Our group is a community of practice of engaged and evaluative pedagogical researchers generating rigorous applied and theoretical research that seeks to innovate, reshape and disrupt the understanding and landscape of business education.
We cover four primary areas of research:
CI: A/Prof Peter Bryant and A/Prof Juliette Overland
A research project to collect and embed the student voice at the school through digital storytelling. WLPL. 1.5 is centred on student perspectives and perception of community connection and identity. WLPL. 2.0 will be a crowdsourced digital storytelling research project centred on identifying the critical global and local challenges that the School will address through its curricula and identifying what skills will be required by students to address them.
WLPL is now being run as a research collaboration with Imperial College London.
CI: A/Prof Peter Bryant and A/Prof Elaine Huber
Connected Learning at Scale is a Business School strategic priority that aims to transform the teaching and learning experience in our large group core and foundation units. It will allow the School to better manage and then take advantage of the scale of cohort we have in the Undergraduate and pre-experience Postgraduate programs.
This research study uses an educational design research approach to investigate the student and staff perceptions, lived experiences and considerations to learning and teaching in large classes.
Findings from the study will enable us to develop a set of good practice guidelines and digital artefacts (technological solutions) for teaching large cohorts which can be disseminated widely across other disciplines and the higher education sector.
CI: A/Prof Peter Bryant
A research project to evaluate student perspectives on teaching and learning spaces at the Business School to inform the transformation of spaces for scale and to support connected learning.
CI: A/Prof Peter Bryant
Emerging from an institution wide consultation and evaluation project for the deployment of online exams, this research will seek to identify the pedagogical and institutional issues arising from the implementation of an online exam system.
CI: A/Prof Elaine Huber
Building on a literature review conducted earlier this year which found a dearth of published work in this area, we are investigating staff perceptions. We also know from our research and other literature that students in very large cohorts are increasingly feeling disconnected from their university experience and their learning. Introducing experiential learning practices is one way to address this problem in that students are encouraged to connect and learn in authentic, collaborative and action-oriented ways. This study investigates ways in which we can overcome the barriers to implementing and assessing experiential learning in large classes.
Cerimagic, S. (2020). How to persuade' stakeholders to 'buy into' new Medical educational initiatives? Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2020 Conference, Melbourne, Australia: Australian & New Zealand Association for Health Professional Educators (ANZAHPE).
Cerimagic, S. (2020). The need for organisational change management in curriculum reform. Association for Medical Education in Europe (AMEE) 2020 Conference, Glasgow, Scotland: Association for Medical Education in Europe (AMEE).
Zeivots, S. (2020). Outsiderness and socialisation bump: First year perspectives of international university research students. Asia Pacific Journal of Education, In Press.
Brew, A., Mantai, L., Miles, A. (2019). Developing Scientific Thinking Towards Inclusive Knowledge-Building Communities. In M. Murtonen, K. Balloo (Eds.), Redefining Scientific Thinking for Higher Education: Higher-Order Thinking, Evidence Based Reasoning and Research Skills, (pp. 233-253). Cham: Palgrave Macmillan.
Bryant, P. (2019). Finding their place in the world: Using digital storytelling to understand the intersections between students technology use and their work, life, play and learning. 28th Annual European Distance and E-Learning Network Conference (EDEN 2019), Bruges: European Distance and E-Learning Network.
Bryant, P. (2019). In the Village: Enabling transformative and student led engagement with social science making through the design of technology rich learning spaces. 36th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (ASCILITE 2019), Singapore: ASCILITE.
Cerimagic, S., Khanna, P. (2019). An Integrated Medical Program. Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2019 Conference, Canberra, Australia: Australian & New Zealand Association for Health Professional Educators (ANZAHPE).
Cerimagic, S., Khanna, P. (2019). Change management: promoting communication and stakeholder involvement. Association for Medical Education in Europe (AMEE) 2019 Conference, Viana, Austria: Association for Medical Education in Europe (AMEE).
Khanna, P., Roberts, C., Lane, A., Bleasel, J., Cerimagic, S. (2019). Curriculum Redesign of a Graduate Entry Medical Program using Systems Thinking Approach. Association for Medical Education in Europe (AMEE) 2019 Conference, Viana, Austria: Association for Medical Education in Europe (AMEE).
Mantai, L. (2019). "Feeling more academic now": Doctoral stories of becoming an academic. Australian Educational Researcher, 46(1), 137-153.
Mantai, L. (2019). 'A Source of Sanity': The Role of Social Support for Doctoral Candidates' Belonging and Becoming. International Journal of Doctoral Studies, 14, 367-382.
Pressick-Kilborn, K., Zeivots, S. (2019). Should all teachers be researchers? Researching Education Conference, Pymble, Australia: Presentation.
Sinclair, N., Zeivots, S. (2019). Attributes of meaningful engagement: Learning beyond curriculum. My School, Your School, Our Schools: A Sociology of Education Summit, Sydney, Australia: The Australian Sociological Association (TASA).
Yeoman, P., Wilson, S. (2019). Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity. British Journal of Educational Technology, 50(5), 2090-2108.
Zeivots, S. (2019). Escaping to nature to learn: emotional highs of adult learners. Journal of Outdoor and Environmental Education, 22(3), 199-216.
Bryant, P. (2018). 'Everything is connected': Exploring the intersections between life, work, play and education through student use of technology in self-directed learning. 35th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2018), Geelong: ASCILITE.
Bryant, P. (2018). Making education better: Implementing pedagogical change through technology. In Annika Zorn, Annika Zorn, Jean-Michel Glachant (Eds.), Higher Education in the Digital Age: Moving Academia Online, (pp. 35-54). Edward Elgar Publishing.
Cerimagic, S. (2018). Changing a Medical Education Curriculum: Challenges of Change Communications. IJRDO - Journal of Business Management, 4(10), 1-12.
Cerimagic, S., Hasan, M. (2018). Change Communications: The Key to Embracing and Implementing Curriculum Change. International Sustainable Ecological Engineering Design for Society (SEEDS) Conference 2018, Dublin, Ireland: Leeds Sustainability Institute.
Cerimagic, S., Hasan, M. (2018). Changing Medical Education Curriculum: Challenges, Preparation and Implementation of Change. International Sustainable Ecological Engineering Design for Society (SEEDS) Conference 2018, Dublin, Ireland: Leeds Sustainability Institute.
Cochrane, T., Narayan, V. (2018). Nurturing collaborative networks of mobile learning researchers and practitioners. International Journal of Mobile and Blended Learning (IJMBL), 10(4), 73-92.
Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., Narayan, V. (2018). Authentic interprofessional health education scenarios using mobile VR. Research in Learning Technology, 26, 1-22.
Huber, E., Davila, Y., Thomson, A., Meier, P. (2018). Delivery of Science practical classes in an intensive mode: Staff and student perceptions. The Australian Conference on Science and Mathematics Education (ACSME 2018), Adelaide, Australia: Australian Council of Deans of Science.
Huber, E., Davila, Y., Thomson, A. (2018). From Surviving to Thriving: Perceptions of Teaching Intensive Mode in the Sciences. Asian Conference on Education ACE 2018, Tokyo, Japan: The International Academic Forum.
Solina, D., Huber, E., Coupland, M., Crawford, K. (2018). Developing deeper learning strategies to prepare STEM students for future careers. The Australian Conference on Science and Mathematics Education (ACSME 2018), Adelaide, Australia: Australian Council of Deans of Science.
Stretton, T., Cochrane, T., Narayan, V. (2018). Exploring mobile mixed reality in healthcare higher education: A systematic review. Research in Learning Technology, 26, 1-19.
Zeivots, S. (2018). Triggers of emotional highs in experiential learning. Journal of Adventure Education and Outdoor Learning, 18(3), 275-288.
Zeivots, S., Schuck, S. (2018). Needs and expectations of a new learning space: Research students' perspectives. Australasian Journal of Educational Technology, 34(6), 27-40.
Brew, A., Mantai, L. (2017). Academics' perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551-568.
Bryant, P. (2017). Generating learning through the crowd: the role of social media practices in supporting students as producers at scale. 34th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2017), Toowoomba, QLD: University of Southern Queensland.
Bryant, P. (2017). It doesn't matter what is in their hands: understanding how students use technology to support, enhance, and expand their learning in a complex world. 5th International Conference on Educational Technologies (ICEduTech 2017), Sydney, Australia: IADIS International association for development of the information society.
Cochrane, T., Narayan, V. (2017). Design considerations for mobile learning. In Charles M. Reigeluth, Brian J. Beatty, Rodney D. Myers (Eds.), Instructional-Design Theories and Models, Volume IV, (pp. 385-413). New York: Routledge.
Cochrane, T., Narayan, V., Burcio-Martin, V. (2017). Designing a cMOOC for lecturer professional development in the 21st century. Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, (pp. 1930-1950). Hershey: IGI Global.
Cochrane, T., Narayan, V., Burcio-Martin, V. (2017). Designing a cMOOC for lecturer professional development in the 21st century. In Information Resources Management Association, USA (Eds.), Medical Education and Ethics: Concepts, Methodologies, Tools, and Applications, (pp. 488-507). Hershey, PA: IGI Global.
Davila, Y., Huber, E., Reyna, J., Meier, P. (2017). Improving the undergraduate science experience through an evidence-based framework for design, implementation and evaluation of flipped learning. 34th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2017), Toowoomba, QLD: University of Southern Queensland.
Huber, E. (2017). Addressing the tensions that exist when making objective evaluative judgements in small learning and teaching projects in higher education. 9th International Conference on Education and New Learning Technologies (EDULEARN17), Barcelona, Spain: IATED Academy.
Huber, E., Coady, O. (2017). Engaging with academic integrity: A focus on the teacher. 9th International Conference on Education and New Learning Technologies (EDULEARN17), Barcelona, Spain: IATED Academy.
Mantai, L. (2017). Feeling like a researcher: experiences of early doctoral students in Australia. Studies in Higher Education, 42(4), 636-650. [More Information]
Mantai, L. (2017). How to become a researcher: developmental opportunities on campus and beyond. In C. McMaster, C. Murphy, B. Whitburn, I. Mewburn (Eds.), Postgraduate study in Australia: Surviving and Succeeding, (pp. 91-96). New York, United States: Peter Lang Publishing.
Smith, E., Clarke, L., Carmona, P., Cerimagic, S. (2017). Academic fraudulence in online degrees and exams at Australian universities. IJRDO - Journal of Educational Research, 2(2), 108-119.
Zamberlan, L., Wilson, S. (2017). "Conversation Leading to Progress": Student Perceptions of Peer Tutors' Contribution to Enhancing Creativity and Collaboration in a First Year Design Studio. Journal of Peer Learning, 10(1), 59-75.
Zamberlan, L., Wilson, S. (2017). Design pedagogy for an unknown future: a view from the expanding field of design scholarship and professional practice. International Journal of Art and Design Education, 36(1), 106-117.
Zeivots, S. (2017). Report on shared HDR activity-based workspace.
Zeivots, S. (2017). Research student expectations from activity-based learning space. Annual Campus Development 2017, Sydney, Australia: Presentation.
Zeivots, S., Schuck, S. (2017). Activity-based spaces for research students (workshop). New Generation Learning Space Design 2017, Sydney, Australia: Presentation.