2022: ASCILITE 2022 Conference Proceedings: Reconnecting relationships through technology

While online learning offers much flexibility for students in terms of time and place, students’ experiences of online learning have been less than positive. A sense of belonging is key to students’ success and retention in any learning

While online learning offers much flexibility for students in terms of time and place, students’ experiences of online learning have been less than positive. A sense of belonging is key to students’ success and retention in any learning environment. Teaching or teacher presence is significant for setting a climate for belonging. However, few studies have documented how teachers can foster students’ sense of belonging in online settings and students’ experience of these initiatives. This paper presents an exploratory case study of a teacher’s initiatives to foster students’ belonging in an online subject by amplifying teacher presence through technology-mediated, personalised feedback embedded within interactive, engaging subject design. Students’ experiences of the subject and perceptions of their personalised feedback were captured through surveys and focus groups. Together, the findings indicate that the primary role of personalised feedback in fostering belonging was building connectedness between the teacher and students, thereby enhancing students’ motivation to learn in the subject. The findings also resonate with other research highlighting the importance of teacher presence throughout the subject, not just during synchronous classes.

Online learning spaces are generally considered low-interaction environments. The loss of synchronous time in an online course is balanced by additional flexibility. As such, there are limited opportunities to build rapport with students

Online learning spaces are generally considered low-interaction environments. The loss of synchronous time in an online course is balanced by additional flexibility. As such, there are limited opportunities to build rapport with students. This is especially true for online programs that are also accelerated. However, students still view opportunities to engage with educators and peers as extremely important. As a result, there is a need to identify strategies to maximise rapport building within a limited time frame. A Thematic Analysis of data sources relevant to teaching and learning activities in the Monash University Graduate Diploma in Psychology is presented. Four themes emerged and included ‘humanising’ the learning space, fostering opportunities for student-to-student interaction, reducing the power imbalance between teacher and student, and maintaining rapport beyond individual subjects or units. The individual strategies that were employed are discussed in detail. These findings provide a resource for educators to increase rapport within an online learning environment.

A well-planned program for disseminating good practice in teaching with tablet computers within a large science, health and engineering faculty of an Australian university fortuitously came to fruition just in time for the switch to

A well-planned program for disseminating good practice in teaching with tablet computers within a large science, health and engineering faculty of an Australian university fortuitously came to fruition just in time for the switch to emergency remote teaching triggered by the COVID-19 pandemic. For teachers in disciplines which rely on symbolic representation systems and hand-sketched diagrams, the tablets proved indispensable in overcoming the challenges of teaching under pandemic conditions. Our dissemination strategy was based on an initial phase of voluntary adoption supported by a well-resourced, academic-led community of practice, alongside the establishment of a library of some 80 devices. Using analyses of loan records, a survey of tablet borrowers, and in-depth interviews, we investigate the diffusion pathways of the decision to adopt, as well as tablet teaching know-how. We draw the preliminary conclusion that our community of practice approach to dissemination has wider applicability beyond our pandemic experience.

Collaboration, as one of the most essential skill sets for engineering students, remains challenging for both engineering educators and student engineers. This study explores the role of pedagogical support individual preparation before

Collaboration, as one of the most essential skill sets for engineering students, remains challenging for both engineering educators and student engineers. This study explores the role of pedagogical support individual preparation before collaboration on engineering students’ collaborative learning outcome as well as the process. A total of 36 dyads engineering students from a university engineering class participated in the study, divided into 2 group formations: homogeneous group (two similarly experienced student engineers) and heterogeneous group (one experienced student engineer and one less experienced student engineer). All dyads completed two engineering design tasks in two conditions: immediate collaboration (control condition) and individual preparation before collaboration (experimental condition) in a face-to-face (F2F) computer-supported collaborative learning (CSCL) context. The results indicated the interaction effect of individual preparation and group formation on students’ collaborative knowledge co-construction. The homogeneous group formation produced higher quality knowledge co-construction and design solutions when there was an individual preparation before collaboration than immediate collaboration. Meanwhile, the heterogeneous group formation produced lower quality knowledge co-construction and design solutions when there was an individual preparation before collaboration than immediate collaboration. These findings expand the current understanding of individual preparation before collaboration and provide insights for the design of computer-supported collaborative learning in classrooms.

Extended lockdowns associated with the COVID-19 pandemic severely ruptured the capacity of performing artists to connect with peers and colleagues in professional and educational contexts. In this study we test a protocol for the use of

Extended lockdowns associated with the COVID-19 pandemic severely ruptured the capacity of performing artists to connect with peers and colleagues in professional and educational contexts. In this study we test a protocol for the use of immersive performance technologies in tertiary institutions to provide developing and early career musicians to connect with pedagogues and access safe, realistic spaces within which to practice performing under varying degrees of pressure. We investigated the affordances of a VR environment to trigger performance anxiety, and the effectiveness of a synchronous digitally mediated environment for tertiary educators to train a key performance psychology skill. Heart rate, self-reported anxiety and confidence measurements were taken over four levels of situational stress and performance demands. Results revealed that the technology enabled a pre-performance routine to be effectively taught online by an instructor to a musician wearing a VR headset. Notably, this was achieved by both participants being in separate locations without detriment to the teacher-student relationship. This study provides encouraging insight into the capacity for immersive technologies to help students effectively manage the stresses of live performance in both virtual and real worlds.

Although constructive alignment is well understood within university teaching practices, technology does not always feature explicitly within this conceptual model. When educators seek digital technologies to assist them in their teaching

Although constructive alignment is well understood within university teaching practices, technology does not always feature explicitly within this conceptual model. When educators seek digital technologies to assist them in their teaching, how do they find out both what is available to them within their higher education institution and, more importantly, which tools might make a good pedagogical “fit” within their unit of study? One university in Australia recently designed and developed a Teaching and Learning Tools Guide to assist their teachers to determine which educational technologies are available for their various educational purposes. This new resource offers guided navigation to assist teacher choice of tool to align to their intended pedagogical strategy. As an open-source resource, the guide is also offered widely to the higher education community. This paper recommends that this or a similar resource is used to support digital tool choice within the constructive alignment process.

Over its 18-year history, the Horizon Report, originating in the United States, has become an important tool for administrators, academics and practitioners in envisioning future technologies likely to impact higher education and in

Over its 18-year history, the Horizon Report, originating in the United States, has become an important tool for administrators, academics and practitioners in envisioning future technologies likely to impact higher education and in determining institutional strategy. ASCILITE’s Contextualising Horizon project aims to complement the Horizon Report and provide an Australasian regional lens to trends in educational technologies and practices. Beginning in 2021, Contextualising Horizon is a project aimed to connect members of the ASCILITE community and affiliates to engage in environmental scanning and evidencing the current state of play in higher education and the educational technologies and practices likely to be of importance in the 12-18 months following the process. This paper highlights the process of Contextualising Horizon, key findings, and plans for future iterations of the project.

This research focusses on the links between online communication environments in university teaching contexts and supporting students in their professional identity formation. The online communication environments studied have been formed

This research focusses on the links between online communication environments in university teaching contexts and supporting students in their professional identity formation. The online communication environments studied have been formed with Discord (https://discord.com) to complement the learning management system by providing informal chat-based environments. These environments can be easily maintained beyond semester limitations and membership is independent of enrolment status with the teaching institution. The first of two case studies is situated in the disciplines of computer science, information technology, mathematics, and statistics. A Discord community of current and past students and academics has been active for over three years. This community has developed organically and provides students with a variety of support – for specific courses and for their disciplines more generally, for making connections with others, and for gaining insights into their future professions. The second case study examines the introduction of Discord in support of a second-year veterinary sciences course. The learning design of the course aims at connecting knowledge to practice, and at helping students to understand the links between course content and professional work. Discord was introduced as a first step towards establishing an online community of students, academics and veterinary professionals. In interviews with students (first case study) and academics (second case study) the links between the Discord communities and professional identity formation are examined.

Although innovation is widely used as a marker of excellence by universities it remains a poorly conceptualised idea, particularly in the realm of teaching and learning. In this paper, we describe an institution-wide project to co-create a

Although innovation is widely used as a marker of excellence by universities it remains a poorly conceptualised idea, particularly in the realm of teaching and learning. In this paper, we describe an institution-wide project to co-create a Digital Learning Innovation Framework at a large Australian university. Through design thinking approaches a central learning and teaching unit led a co-design process to investigate and define digital learning innovation within their institutional context. This initiative involved a total of 114 stakeholders who design and deliver digital learning innovations at the University. This paper reports on a tentative, working definition of digital learning innovation and six guiding principles that arose out of this Digital Learning Innovation Framework co-design process. In this way, this paper makes significant contributions in conceptualising and contextualising practice-based innovation for digital education. Future implications and limitations of this study are also noted.

Relationships with our students and each other have changed over the past two years with the necessary changes to teaching and learning enforced by the COVID-19 pandemic. A group of academics from business schools in Australia and New

Relationships with our students and each other have changed over the past two years with the necessary changes to teaching and learning enforced by the COVID-19 pandemic. A group of academics from business schools in Australia and New Zealand have been reviewing the impact of the changes to teaching and learning implemented over the past two years and consider what has worked, what has not, what changes can be built on and what practices need to be reconsidered. This paper concludes with a set of recommendations on how business academics can reconnect with each other and their students and how business schools can support this reconnection.

Student-facing learning analytics dashboards have the potential to reconnect students with their purpose for learning, reminding them of their goals and promoting reflection about their learning journey. However, far less is known about

Student-facing learning analytics dashboards have the potential to reconnect students with their purpose for learning, reminding them of their goals and promoting reflection about their learning journey. However, far less is known about the specifics of the relationship between different types of visualisations and data presented in dashboards and their impact on students’ motivation. In this study, we used a Human-Centred Design method across three iterations to (1) understand how students prioritise similar visualisations when presenting different data (2) examine how they interact with these, and (3) propose a dashboard design that would accommodate students’ different motivational needs. In the first iteration, 26 participants ranked their preferred visualisations using paper prototypes; in the second iteration, a digital wireframe was created based on the results from the first iteration to conduct user tests with two participants; and in the third iteration, a high-fidelity prototype was created to reflect findings from the previous iterations. Overall, findings showed that students mostly valued setting goals and monitoring their progress from a multiple goals approach, and were reluctant about comparing their performance with peers due to concerns related to promoting unproductive competition amongst peers and data privacy. Implications for educators and learning designers are discussed.

Automatic authorship verification is known to be a challenging machine learning task. In this paper, we examine the efficacy of an enhanced common n-gram profile-based approach to assist educational institutions to validate students'

Automatic authorship verification is known to be a challenging machine learning task. In this paper, we examine the efficacy of an enhanced common n-gram profile-based approach to assist educational institutions to validate students' essays and assignments through their writing styles. We investigated the impact that essays with different cognitive load requirements have in students' writing styles, which may or may not impact authorship verification methods. A total of 46 undergraduate students completed six essays in a laboratory study. Although results showed small and mixed effects of the tasks differing in cognitive load on the different writing product metrics, students' essays and assignments texts contained features that remained stable across essays requiring different levels of cognitive load. These results suggest that our approach could be successfully used in authorship verification, potentially helping to address issues related to academic integrity in higher education settings.

Whilst most institutions have been using online assessment submission for many decades, the move to fully online delivery during the COVID-19 pandemic meant more traditional forms of assessment also had to move online. In this national

Whilst most institutions have been using online assessment submission for many decades, the move to fully online delivery during the COVID-19 pandemic meant more traditional forms of assessment also had to move online. In this national study we captured a snapshot of online assessment usage across business disciplines from 97 survey participants from universities in Australia and identified the challenges reported by participants. We found the three most predominant forms of online assessments are written reports and essays, online exams/quizzes and live or recorded presentations. We categorised the reported challenges into 13 groups, and they include academic integrity; additional time and effort for teachers; technology access and service consistency; student preferences and expectations; and changes to feedback. We conclude with a discussion on these challenges. This study contributes not only a better understanding of the usage of online assessment in Australian business education, but also provides a benchmark with which to track and evaluate future shifts in assessment practice.

The rising cost of tertiary study-related expenses, including textbooks, has been shown to influence enrolment rates, course choices and quality of learning experiences and outcomes for students. To address issues related to affordability

The rising cost of tertiary study-related expenses, including textbooks, has been shown to influence enrolment rates, course choices and quality of learning experiences and outcomes for students. To address issues related to affordability and accessibility, the University of Southern Queensland (UniSQ) has recently implemented alternative learning materials through open educational resources (OERs). Published by UniSQ in 2021, the ‘Fundamentals of Anatomy and Physiology’ is an opensource, online textbook provided as a supplementary resource for students undertaking first-year anatomy and physiology courses. To investigate student satisfaction and the overall usefulness of implementing this textbook into undergraduate courses, responses to a student feedback survey were analysed. The main themes that emerged from the qualitative feedback included 1. increased student accessibility to course information, 2. improved tertiary education affordability, 3. enhanced course content comprehension, 4. provisioned student agency and choice to interact with formats that best suited the student learning context and 5. overall was rated as a beneficial and useful resource. Although the majority of students who responded to the survey (56%) did not have any negative perceptions about the online textbook per se, there were two negative response themes that emerged regarding the user interface and internet connectivity. Further evaluation regarding retention rates and overall achievement remains to be addressed.

Teaching and learning online have increased as a consequence of the pandemic. There is an increasing need for learning design proficiency both in terms of new roles and also new expertise. In recognition of this, the Tertiary Education

Teaching and learning online have increased as a consequence of the pandemic. There is an increasing need for learning design proficiency both in terms of new roles and also new expertise. In recognition of this, the Tertiary Education Commission in Aotearoa | New Zealand is supporting the design of a micro-credential to develop introductory knowledge in this field. Given the complexity and breadth of competencies needed in this role determining the foundational components is challenging. Prior research focused on professional standards and employer requirements only capture one perspective of the role. In this Delphi study, we sought the views of thirty-four learning designers to determine the essential competencies required for learning design in the current (post)pandemic context. Findings demonstrate the importance of understanding the nuances of different modes of learning, pedagogy before technology and the value of relationships.

Online discussion is often adopted to facilitate students’ interaction and communication in higher education. Student engagement, which is a prerequisite of the expected outcomes in online discussion, has been conceptualized as a

Online discussion is often adopted to facilitate students’ interaction and communication in higher education. Student engagement, which is a prerequisite of the expected outcomes in online discussion, has been conceptualized as a multi-component construct with behavioural, cognitive and emotional aspects. Compared to the first two aspects, emotional engagement has received the least empirical investigation. Nonetheless, previous research has proposed emotional engagement is related to student’s motivation and personality traits. This study adopted an exploratory approach investigating the associations between students’ basic psychological needs (BPNS, i.e., autonomy, competence and relatedness), personality traits (i.e., the Big Five) and emotional engagement during WeChat-based discussions. Participants included 94 Chinese university students who voluntarily completed an anonymous online survey measuring the aforementioned factors. As hypothesized, results indicated extroversion, agreeableness, openness and BPNS were positively related to emotional engagement in online discussion. Further mediation analyses indicated BPNS had mediation effects on the relationship between traits and engagement. This is a sign for researchers and practitioners that BPNS might be more important for improving emotional engagement in online discussion settings. The practical suggestions for teachers, research limitations and future work are also offered.

Feedback plays a crucial role in learning. Yet, higher education continues to face challenges regarding facilitating effective feedback processes. One of the challenges is the difficulty to track how students interact with feedback and the

Feedback plays a crucial role in learning. Yet, higher education continues to face challenges regarding facilitating effective feedback processes. One of the challenges is the difficulty to track how students interact with feedback and the impact of feedback on learning outcomes. Learning analytics (LA) has opened up opportunities to enhance feedback practice with a wide array of data. However, most research seeks to deliver data-driven feedback rather than understanding how students make use of feedback and how educators can use learning analytics to support students in this process. As a first step to address this gap, our study investigated educators’ views of challenges and elements of effective feedback processes in addition to their perceptions of data-driven feedback. The study found that feedback design (e.g., feedback purpose, content, and structure), educator-related factors (e.g., time constraints and resource limitations), and student-related factors (e.g., disposition, self-regulation, and sense-making) can have positive or negative impacts on the feedback process. It also highlights the need for the development of student feedback literacy. Based on the findings, we proposed ideas for an LA-based feedback tool that can be used to facilitate a dialogic feedback process and address challenges with feedback.

In recent decades, there has been an increase in studies on international students’ use of social media in their host countries. However, there has been limited investigation on how these students utilise social media to help them learn

In recent decades, there has been an increase in studies on international students’ use of social media in their host countries. However, there has been limited investigation on how these students utilise social media to help them learn and adjust to their new surroundings. The purpose of this study is to find out how one group of Chinese international Students (CIS), utilised WeChat to support their living and study through building relationships amongst each other in New Zealand (NZ). Nine in-depth individual interviews were conducted focusing on critical incidents that these students experienced while studying in NZ. The analysis of these incidents yielded several themes. The findings identified that CIS used social media in many different ways but primarily to help them maintain and create social networks in their host country, construct and sustain community, and engage in peer interactions and collaborative learning. Overall, CIS frequently utilised WeChat for connecting with peers to cope with variety of issues, including emotional support, building a social network, an outlet to vent about stress, isolation and depression, amongst many others. This study highlights the importance of social media in creating a sustainable connection amongst peers that contributes to student wellbeing in the higher education sector.

This paper reports the trends and challenges of research education in Australia, and presents a case study of a student-initiated community for Higher Degree Research (HDR) students at a public university. The study aims to determine

This paper reports the trends and challenges of research education in Australia, and presents a case study of a student-initiated community for Higher Degree Research (HDR) students at a public university. The study aims to determine whether an online Community of Practice (CoP) has developed among HDR students without any design effort from the university, and whether the community helped HDR students achieve connectedness without face-to-face interactions. The results indicate that the community is a spontaneous, distributed, small but diverse HDR CoP within a faculty. Feedback from the members show that the technology employed in the community is appropriate for peer communication, knowledge sharing and collaboration in the CoP, but technical problems on the communication technology could discourage members’ engagement and participation. The findings also reveal that length of the membership has a statistically significant impact on HDR student connectedness, but technology satisfaction and virtual mode do not.

As the higher education landscape enters a new era of digital-first education, education designers are tasked with supporting the pedagogic work of educators to design learning experiences which connect students with disciplinary content

As the higher education landscape enters a new era of digital-first education, education designers are tasked with supporting the pedagogic work of educators to design learning experiences which connect students with disciplinary content, with each other and with their educator in the digital learning environment. This paper uses a collaborative autoethnographic approach to reflect upon the challenges experienced by two education designers implementing a pedagogic model to support blended and hybrid learning at scale. A key tension of this work is the perception that design templates diminish educators’ academic freedom and creativity by exerting institutional control over disciplinary experts. We argue that bringing teaching teams together in dialogic and disciplinary learning communities around our pedagogic model fosters creativity by providing space for educators to scaffold their own development, and ultimately, reconceptualise their content for new ways of teaching and learning.

It is internationally accepted that digitally-supported learning increases the accessibility of higher education due to its capacity to overcome traditional university's spatial and temporal limitations. At the same time, increased

It is internationally accepted that digitally-supported learning increases the accessibility of higher education due to its capacity to overcome traditional university's spatial and temporal limitations. At the same time, increased student-teacher ratios and reduced student-targeted support may lower the quality of learning and instruction in higher education. Research focussed on digital learning environments in higher education identified social anxiety as an increased challenge for learners and teaching staff. This international case study investigates students’ social anxiety at two higher education institutions. Findings show that social anxiety exists in higher education digital learning environments and differs across cultural contexts and gender. The data suggests that it is worth tertiary educators pausing to consider the role that social anxiety may be playing in reducing interactions within online units. Additional research is required to establish the causes of social anxiety in digital learning environments and develop strategies to minimise its effect.

Increasing class sizes in higher education make it difficult to maintain quality. Teaching large cohorts within the context of restrained resources and the limitations of Learning Management Systems impacts the experiences of educators

Increasing class sizes in higher education make it difficult to maintain quality. Teaching large cohorts within the context of restrained resources and the limitations of Learning Management Systems impacts the experiences of educators. Research is now examining how educators make sense of this experience to guide stakeholders toward practical directions for future pedagogical and social practices. A review of previous research noted three groups of challenges faced by online teaching: (1) technological, (2) pedagogical, and (3) social. Our study explores the experiences of educators teaching large cohort (500 to 2300 students) undergraduate courses online. This concise paper presents the findings from the social aspects of the challenge. Our qualitative approach explores the experiences of educators at our school who teach large cohorts online. We suggest recommendations to address the social needs of students and educators involved with large cohorts online.

In the current neoliberal agenda, universities require Educational Designers (EDs) to establish influence and ensure the improvements in education for the benefit of graduates. The preservation of high-quality teaching is fundamental in

In the current neoliberal agenda, universities require Educational Designers (EDs) to establish influence and ensure the improvements in education for the benefit of graduates. The preservation of high-quality teaching is fundamental in connecting educators with students, which was crucial during the COVID-19 pandemic. Yet, the influence of EDs on affecting a change in teaching practice has not been adequately explored. This case study collected qualitative survey responses from seventeen EDs in one Australian university, and used inductive thematic analysis to explore how they attempted to influence academics to change teaching practices. Results indicated a definitive need to collaborate with academics to implement the desired changes. Moreover, strong professional relationships with academics, effective communication, and creating a favourable environment were important to the EDs’ influence attempts. Cultural challenges within the university was an interesting discovery regarding influence capability. These findings provide key insights into how EDs support a change in educational practice within the university environment.

University tutorials have been part of course design for decades. Tutorials often promote smaller group discussions, where students collaborate and connect to peers, arguably improving academic outcomes and supporting development of social

University tutorials have been part of course design for decades. Tutorials often promote smaller group discussions, where students collaborate and connect to peers, arguably improving academic outcomes and supporting development of social skills. Since the COVID-19 pandemic, however, many challenges emerged on to how to move towards more cooperative forms of learning, how to support students’ connections to a learning community, whilst still maintaining social distancing. This article discusses students’ experiences of tutorial sessions implemented prior and after the pandemic, in a first-year course at a Chilean university. Overall results indicate that while there were no significant differences in students’ perceptions of learning from tutorials pre and during the pandemic, both groups experienced some opportunities and challenges which are discussed.

This study examined factors that affect educators’ behavioural intention to use Technology Enhanced Learning (TEL) tools in a polytechnic in Singapore. Five hundred and twenty-five educators completed a survey measuring their responses to

This study examined factors that affect educators’ behavioural intention to use Technology Enhanced Learning (TEL) tools in a polytechnic in Singapore. Five hundred and twenty-five educators completed a survey measuring their responses to six variables in the extended Technology Acceptance Model (TAM). This study is related to the sub-theme of reconnecting people with educational technologies. Social and environmental constructs were included to measure the influence of other persons and the facilitating conditions on the educators’ intention to use (IU) TEL tools. Structural Equation Modelling was used to test the research model. The results showed that attitude towards usage (ATU) of TEL tools was the dominant determinant of educators’ IU. Overall, attitude toward usage (ATU), perceived usefulness (PU), perceived ease of use (PEU), subjective norm (SN) and facilitating conditions (FC) explained 65.3% of the variance in IU. SN had positive and significant effects on PEU and PU, whereas FC significantly influenced PEU. Finally, the implications of findings for polytechnic educators are discussed in the paper.

Mobile and digital technologies can support learning experiences outside of the traditional classroom contexts and provide opportunities for collaborative elearning initiatives. Following design-based research (DBR) principles, curriculum

Mobile and digital technologies can support learning experiences outside of the traditional classroom contexts and provide opportunities for collaborative elearning initiatives. Following design-based research (DBR) principles, curriculum developers face challenges in building mobile learning opportunities that are fit for purpose, adequately supported, and embraced by instructors and students alike. However, published accounts of mobile and technology-enhanced learning initiatives are currently largely restricted to ‘successes’ and lack descriptions of the processes and challenges involved in development. Critical factors for success – derived from accounts of ‘failed’ projects – may also be useful to guide the planning of initiatives in development. I present here potential steps towards a guiding framework for mobile and technology-enhanced learning developers that incorporates both an appraisal of these critical success factors within the context of a developing initiative and the instructive value of ‘productive failure’.

The ideas in this paper explore how learning design intentions developed by academics, practitioners and learning designers, intersect with students’ development of pre-professional identities (PPI) in the field of youth justice. We

The ideas in this paper explore how learning design intentions developed by academics, practitioners and learning designers, intersect with students’ development of pre-professional identities (PPI) in the field of youth justice. We propose a theoretical framework built on Activity Theory that situates the learning environment as a set of two activity systems – teachers and students – that come together through a boundary object called the ‘Youth Justice Portal’. The portal is the main avenue through which teaching, and learning takes place, and we examine how the technical and theoretical framework that we have adopted can be applied in open-ended domains that require the development of students’ PPI. The practical implications related to the adoption of the model in disciplines which require placement-based learning opportunities are discussed.

This paper presents insights from an ongoing action research project conducted at an Australian regional university that is exploring the potential of renewable assignments for developing students’ graduate attributes. A renewable

This paper presents insights from an ongoing action research project conducted at an Australian regional university that is exploring the potential of renewable assignments for developing students’ graduate attributes. A renewable assignment task, where students create artefacts for assessment that become openly licensed, was run in two postgraduate education courses, one course about literacy and the other about guidance counseling. This paper offers an explanation of this work in progress. It concludes with a discussion of some preliminary ideas about the value of renewable assignments for students in relation to expectations shared by in-service professionals, and the graduate attributes that are not always taught explicitly in online education.

As highlighted through the COVID-19 pandemic, technology plays a key role towards the goal of equitable higher education. In this paper, we focus on the role of technology in supporting inclusive work-integrated learning (WIL) placements

As highlighted through the COVID-19 pandemic, technology plays a key role towards the goal of equitable higher education. In this paper, we focus on the role of technology in supporting inclusive work-integrated learning (WIL) placements for students with a disability. We present three student vignettes, generated from survey data of the perceptions and experiences of students with a disability in WIL (n=132). We used these vignettes in follow-up focus groups (6 focus groups, n=27) which explored students’ ideas on how technology could better support students. From our data, we discuss students’ conceptualisations of how potential technological solutions could improve WIL, across both the mode of WIL offered (e.g., online), but also towards supporting deeper relationships and improving the personalisation of WIL. We conclude by recommending greater collaboration between WIL practitioners and learning technologists to explore the role of technology in creating inclusive WIL experiences.

Can collaborative creativity help to connect digital practitioners with each other and enhance their well-being? In order to answer this we undertook a piece of qualitative research. Using bricolage as our methodology, we surveyed

Can collaborative creativity help to connect digital practitioners with each other and enhance their well-being? In order to answer this we undertook a piece of qualitative research. Using bricolage as our methodology, we surveyed participants of a collaborative creative project and used grounded theory in order to categorise the responses. In order to illustrate our findings and better explain the nature of the creative project, we share some of the artwork and music that was created by participants as part of this project. We conclude that as well as enhancing well-being, this creative endeavour also added to the personal learning of these participants.

The global pandemic has caused much disruption to higher education, but especially that of student-teacher relations as students and teachers struggle to adapt to emergency remote teaching. As the pandemic restrictions ease globally

The global pandemic has caused much disruption to higher education, but especially that of student-teacher relations as students and teachers struggle to adapt to emergency remote teaching. As the pandemic restrictions ease globally, students and teachers see an opportunity to reconnect. But the development of artificial intelligence in education (AIed) is perceived as a potential disruption to student-teacher relationship. Hence, teachers have understandably viewed AIed with suspicion and with a sense of inevitability. However, teachers should not treat AIed as ‘the enemy’. Working collaboratively with AIed could enhance student-teacher reconnection efforts, and by recognizing where AIed should take the lead and where the human teacher should take the lead in building that relationship, the fear that AIed would disrupt student-teacher relations can be dispelled.

Learning objectives designate what students should be able to do to transform their social reality. Evidence shows tertiary education teachers usually do not know how to propose meaningful learning objectives. The aim of this study was to

Learning objectives designate what students should be able to do to transform their social reality. Evidence shows tertiary education teachers usually do not know how to propose meaningful learning objectives. The aim of this study was to evaluate the effectiveness of a MOOC to teach how to formulate relevant learning objectives. This study has measured participant’s retention, performance on the topic, satisfaction and learning perception. A pilot version of this course was made available for 40 days. Out of the 176 participants enrolled, 60.8% completed the course. The average score in the initial test was 5.71, while in the final test was 8.67. 91% of the participants evaluated the course positively. Considering the high retention rate, the proficient performance at the end of the course, and the positive evaluation by participants, it was concluded that the MOOC was effective.

The challenge of academic integrity in online study is not a new phenomenon. For undergraduate law students, a finding of academic misconduct is especially serious, having ramifications for student eligibility to be admitted to legal

The challenge of academic integrity in online study is not a new phenomenon. For undergraduate law students, a finding of academic misconduct is especially serious, having ramifications for student eligibility to be admitted to legal practice. To date, higher education strategies to address plagiarism, contract cheating, and collusion have predominantly focused on detection methodology / technology via assessment. Reconceptualising the challenge of academic integrity in online learning requires an iterative understanding of the motivations of online learners, informed by the unique engagement challenges associated with adult online learning. Arguably, the ‘battle’ for integrity can never be won via increased detection and punitive measures; rather a focus on fostering student desire to act with integrity, by helping learners to connect academic integrity with their emerging professional identity is key. This connection must be supported by profession-facing teaching and assessment design, with facilitated learning relationships that build skills and confidence.

Developing a sense of belonging is intimately linked to a successful transition and to student. The pandemic has acerbated existing problems with students across the sector reporting difficulties connecting with each other and their

Developing a sense of belonging is intimately linked to a successful transition and to student. The pandemic has acerbated existing problems with students across the sector reporting difficulties connecting with each other and their universities. This paper reports a simple activity to encourage meaningful dialogue between students and teachers in the first weeks of study. The ‘My journey’ activity involves students and teachers discussing key points and decisions in their educational journeys. It has been successfully used in-class, and synchronously and asynchronously online. The journeys are also captured through an interactive map to celebrate diversity.

Poor presentations could be due to presenters’ lack of presentation skills, and lack of informed knowledge for improvement and feedback to self-monitor the speaking process. In a typical training setting, feedback involves using either

Poor presentations could be due to presenters’ lack of presentation skills, and lack of informed knowledge for improvement and feedback to self-monitor the speaking process. In a typical training setting, feedback involves using either video or human-intensive feedback that may not explicitly and effectively target at oral speaking components such as facial expression, eye contact, and gestures. Authentic feedback should be real-timed and aimed to improve presenters’ speaking skills and help them make decisions for targeted improvement. This pilot study reports 50 participants’ experiences. It investigates two groups of participants (VR and Non-VR) and their oral speaking experience, informed by feedback (VR-generated system or human supported), and analyses milestones in their presentations. Participants in the VR group receive VR-generated feedback while those in the Non-VR group receive computer and human feedback. Both groups work towards improving their speaking skills in subsequent presentation activities. Preliminary findings and implications will be discussed.

This paper explores the role of relationships in students’ experiences of online learning during the COVID-19 pandemic in Aotearoa| New Zealand. Students’ voices are foregrounded through narratives and the analysis of four discrete stories

This paper explores the role of relationships in students’ experiences of online learning during the COVID-19 pandemic in Aotearoa| New Zealand. Students’ voices are foregrounded through narratives and the analysis of four discrete stories of these specific circumstances. Using a conceptual framing of whanaungatanga, a M?ori view of the process of establishing and maintaining relationships, we move beyond who is involved in the relationship to explore how relationships are developed and what counts from the students’ perspectives. Sharing, an ethic of care, a sense of belonging, collaboration, scaffolding of learning, and feedback acknowledging students’ efforts were all considered important aspects of relationships between students and faculty which were enacted online. The importance of broader institutional relationships, such as those with the library and student support services, were also foregrounded.

Massey University staff used a New Zealand indigenous (M?ori) engagement framework, developed for working with at-risk youth, to restructure the content and student engagement for an online introductory course with a non-traditional

Massey University staff used a New Zealand indigenous (M?ori) engagement framework, developed for working with at-risk youth, to restructure the content and student engagement for an online introductory course with a non-traditional student cohort. Each online teaching page embedded three sections reflecting the concepts of Whakapiri (Engagement), Whakam?rama (Enlightenment) and Whakamana (Empowerment). This sequenced content provision for students, guiding them through an initial topic overview and learning outcomes through to core teaching content and learning activities and finally onto assessments, putting their learning to practice. This framework also underpinned staff engagement approaches with students, focusing on ensuring staff presence online, proactive contact, recognition for learning illustrated, encouragement of class engagement, clarity in course guidance and assessment feedback that praised and empowered change. Compared to the old course, subsequent deliveries showed greater course engagement, improved class GPA of 36%-50%, and feedback confirms a consistently positive and connected student learning experience.

As students begin to reconnect after the COVID-19 pandemic, changing student expectations around online engagement seem to be suggesting that new approaches should be adopted. Recent research has found that students who engaged with each

As students begin to reconnect after the COVID-19 pandemic, changing student expectations around online engagement seem to be suggesting that new approaches should be adopted. Recent research has found that students who engaged with each other in a discussion task in a synchronous mode were more willing to work together, felt more positive and more like they belonged than students in an asynchronous mode. We wish to extend these findings by investigating whether Microsoft Teams promotes a quasi-synchronous mode of discussion and has a similar beneficial effect. The proposed study adopts a mixed-methods approach of quasi-experimental design to address this question. Students will be randomly assigned to groups of five and provided with online forums (control) then re-form and use Teams (experimental) for a discussion task. Data will be collected through survey, digital artefacts and interviews. We aim to contribute robust, empirical evidence on the effects of Teams on student engagement, which will be of interest to educational leaders and teachers.

In this concise paper, the authors provide a forum for thinking about creative and collaborative inquiry in research-informed practice. Higher educators may benefit from creative academic and professional development, beyond traditional

In this concise paper, the authors provide a forum for thinking about creative and collaborative inquiry in research-informed practice. Higher educators may benefit from creative academic and professional development, beyond traditional programs in contemporary, technology-enhanced learning. Creative practice may take many forms. An educational developer and an educational technologist reflect on their practice through the forms of vignette and poetry, to exemplify how narrative can reveal insights that may otherwise have remained hidden. In telling our stories, we encourage other academics and professionals to use creative and collaborative ways to reconnect and thrive. Further research on creative practice may lead to more fictional, interdisciplinary ways of connecting and continuing professional development.

Provision of detailed and constructive feedback on written assessments is a challenge in many contexts. Increasing instructor workloads due to growth in class sizes further complicates having personalised feedback to student achievements

Provision of detailed and constructive feedback on written assessments is a challenge in many contexts. Increasing instructor workloads due to growth in class sizes further complicates having personalised feedback to student achievements. This paper reports using recorded audio feedback on written assessments and evaluating student perceptions of this feedback using a mixed methods approach. Students receiving recorded audio feedback were surveyed and their perceptions towards the feedback they received further probed via semi-structured interviews. Survey numerical data indicate that students found the feedback convenient and easy to access, clear and easy to understand and more personal than written feedback. Survey open responses and interview responses were thematically analysed and identified major themes and subthemes that supported and further explained the numerical data. This study helps describe student perceptions to recorded audio feedback, which may be a useful tool for helping connect instructors and their students in different learning environments.

Recent global events put a spotlight on learning modes that are flexible and support diverse learners. Vital to this conversation is a redefinition of the concept and practice of a ‘virtual campus’. One in which learners have a renewed

Recent global events put a spotlight on learning modes that are flexible and support diverse learners. Vital to this conversation is a redefinition of the concept and practice of a ‘virtual campus’. One in which learners have a renewed sense of place, inclusive of options for learning in synchronous and asynchronous modes. This paper proposes the principles of HyFlex design to facilitate the reconnection of students, teachers, and technology. Furthermore, these principles are extended into a new model of interconnected attributes - student choice, flat learning, and access. The discussion provides insights into these attributes and reimagines effective contextual approaches. Success through student-driven flexible and inclusive course design is shared encouraging the reader to consider their own adoption and adaption of these principles.

A challenge all teachers face is how to engage students meaningfully in their learning. The impact of Covid has made online learning in higher education more prevalent. While many students and teachers have readily adjusted to these new

A challenge all teachers face is how to engage students meaningfully in their learning. The impact of Covid has made online learning in higher education more prevalent. While many students and teachers have readily adjusted to these new learning environments others have found the shift difficult. To enable students’ adjustment to new ways of learning teachers and course designers should consider approaches which encourage and support positive experiences and attitudes towards online learning. Students’ participation and engagement grows when good course design and a variety of learning activities are used and conveyed to them in clear communication that guides their learning processes. This case study looks at one teacher’s intentions and actions to improve student engagement within a health science core course through collecting ‘student voice’, students’ perspectives of what helped their learning and what could be improved to enhance their learning online.

Universities are continuing to encourage academics to implement more authentic assessment strategies into their teaching and learning activities to ensure that students are work-ready on graduation. Connecting students with the

Universities are continuing to encourage academics to implement more authentic assessment strategies into their teaching and learning activities to ensure that students are work-ready on graduation. Connecting students with the expectations of industry through these assessments encourages students to identify key competencies which need to be strengthened in order to ensure they are employable upon graduation. Since COVID-19 struck in early 2020, we have all had to consider how technology can assist in connecting people to continue to be able to work. This is no truer than with students and teaching staff as well as connecting students with industry. This paper reports on the implementation of a new authentic assessment project for business students where students worked both face-to-face and online to complete a major work-based project.

Pressure is mounting upon universities to ensure that our graduates are employable. Business and governments increasingly demand that graduates are equipped with skills and competencies that map into labour market needs. But students often

Pressure is mounting upon universities to ensure that our graduates are employable. Business and governments increasingly demand that graduates are equipped with skills and competencies that map into labour market needs. But students often struggle to choose courses, subjects and activities that will support their career goals and aspirations. This paper introduces an approach designed at UTS which aims to embed a skills analytics tool at key transition points for our students. The need to support such tools will a well-grounded learning design is discussed, along with the need to move beyond a “one size fits all” model for supporting EdTech tools. A solution that utilises a series of modules in the LMS is introduced.

Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students

Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students at a unit and program level, and help unit and program coordinators support those students who need it most? We present the approaches and findings from a pilot initiative where a freely available learning analytics platform allowed unit coordinators to define their own contextually unique measures of engagement and allowed program coordinators to see across units. We discuss the forms of outreach afforded by the initiative, the support provided to coordinators, and the implications of learning analytics that are not one-size-fits-all on using data meaningfully to support human connection.

While disruptive and disconnecting, the events of the last two years have also created a rich opportunity to change how we think about what we do and the contexts we work in. This conceptual paper explores the development of a more complex

While disruptive and disconnecting, the events of the last two years have also created a rich opportunity to change how we think about what we do and the contexts we work in. This conceptual paper explores the development of a more complex realisation of the ecological view of online learning and educational technologies as a new paradigm to reconnect people with technology in the organisational context. Drawing on a range of disciplines and practices, a 'next-generation' ecosystem establishes the social and organisational domains as critical additions to the technological and pedagogical domains. Also explored are the ways in which third space practitioners are pivotal in the design and delivery of such an ecosystem, and examples of the ecosystem development in practice. By considering and designing a wide range of experiences and practice domains, the 'next-generation ecosystem' concept may provide a way to meaningfully reconnect people with educational technology.

The term ‘hybrid learning space’ (HLS) is loosely used to describe a fusion of learning opportunities and teaching approaches that span physical and virtual spaces. This paper outlines ongoing work to define the contemporary ‘hybridised

The term ‘hybrid learning space’ (HLS) is loosely used to describe a fusion of learning opportunities and teaching approaches that span physical and virtual spaces. This paper outlines ongoing work to define the contemporary ‘hybridised space’ and build a pattern language that offers reusable design solutions to the challenges of delivering learning and teaching in these new and emerging settings. This paper explores architectural motifs, social practice, privacy and participation to draw out successful design principles for linking HLS to effective pedagogy.

Curriculum mapping in Australia has grown from early notions of constructive alignment to a governed ongoing commitment by institutions to the curriculum structures they have developed. These consider primary aspects of a degree: learning

Curriculum mapping in Australia has grown from early notions of constructive alignment to a governed ongoing commitment by institutions to the curriculum structures they have developed. These consider primary aspects of a degree: learning outcomes and how they are achieved. In this paper I describe the need for a descriptive set of mappings for secondary (or quality) aspects of a degree. Notably, mapping the identity verified assessment mechanisms used across a degree can support conversations with accreditors and reviewers around defences against cheating. In 2020 and 2021, many universities were forced to cancel paper-based examinations and academics altered their assessment mechanisms. Mapping the mechanisms that were adopted can reconnect those individual choices with their purpose within the degree. The paper is an experience report from the development of an accreditation submission for a suite of computer science cognate degrees. Other descriptive mappings developed within the submission are also described.

It is known that due to the large, diverse sets of data captured in learning analytics, clear display of information is crucial to its success. Here, we describe a concise learning analytics resource, the Cohort Snapshot, that has been

It is known that due to the large, diverse sets of data captured in learning analytics, clear display of information is crucial to its success. Here, we describe a concise learning analytics resource, the Cohort Snapshot, that has been developed using a human centred approach, with input from experienced academics from across the institution. Meaningful data is presented as a unit level summary and includes program enrolment, student demographics, grade distributions and LMS activity. The data that was used to develop the resource was accessed via the university’s data warehouse which was synthesised using the R programming language. The Cohort Snapshot provides teaching academics, including sessional staff, access to data, to allow the adaption of teaching pedagogy to meet the needs of increasingly diverse student cohorts in a regional Australian university.

Given the vast number of learning and teaching tools available to assist in the online delivery of courses, academics and educators have found it difficult to identify which tools students find the most useful for learning. This paper

Given the vast number of learning and teaching tools available to assist in the online delivery of courses, academics and educators have found it difficult to identify which tools students find the most useful for learning. This paper discusses the development of a new tool conceptualised and developed by the authors of this concise paper, which is designed to elicit immediate student feedback about online learning content and activities. Results from a small pilot study examining the potential of the tool to measure and improve student engagement in a second-year criminology elective delivered online are also presented. Providing opportunities for students to give immediate feedback is vital to improving the quality of learning and teaching. Educators can (re)connect with students studying online, improve their understanding of the needs of online learners, and tailor learning content and activities throughout the semester leading to improved student satisfaction, student-teacher relationships, and learner outcomes.

The transition from education to employment is a pivotal point for students. Workplace experience can play a key role in a student’s transition to full-time work. Despite the important role in bridging the gap between education and

The transition from education to employment is a pivotal point for students. Workplace experience can play a key role in a student’s transition to full-time work. Despite the important role in bridging the gap between education and employment, students’ participation in work-integrated learning (WIL) experiences varies significantly across disciplines. Through participant surveys, we examined students’ reasons for, and benefits of, undertaking WIL opportunities online through Forage: a platform facilitating access to virtual and simulated placements in partnership with employer organisations. Virtual and simulated WIL experiences have gained interest, particularly during the COVID-19 pandemic. Our findings show that virtual or simulated WIL experiences are inclusive opportunities that can assist students, including those studying in areas with a historically low prevalence of WIL, in both career and organisation exploration.

We have long been leveraging the use of technologies to help build and sustain connections in the online environment. The pandemic opened our eyes to the value of these connections and the ability to better use technologies to facilitate

We have long been leveraging the use of technologies to help build and sustain connections in the online environment. The pandemic opened our eyes to the value of these connections and the ability to better use technologies to facilitate them. Now we must question what more we can do. Creating communities through safe environments, building trust, showing students our ‘human’ sides through rapport building and teacher presence which may have previously been hidden in plain sight when operating in a face-to-face mode are a good start. By breaking down traditional barriers brought about through power relationships, the foundations of a quality learning experience are both created and maintained. Using case scenarios and personal narrative from two metropolitan university business schools, we explore techniques that have been used to build connections during lockdowns and begin to reconnect as we emerge from the pandemic. We found that nudging our students through initial uncomfortableness really helped them feel part of a community of learners, one which we also belonged.

This concise paper explores as work in progress a collaborative discussion-based webinar series that develops and amplifies understandings of the teaching-research nexus. Aimed at early and mid-career university academics, the series

This concise paper explores as work in progress a collaborative discussion-based webinar series that develops and amplifies understandings of the teaching-research nexus. Aimed at early and mid-career university academics, the series implements a design-based research framework using alternative publishing via Figshare and dissemination through social media networks of the recordings of live online webinars. The webinars feature a panel of invited Deans Teaching and Learning from across the university in collaboration with three higher education research specialists. Results of ongoing analysis of development, engagement, outcomes, and impact are presented, and a preliminary framework is advanced for developing and amplifying understanding of the teaching-research nexus.

With the COVID-19 pandemic, educators across the globe pivoted to using educational technologies such as lecture capture, video conferencing and discussion boards to reconnect with learners. For incarcerated learners, this was not an

With the COVID-19 pandemic, educators across the globe pivoted to using educational technologies such as lecture capture, video conferencing and discussion boards to reconnect with learners. For incarcerated learners, this was not an option due to the dearth of technologies and internet access in most correctional jurisdictions. As many tertiary education institutions leverage the affordances of digital technologies to increase access to learning and reconnect with learners, they are inadvertently excluding a large cohort, incarcerated learners. Prisons are typically technology poor and prohibit access, at least to some degree, to the internet. This paper examines some of the common challenges to the deployment of educational technology in prisons to reconnect with incarcerated learners. They are classified as physical challenges, operational challenges, attitudinal challenges, and human challenges.

This paper describes the rationale, process and results of a scoping review of journal articles researching aspects of language learning and the use of Virtual Reality (VR) from 2020 onwards. Twenty-four articles were chosen for data

This paper describes the rationale, process and results of a scoping review of journal articles researching aspects of language learning and the use of Virtual Reality (VR) from 2020 onwards. Twenty-four articles were chosen for data extraction, including five previous systematic reviews. The analysis confirmed that VR has a positive effect on the motivation of language learners to study but there is less clear-cut support for specific language gains. The most frequently mentioned language target is vocabulary acquisition, and although VR certainly facilitates initial vocabulary learning there is less evidence of long-term retention of new lexis. This scoping review has helped to focus the next stage of this VR project on working with students in the long term on improving specific speaking skills and to clarify the most appropriate pedagogical strategies for the use of VR for language learning.

The use of Artificial Intelligence (AI) in teaching has mainly focused on providing students with immediate, and more, feedback while reducing teachers’ workload. In this paper, we propose a shift in thinking about the role AI can play in

The use of Artificial Intelligence (AI) in teaching has mainly focused on providing students with immediate, and more, feedback while reducing teachers’ workload. In this paper, we propose a shift in thinking about the role AI can play in developing students’ feedback literacy. Through the reflection of a University wide T&L pilot project ran with an AI tool for automated feedback, we frame a discourse on the use of AI for teaching and learning to promote and further develop students’ feedback literacy capabilities, including the dispositions required for a meaningful partnership with their teachers in relation to feedback. This paper reports the interactions of higher education students with an AI automated feedback tool and discusses its affordances in relation to the development of students’ feedback literacy capabilities. Implications for further refinement of this tool are also presented.

The COVID-19 pandemic had accelerated Blended Learning in many institutions worldwide, catapulting it into a now permanent spot in the school curriculum in many higher learning institutions. However, given the infinite permutations in

The COVID-19 pandemic had accelerated Blended Learning in many institutions worldwide, catapulting it into a now permanent spot in the school curriculum in many higher learning institutions. However, given the infinite permutations in blended learning, it is not surprising that it has led to contradictory student outcomes and learning experiences. Research has suggested the combination of Problem-based learning and blended learning can lead to constructivist learning environments that promote 21st century skills such as innovative uses of technology, problem-solving and collaborative skills. However, there is little to guide educators in the design of blended PBL. One design consideration is the choice of delivery modes. In this presentation, the literature is explored for the essential instructional components in PBL, and the modes of delivery that best support them. This could be offered as a starting point to support lesson designers approaching blended PBL.

Feedback has great potential to benefit students’ learning and skill development. Feedback designed in an effective manner can help improve a student’s current performance by supporting their sense of curiosity and motivation and fostering

Feedback has great potential to benefit students’ learning and skill development. Feedback designed in an effective manner can help improve a student’s current performance by supporting their sense of curiosity and motivation and fostering a deeper engagement in the learning. Game-Based Learning (GBL) environments present an appropriate platform to implement feedback to facilitate progress monitoring and enhance curiosity and motivation. Through carefully designed feedback with the support of psychological theories in such environments, learners can become more immersed and interested in their learning. This allows for creating an environment where a learner feels more connected and empowered in their learning journey. This paper proposes a feedback framework with an understanding of the purpose and varieties of feedback mechanisms that can be presented to the learners at different levels within a digital learning environment through a statistics game to stimulate curiosity and motivation and help achieve the learning goals.

Aviation has been using flight simulators for pilot training for a long time. Desktop simulators are a more cost-effective, efficient and accessible alternative to an expensive high-cost, high-fidelity flight training devices. Despite the

Aviation has been using flight simulators for pilot training for a long time. Desktop simulators are a more cost-effective, efficient and accessible alternative to an expensive high-cost, high-fidelity flight training devices. Despite the benefits, desktop simulators are rarely seen in flight schools and flight instructors hardly recommended them for early stages of training. Therefore, this study investigated the perception of flight instructors about the usefulness of desktop simulators in flight training and the ways they can be used in the early stages the training. An ethnographic study was conducted in a flight school in Australia via observation and in-depth interviews. Despite the documented benefits of using desktop simulators, there seems to be a hesitancy by flight instructors to encourage students to use these devices because students: build bad habits if they misinterpret what they have been taught and practise without supervision, tend not to trim the aircraft, apply too much force on the controls, and look down at the instruments very often and do not look out. We conclude that this negative perception about the technology can be holding back further progress in improving the quality of flight training and preventing students from embracing the technology to enhance their learning.