academics vary. Some instances of e-learning demonstrate a level of excellence that proves the potential exists. Yet dissemination of these innovations and the institutional systems required to facilitate wider engagement remain patchy. In other cases, the use of e-learning systems by a critical mass of tertiary teachers focuses primarily on administrative functions. This paper describes the application of three established models as the basis to define the concept of e-scholarship. Articulation of this concept through a systematic and institutionally supported program is proposed as a means to address the challenges identified by a group of leading e-learning practitioners. Nationally funded initiatives are finding emergent social networking tools and strategies to be common ground for both teaching and e-research. This could prove to be a key factor to motivate wider engagement at both individual and organisational levels. The New Zealand tertiary sector provides the context for this development. Design based research is the underlying methodology.
Copyright (c) 2026 Cathy Gunn https://creativecommons.org/licenses/by/4.0