E-learning Research Articles

Unlocking Insights: Harnessing Primary School Children's Experiences and Reflections on Emergency Remote Learning to Shape K-12 e-Learning in the Post-Pandemic Era

The study aimed to investigate the impact of the COVID-19 pandemic on primary education in Cyprus and to discern the implications for the post-pandemic era, specifically focusing on the Emergency Remote Learning (ERL) experiences and reflections of upper primary students (ages 9-12). Grounded in socio-constructivist learning theory, which emphasizes the importance of active student engagement and social interaction in the learning process, the research explored the challenges students faced during the rapid shift to remote education. A mixed-methods design was employed, using an in-depth online survey that incorporated both quantitative and qualitative questions. Data were collected from a sample of 204 students selected through non-probability, convenience sampling. The analysis revealed that students experienced several challenges, including technology constraints, lack of interaction, and difficulty maintaining concentration, which are consistent with global findings on K-12 ERL. Among demographic factors, the type of school attended (public vs. private) had a significant influence on most aspects of students' ERL experience. Private school students reported more favourable conditions than their public school counterparts, which facilitated a smoother shift to both asynchronous and synchronous ERL, resulting in a more positive overall ERL experience. Regardless of the type of school attended, students overwhelmingly expressed a strong preference for face-to-face learning. Comparisons with other studies conducted in Cyprus during the same period involving older student age cohorts suggest significant age-related differences. The young students in our study encountered greater challenges during the transition to ERL, which can be attributed to their heightened need for scaffolding and external regulation to learn in the virtual space, as well as the higher importance they attached to the social aspects of school life taken away by ERL. Despite their largely negative experiences with ERL, a high proportion of the children advocated integrating the e-learning tools and technologies they got acquainted with during ERL into the normal context of schooling. These findings underscore the importance of further research into effective instructional strategies tailored to young learners in both online and blended learning settings. They also highlight the potential benefits of incorporating e-learning tools into conventional classrooms to enhance the teaching and learning process.

Exploring the roles of online learning engagement, achievement goals, and self-efficacy in internet-specific epistemic justification

Exploring the roles of online learning engagement, achievement goals, and self-efficacy in internet-specific epistemic justification

Empathetic Pedagogical Agent: Mitigating Harmful Effects of Negative Feedback Through Self-Disclosure

Negative feedback can have detrimental effects on the students’ self-efficacy and learning experience, yet it is inevitable for students who receive low outcomes and need improvement. This study investigates the role of pedagogical agents’ self-disclosure in providing empathy for negative feedback. An online experiment was conducted asking participants (N = 183) to interact with a voice-based pedagogical agent in a between-subjects design: 2 (feedback: positive vs. negative) X 2 (agent: self-disclose vs. non-disclose). The agent instructed students on online learning tasks and provided feedback on their task performance. Our findings showed that the agent’s self-disclosure significantly increased students’ perception of intimacy and cognitive trust toward the agent. A significant interaction effect was observed in intimacy, suggesting that the role of self-disclosure is especially pronounced when negative feedback is provided. A significant mediation effect of cognitive trust was also found between self-disclosure and feedback acceptance.

The Application of Hybrid Instruction Mode in the Course of Geographic Information System Principles

Abstract. Geographic Information System Principles is one of the professional core courses for the students majoring in Geographic Information Science. It plays an important role in providing a theoretical foundation and technical support for subsequent professional courses. The course is offered in the second semester of the freshman year and is the first professional core course for students. There are four key issues that need to be addressed. Firstly, the main content of this course is extensive and the difficulty level is relatively high. Secondly,theory and software operation are disconnected in traditional classes. Thirdly, the traditional teaching mode can not well stimulate students' interest. Fourthly, the traditional teaching and learning evaluation method focuses on results but not process. Hence, we rely on the online teaching platform of our school to carry out Hybrid Instruction Mode, hoping to improve students' learning effect and improve teaching quality. Based on the outcome-based education (OBE) concept, we refine the teaching objectives, and subsequently enhance the teaching materials. Then, we have built a blended teaching mode. The whole teaching process is divided into four parts including "course guidance", "pre-class self-study", "in-class practice", and "post-class research". Online and offline teaching are connected with various activities. Discussions, exercises, reflections, assessments, critical thinking, paper reading and homework are online activities. Guidance, analysis and practice are offline activities. During the teaching process, we also reformed teaching method and carried out ecological civilization and scientific spirit education.We optimized the assessment method using the formative evaluation. The course objectives are almost achieved.

Evaluation of an Epidemiological Skills Laboratory Course Using a Direct Teaching and Online Flipped Classroom Method in Iran: An Interventional Study

Background and aims: The epidemiological skills laboratory (ESL) course has been incorporated into the curriculum for Master of Science students in epidemiology. However, it has not been implemented and evaluated in Iran so far. The present study was conducted to compare two teaching methods and the implementation of an ESL lesson. Methods: All MSc students (N=9) in epidemiology at Shahrekord University of Medical Sciences were included in the study during two academic semesters in 2019-2020 using a census sampling method. Three levels of Kirkpatrick’s pyramid were used to evaluate direct teaching and electronic flipped classroom (FC) groups. The Chi-square test, Fisher’s exact test, paired t-test, and independent t-test were used in Stata software with a significance level<0.05. Results: The means±standard deviations (SD) of scores of pre- and post-instructional interventions were 42.1±8.4 and 96.6±2.1 in the intervention group with the FC method and 41.3±3.2 and 77.3±4.7 in the direct teaching group. The means±SDs of satisfaction scores of pre- and post-instructional interventions were 67.8±1.6 and 97.6±5.6 in the intervention group with the FC method and 45.3±5 and 87.3±4.5 in the direct teaching group. Conclusion: Under the conditions of the coronavirus disease 2019 epidemic, mainly the virtualization of students’ education and easy access to virtual education systems to convey instructional content, it is a pleasurable opportunity to use the electronic FC method to teach students. The FC method could improve the students’ epidemiological skills and increase their satisfaction.

Digital Education for Health Care Providers: An Advanced Cardiac Life Support Resource

Advanced cardiovascular life support (ACLS) refers to a set of urgent treatment guidelines for cardiac emergencies to improve patient outcomes. Strong evidence supports online interactive content in facilitating student learning and engagement. This project introduces an innovative approach to ACLS education, namely a digital ACLS simulation to promote medical resident learning of relevant protocols. No similar resource was found in existing literature, supporting the potential merit of creating this tool for medical education. A scoping review was conducted on current ACLS guidelines to inform interactive content creation with MEDLINE [PubMED] and Web of Science. From this review, a decision tree based on validated care guidelines was derived, guiding digital application development. An online prototype was constructed in HTML, JavaScript, and CSS frameworks. The creation allows users to input cardiovascular emergency patient information and output relevant care instructions based on American Heart Association guidelines. Evidence-based descriptions were provided for each decision, referencing credible external resources for further learning. This interactive application may enhance ACLS protocol learning. Next steps include simulation testing with medical residents to establish whether statistically significant benefits are observed. Long term, this project may inform the development and revision of similar digital resources to enhance medical education delivery.

Strengthening social presence and connectedness in 100% online courses through CONNECT

Over recent years, higher education has seen a significant shift toward online courses. Factors driving this change include digital technology ubiquity, diverse student populations, workforce demands, and the increasing need for more flexible learning environments (Serrano et al., 2019). However, while online course enrolments are rising faster than on-campus courses, retention rates remain lower (Australian Government, 2021). Evidence suggests that online education can negatively impact students’ sense of connection, leading to feelings of isolation and disempowerment (Roddy et al., 2017). This is also reflected in the Australian University Mental Health framework (Orygen, 2020) which emphasises creating supportive online learning environments that promote student well-being. The Australian Universities Accord (Australian Government, 2024) calls for universities to embrace TEL. However, given that research has shown the need for more professional development (PD) and support for online educators (Ahern and Biedermann, 2022; 2023), innovative, evidence-based strategies are needed for organisations to build capacity in online teaching. Drawing on a comprehensive review of literature, the authors developed CONNECT: a framework to enhance social presence and connectedness in online learning (Ahern et al., 2024). Grounded in research underpinned by Garrison et al.’s (2000) Community of Inquiry (CoI) framework, the principles of Universal Design for Learning (CAST, 2018) and leveraging TEL, this framework offers educators a roadmap for nurturing a sense of community that positively influences student well-being, engagement, and overall success. Key components of the CONNECT framework are: C - Communication is responsive and supportive O - Optimal online presence N - Nurture educational and professional growth N - Networking opportunities fostered E - Engaging communities of learning C - Contemporary and authentic content T - Timely and effective feedback for learning (Ahern et al., 2024). The study follows a quasi-experimental design to evaluate the effectiveness of CONNECT in guiding teaching staff to use evidence-based strategies to promote belonging and connectedness in online education. In phase one, CONNECT was implemented within a 100% online postgraduate (PG) subject. This presentation will showcase online teaching strategies used to apply all elements of CONNECT as implemented in phase one. Phase two, also showcased, involved creating and releasing an online short course as professional development for teaching staff across two PG online courses at the authors’ university: Master of Nursing (MN) and Graduate Certificate of Diabetes Education (GCDE). After these implementation phases, the third phase will measure the effectiveness of CONNECT across the two PG courses. Data will be collected via (i) a student survey and (ii) a staff survey. Data analysis will compare the experimental group (participants enrolled or teaching in MN or GCDE) against the control group (participants not enrolled or teaching in MN or GCDE). Data will be collected from students and teachers across Australian universities offering 100% online courses. We hypothesise that by implementing CONNECT, the study will (1) Show improved student satisfaction in the experimental group and (2) Add to the body of evidence to inform and support teaching staff to develop strategies that can help build connectedness and social presence in online learning.

Digital competence of faculty members in health sciences measured via self-reflection: current status and contextual aspects.

This descriptive study aims to determine the digital competence level of faculty members who teach in the health sciences, empirically considering possible contextual aspects. Two data collection instruments were used: a self-reflection questionnaire to assess digital competence, and a survey querying demographics and aspects of teaching and learning context. In total, 306 health sciences faculty members from six universities voluntarily participated the study. The results revealed that a majority of the faculty members have intermediate (integrator or expert) level of digital competence, which is described as being aware of the potential use of digital technology in teaching and having a personal repertoire for its use under various circumstances. Age, digital teaching experience, perception of work environment, and previous teaching experience in fully- or partially-online courses were identified as influencing factors for digital competence. Faculty members in health sciences were able to integrate digital technologies in their teaching practices. Health education institutions may facilitate the use of digital technologies in teaching and learning environments. Moreover, institutions or stakeholders should consider that digital competence requires practice and experience in meaningfully-designed digital environments and tools.

What makes this online course tick?

The Community of Inquiry (CoI) (Garrison, Anderson & Archer, 1999; 2010) is well-established, widely accepted, and practical framework. It highlights social, cognitive and teaching presences in effective online learning communities. 23 Things International (23T) is an online, flexible course for research students and early career researchers. The course is self-directed and promotes the building of academic and research networks, familiarity with resources underpinning research, and establishing professional profiles. It was first implemented in 2020 and has been refined annually to better meet needs of participants. One of the features of the programme is the ‘pod group’ arrangement. Participants are connected to each other in groups (the pods) based on research interests. The size of the pods is kept to about ten, so to facilitate manageable and meaningful communication and discussion of topics within the programme. Each year, 23T participants have reported pleasing satisfaction levels. Using the CoI, this investigation examined possible reasons why. The study aimed to: (a) identify practices and structural mechanisms that seem to underpin the experienced success of 23T; and (b) articulate plans for more targeted evaluation-review-development. Data sources included: annual reports (2020-2023) on the course containing integrated analyses of participant evaluation data; the outline and structure of 23T, showing the fabric of the course, how it is organised and arranged and how it implemented; facilitators’ knowledge and experiences of conducting 23T. Data were organised using a simple matching process (Garrison et al, 1999). CoI elements were matched with practice examples from implementation, and evidence from the data. Positives, negatives, possibilities and conclusions were drawn about gaps and potential. Examples of evidence drawn the from the data sources about the 23T programme include: Teaching Presence: including the use of prompts built into the material presented online and the facilitators’ spoken and written interactions with participants through live activities and through blogs (boosting authentic participant application of their learning); Social Presence: pod groups and how they were arranged and supported; Cognitive Presence: range of topics covered and the participant activity surrounding the topics. To build on theoretical work investigating 23T (Stein, Sim & Rose, 2023), this study is helping us to pinpoint concrete elements that seem to be influencing online course effectiveness and enabling identification of ways to strengthen 23T’s future flexibility and attractiveness. This is pertinent because of the uniqueness of 23T, namely, that it is online, flexible and self-guided and has no formal assessment expectations and does not provide formal credit. Gauging what counts as effectiveness and success is quite different therefore from award courses normally offered by higher education institutions. Similar application of the CoI using our matching approach may be helpful for others in different contexts and settings who are planning and/or implementing online courses.

Enhancing Online Learning: Role Of Attention Detection Systems in Fostering Student Concentration

Online education is an inevitable trend. With just a smartphone, a tablet, or a personal computer, anyone, from teenagers to middle-aged individuals, from schoolchildren to workers, can access any free or paid courses in every aspect of society from economics, politics, literature, history, etc. foreign languages; Learners are free to choose lecturers, duration, time, space, and learning concepts as long as it suits their needs. However, online education still harbors many limitations, especially the issue of student distraction during online learning. This article elucidates the impact of online learning on student focus and analyzes the necessity of an attention detection system when studying online. Through surveys, the results indicated that up to 82.57% of students frequently lose focus when engaging in online learning, and 100% of opinions from education experts concur on the limitations of online learning. Based on these analyses, we provide insights into the necessity of developing and the crucial characteristics of an attention detection system to support learners in online education.

Leveraging TikTok and Technology-Enhanced Peer Assessment

Technology-enhanced learning (TEL) is a crucial element of contemporary higher education. This Pecha Kucha explores innovative TEL strategies to enhance student engagement and self-directed learning. This abstract outlines a technologically innovative education design in an Australian university’s commerce course. Within this course, students created TikTok videos to promote awareness of the United Nations Sustainable Development Goals (UN SDGs). The selection of TikTok as the social media tool of choice was informed by its demographic alignment, with 36.7% of its users aged 18 to 24 (Statista Search Department, 2024). The efficacy of short-form video content in fostering engagement, particularly among higher education students, is well-documented (Wong, 2023; Perez et al., 2023). Moreover, Khechine et al.’s (2020) research shows that the adoption of social media tools in education promotes the value of enjoyment and interest in performing an activity, thereby fostering intrinsic motivation - a critical determinant of effective learning (Ryan & Deci, 2000). Students also engaged in peer assessment of their TikTok videos, which centred on the creation of TikTok content tailored for first-year students. Given that the assessors themselves belonged to the first-year cohort, they were deemed to possess an inherent understanding of the target audience. Thus, they were best positioned to evaluate whether TikTok videos communicate the information clearly and stimulate audience’s interest and engagement. Peer assessment is reflexive and allows students to apply learning by assessing in the current context (Bloxham & West, 2004). Li et al. (2020) suggest peer review of assessment leads to significantly improved assessment performance. It also promotes ownership and accountability, encouraging self-directed learning (Ryan & Deci, 2020). Qualtrics, a technology platform, was employed to collect and collate evaluation scores to facilitate the peer assessment process. The peer assessment used Qualtrics with rubric sliders, thereby emulating the evaluative framework typically employed by instructors. This approach adhered to best practices in TEL (Chernikova et al., 2020). Qualtrics also provides additional advantages, including streamlining score collection from large student groups and efficiently generate descriptive statistics to examine whether students give higher scores to their own groups compared to others, and whether there's more variability in scores for their own group versus peer groups (Bloxham & West, 2020). Promoting UN SDGs using TikTok successfully supported TEL and enhanced self-directed learning. The course engagement score has increased by 9 basis points from the previous teaching period. Some examples of student feedback included: “Rehearsing for the video and interviewing students was fun and insightful.” “I was genuinely curious about the university’s sustainability approaches.” “TikTok makes learning about real-life UN SDG efforts approachable.” “Watching other students' TikTok videos was interesting.” Feedback from the teaching team also suggests the quality of the videos were well-reflected in the peer assessment scores. This Pecha Kucha presents an innovative education design that leverages TikTok and peer assessment to boost engagement. It provides a valuable model for academics seeking to integrate TEL strategies within their disciplines, like performing arts and medicine (Nicolaou et al., 2019; Cheston et al., 2013).

Using a behaviour-centred approach to successfully design with and implement new or existing technology enhanced learning (TEL) pedagogies.

Educators have come to rely on the use of technology enhanced learning pedagogies as a means of achieving better student learning. As such, the application of TEL pedagogies has grown to address a range of teaching and learning challenges, despite a mixed body of evidence documenting its effectiveness. A behaviour-centred approach can improve the likelihood of effectiveness of such pedagogies by targeting the design of TEL to the specific behaviours educators want to see their students perform during learning. This approach takes into careful consideration the nature of the challenge that TEL is destined to address, the specific preferences, motivations and needs of students, the method of implementation, as well as the measurement of impact. In this workshop, we offer a range of practical and theoretical tools drawn from the behavioural sciences and encapsulated in an evidence-informed framework of behaviour change–the BehaviourWorks Australia Method–to demonstrate that the efficacy of TEL pedagogies can be optimised via a rigorous process. The Method has been tried and tested across hundreds of industry projects, and can be applied equally as effectively in the context of education, with the purpose of successfully designing and implementing new or existing technology enhanced learning pedagogies.

Authentic feedback

Authentic assessment calls for authentic feedback (Dawson et al., 2021). Authentic feedback promotes the development of capabilities that transfer effectively from university to the workplace. I showcase an innovative process to improve the feedback on an assessment task that simulates a real-life scenario to undergraduate finance students at the University of Sydney. Authentic feedback inspires students to engage in higher-order thinking, decision-making and problem-solving to resolve the feedback comments (Molloy et al., 2020). I schedule a series of pre-submission classes that are dedicated to debating the assessment task and required standards with students. Feedback can motivate students to evaluate their own work and incorporate the insights for better quality performance. I focus on developing students’ understanding of the criteria that concern practitioners. The impact of the process to deliver authentic feedback is reflected in students’ perceptions of the extent to which they were guided by helpful feedback on their learning. The context is an undergraduate third-year elective unit, Bank Financial Management, which the University of Sydney Business School offers to students as part of its Bachelor of Commerce program. The objective of the unit is to expose students to the management of financial risks in banks. The unit’s assessment includes a group assignment on cybersecurity preparedness. The assignment is based on a case prepared by Korinek and Allayannis (2022). The case is framed from the perspective of the chief information officer of a mid-sized financial institution that has experienced a massive and unprecedented cyberattack in which $450 million of customer funds were stolen. The objectives of the assignment are for students to recognise the frequency and tremendous costs of cyberattacks, devise an incident response plan to cyberattacks and understand the cyber regulatory regime in which corporations operate. The unit attracts more than 500 enrolments per year. I deploy strategies for students to engage productively in the kinds of feedback practices that take place in the workplace. The grading rubric describes qualities sought by employers. The pre-submission classes provide opportunities for students to debate the issues with their instructors and peers and to develop practical solutions. The instructions require students to write a business-style report and to treat a bank’s managers as their target audience for the report. The process relies upon the Canvas learning management system. The feedback is delivered through a series of discussions between students and educators. The feedback process has contributed to improvements in students’ impressions of the assessment task and the quality of the feedback itself. This poster fits within the conference theme of technology enhanced learning (TEL) pedagogies. To deliver authentic feedback, the instructors augment face-to-face teaching with TEL including through video recordings, video conferencing and online discussion forums. I outline the opportunities and threats to educational quality posed by using TEL applications to generate authentic feedback. By presenting and analysing an example from university teaching in finance, I demonstrate implications and issues arising from Dawson et al.’s (2021) framework for authentic feedback. Dawson et al.’s framework contains the five elements of realism, cognitive challenge, affective challenge, evaluative judgement and enactment. I apply the framework to a feedback process as a way of identifying its authenticity and guiding its adjustment in a more authentic direction.

Bridging Cultures, Advancing AI

In an era where generative AI (AI) is reshaping education at breakneck speed, how can institutions keep pace while also ensuring authentic learning? Our international Community of Practice (CoP) offers a compelling answer. Spanning Australia and Vietnam, this unique collaboration has not only navigated cultural differences but leveraged them to create a rich tapestry of AI integration strategies in HE. From unexpected synergies to challenging assumptions, our journey offers crucial insights for educators worldwide grappling with AI's transformative power. Established in April 2023, our CoP has grown to approximately 500 members drawn from multiple campuses across Australia and Vietnam. This cross-cultural collaboration aligns with Wenger's (1999) Communities of Practice theory and demonstrates a novel approach to harnessing global collective intelligence in HE. Our CoP has critically examined the impact of AI on HE, exploring its transformative potential and challenges in teaching methodologies, learning experiences, and assessment practices. Our discussions have extended to the ethical and environmental considerations of increased AI adoption in education, aligning with the growing need for sustainable technological integration in academia. Key outcomes of the CoP include: Development of AI-integrated curriculum frameworks and co-creation of staff training materials, enhancing institutional readiness for AI integration; Design and implementation of innovative learning tools, such as AI-generated interactive personas, enhancing student engagement and outcomes; Facilitation of research collaborations, resulting in both publications and multiple conference presentations; Exploration of AI-enabled learning analytics for personalised learning, with initial implementation across different cultural contexts; and Amplification of public awareness about AI in Southeast Asian education, as evidenced by extensive media coverage in Vietnam. Our CoP's activities, including monthly expert-led meetings and weekly newsletters, have catalysed significant advancements in Technology Enhanced Learning (TEL) research and practice. The initiative's success aligns with the TPACK framework (Mishra & Koehler, 2006) and social learning theory (Bandura, 1977), supporting contextualised AI integration in pedagogy and andragogy across diverse educational settings. Our CoP has overcome significant challenges, including sustaining engagement across time zones and sourcing diverse expert speakers, through dedicated leadership and strong institutional support. The CoP's impact led to its official recognition and the formation of a cross-school steering committee, further amplifying its influence and demonstrating its strategic importance to the institution. This presentation will share key insights from our journey, including strategies for fostering engagement in a remote, cross-cultural CoP focused on rapidly evolving technology. We will discuss successful AI-enabled pedagogies implemented by CoP members, how challenges were addressed, and the impact of diverse cultural perspectives on AI adoption. A key lesson learned is the importance of balancing AI integration with maintaining academic integrity and authentic assessment in the rapidly evolving landscape of educational technology. By sharing our experiences, we aim to provide a model for other institutions seeking to harness collective intelligence in shaping the future of AI in HE, while addressing critical issues such as appropriate AI use, systemic approaches to programmatic assessment, and the process of learning and teaching in an AI-enhanced environment.

The Future of Feedback

Research shows that feedback practices significantly impact key student outcomes, including performance, engagement, and satisfaction (Esmaeeli, Shandiz, Shojaei, Fazli & Ahmadi 2023). Feedback is a crucial component of learning in Higher Education (HE) and plays a vital role in developing critical thinking, improving retention, and enhancing student engagement. The importance of timely dialogic feedback in enhancing student engagement and potentially improving retention is well understood (Advance HE 2020). However, academic staff are increasingly time-poor, with reduced opportunities to provide regular in-depth quality feedback outside of that given for summative assessment (Henderson, Ryan & Phillips 2019). Early experimentations with using Generative AI (GenAI) such as ChatGPT to provide feedback for formative assessment recognises that students will learn and work in an AI-enabled world beyond their university studies (Bowditch 2023). GenAI can be leveraged inside and outside the classroom to achieve positive student engagement and improved skill development thereby affording them the skills and knowledge necessary to succeed (Hooda et al. 2022). Engaging with GenAI for feedback purposes offers an opportunity to increase equitable access to feedback across the student cohort, to support and further develop their critical skills and learning outcomes. As Verhoeven and Rana (2023) note, “AI disruption may present an opportunity to shift the focus from assessment of learning to assessment for learning”. Utilising GenAI for feedback purposes can provide rapid, personalised learning support, and aid with planning, drafting, and revising student work. However, this adoption of GenAI for feedback must be driven and developed by the educator, keeping the human in the loop to ensure quality (Atchley, Pannell, Wofford, Hopkins & Atchley). Our project draws on the principles of feedback literacy, current research on using AI as learning tool (Verhoeven & Rana 2023b; Tubino & Adachi 2022) and emphasises student-centred learning through dialogic feedback practices. The project draws on scholarship from Mollick and Mollick’s seven approaches to student use of AI (2023), Perkins, Furze, Roe and MacVaugh’s framework for ethical integration of AI in assessment (2024), and emerging work from Liu, Brightman, and Miller on GenAI and feedback (2023). This presentation addresses the conference theme of Technology, providing an overview and reflection on staff development and adoption of GenAI for feedback processes for the benefit of student learning. We will showcase four use cases of the use of GenAI to design and implement feedback creation for undergraduate formative assessment across the three Colleges at the University of Newcastle. All cases engage innovation in Technology Enhanced Learning (TEL) practice in developing GenAI tools to support student learning via feedback. The presentation addresses the benefits and challenges of each approach. Recognising the value of feedback in student learning, this PechaKucha is aimed at a diverse audience in HE. Our presentation will demonstrate applicability and adaptability to a range of disciplines as we explore the impact new and emerging GenAI technologies can have on HE. We will introduce the possibilities of using GenAI for feedback purposes, and encourage staff to consider experimenting with and adopting their own innovative TEL practices.

Building Bridges

One of the major challenges faced in learning design is fostering effective collaboration between Subject Matter Experts (SMEs) and learning designers (LDs) in the implementation of new pedagogies and learning technologies (Gottler, 2023). This area of Technology Enhanced Learning (TEL) practice is still emerging in nature, with an acknowledged need for more examples of effective approaches (Pollard & Kumar, 2022; Tay et al., 2023). The importance of this collaboration is amplified by the fact that both SMEs and LDs share a key stakeholder—the learner. To ensure the learner benefits fully, both parties must work together seamlessly, drawing on their complementary skills to deliver a learning experience that is both meaningful and impactful (Pollard & Kumar, 2022). This presentation serves as a case study, showcasing the processes used by the Institution’s LD team to build positive collaboration with SMEs to integrate new pedagogies and learning technologies in the development of asynchronous mathematics modules. In particular, this project involved the integration of two learning design principles, Universal Design for Learning (UDL) and the Cognitive Theory of Multimedia Learning (CTML) (CAST, 2024; Mayer, 2024), that were foreign to the SMEs, and learning technology that had not been used previously at the Institution in the form of lightboard video recordings. In the initial stages of this project, the Institution’s LD team encountered many of the issues previously reported in literature regarding working with SMEs, such as ambiguity of roles and tasks, power struggles between SMEs and LDs, and SME resistance to the use of new education technology and pedagogies (Chen & Carliner, 2020; Tay et al., 2023). To overcome these issues and to ensure the success of the project, a new approach was developed that prioritised clarity, communication and the common goal of building an excellent learner experience. The new approach drew on research into the factors that facilitated or hindered the relationship between SMEs and LDs, and included the following core principles: Mutual respect: LDs worked to build an environment where the expertise and time commitments of both SMEs and LDs were acknowledged and valued (Tay et al., 2023). Shared commitment: Processes were introduced to ensure that project goals were well defined and that a shared vision for the learning modules was established to foster a strong investment in the project's success (Chen & Carliner, 2020). In particular, we placed the learner experience at the centre of decisions regarding module design, by setting the student as the core “stakeholder” in design workshops. Common language: Steps were taken to establish a common language between SMEs and LDs by defining terms and processes to facilitate clear communication (Gottler, 2023). Empowering expertise: Both SMEs and LDs were empowered to contribute their unique skills to the project and given autonomy to make decisions during the design and implementation process (Chen & Carliner, 2020). For example, we acknowledged the expertise of our SMEs in classroom teaching and chose to record teaching videos without a formal script, yet based on an agreed scope and examples. This presentation will expand on how these principles were enacted practically to foster a strong partnership between SMEs and LDs characterised by effective communication, positive relationships and a strong sense of ownership of the project. The presentation will conclude by illustrating how this collaborative approach ultimately led to the successful completion of the project within constraints such as competing priorities and firm deadlines.

‘The Charismulator’ – charisma simulator: A study of a new VR intervention to improve charisma

Abstract Charisma, often seen as an innate trait, is now understood as leader signaling grounded in values, symbols, and emotions, suggesting it can be developed through interventions. However, the method for cultivating charisma remains unclear. This study examines nonverbal communication strategies, highlighting the potential of body language, facial expressions, and vocal modulation to enhance charisma. Additionally, we introduce a virtual reality training program focused on these cues and explore the role of audience presence in boosting the intervention’s effectiveness by fostering self-awareness and behavioral adjustments. Results of a controlled randomized experiment with virtual reality-trained participants and online charisma assessors demonstrated significant improvements in observer-rated charisma from pre- to post-training compared to the control group. Moreover, training in front of a virtual audience yielded the expected outcomes. This study sheds light on charisma theory, its potential virtual reality training application, and its implications for leadership development.

Research trends in digital entrepreneurship education: A bibliometric analysis

Digital entrepreneurship learning is an essential approach to equipping students with knowledge and skills for entrepreneurial behaviour in a digital landscape. This study presents a comprehensive bibliometric analysis of the literature on digital entrepreneurship learning. A total of 359 articles were initially retrieved from the Scopus database, focusing on publications from 2018 to 2022, and 121 relevant articles were selected for in-depth analysis. References were organized using Mendeley, and VOSviewer software was employed for the classification and visualization of trends, key themes, and research networks within the field. This review serves as a foundational resource for future research, highlighting prevalent topics and gaps in digital entrepreneurship education. By mapping the evolution and focus areas of current studies, this paper provides valuable insights for educators, researchers, and policymakers to support the development of effective digital entrepreneurship learning frameworks. Keywords: Bibliometric analysis; digital; entrepreneurship.

CompARe: Design and Development of a Gamified Augmented Reality Learning Environment for Cultural Heritage Sites

Understanding cultural heritage by visiting cultural sites is vital to individuals and communities across the world. It is, therefore, important to create authentic learning situations where students can experience and meaningfully learn about cultural heritage; however, authentic learning in situ can be a challenge. Learning during educational field trips at cultural sites is often not well supported, while students’ interest and motivation to learn are not always activated, which ultimately impacts the learning experience during the visit. Furthermore, students may be distracted with off-task activities and by the novelty effect of the setting during the field trip and may find it difficult to dedicate themselves to the learning activities. Augmented and virtual reality technologies, and approaches such as gamification, have created new contexts for location-based, technology-enhanced learning, which can help address some of the challenges faced during educational field trips. This paper describes the design and validation of CompARe, a gamified augmented reality learning environment (LE) created to support student learning while visiting a cultural heritage site. The CompARe LE is built around an inquiry-based scenario in which students, working in groups, take on the role of art historians and are asked to date an important wall mosaic by visiting four digital hotspots located throughout the site. CompARe was developed and validated using a design-based methodology. We present two case studies of upper elementary students using CompARe and discuss the affordances and challenges of the learning experience. We conclude with lessons learned about the effectiveness of the CompARe learning approach and discuss future steps.

A risk-based approach to mitigating the Gen(AI) challenge to assessment integrity

In the evolving landscape of higher education, emerging technologies such as Generative AI (GenAI) present both opportunities and challenges. The rapid increase in access to, and sophistication of, GenAI poses significant challenges for our institution and the wider sector (Bearman & Luckin 2020, Bobula 2024, Chan & Hu 2023). The most immediate of these challenges is the increased risk to the existing approaches used to assure that students achieve the stated outcomes of their learning experiences. Director of Higher Education Integrity Unit, TEQSA, Dr Helen Gniel argues ‘We are entering an age where institutions can no longer ensure the integrity of every single assessment, and it makes sense to think at that bigger level […] what are the mechanisms that you have in place to be confident that an individual has demonstrated the learning outcomes to receive that degree’(TEQSA information request: AI risk mitigation, webinar, 21 March 2024). While higher education institutions are exploring opportunities to realise the potential benefits of GenAI, our immediate focus is on mitigating these risks. This poster describes institutional Programmatic Assessment Security Project (PASP) at the University of Newcastle (UON), a pioneering four-stage initiative designed to address academic integrity risks associated with inappropriate uses of GenAI in summative assessment (Lodge 2024). Academic integrity risks in this context refers to the potential for students to engage in academic misconduct by using GenAI tools in ways that violate institutional policies or ethical standards for assessment. These risks pose a threat to the validity and reliability of summative assessments, potentially compromising the integrity of academic qualifications and the learning process itself. Led by the central teaching and learning support unit, in collaboration with the Artificial Intelligence Working Group (AIWG) a group of expert practitioners and academic stakeholders at UON, the PASP aims to secure assessments across a program of study, assuring student attainment of program learning outcomes. This innovative approach aligns with the sector’s focus on programmatic assessment and supports compliance with regulatory requirements, including TEQSA’s mid 2024 request for institutions to submit a detailed action plan to mitigate the risks that GenAI poses to the integrity of awards (TEQSA 2024). This poster showcases exemplary innovation in practice through the PASP, advancing research and practice in technology-enhanced learning (TEL). The PASP employs a risk-based approach, identifying seven risk factors for inappropriate student use of GenAI in assessment tasks. The first step in this project involved Course Coordinators completing an Assessment Reflection Survey, guiding them to reflect on individual assessment tasks in relation to these risk factors. The survey data were then used to compile an understanding of the varying levels of assessment risk across the institution’s programs. The PASP will deliver a defined series of secure assessments, delivered at key moments across a program of study to assure student attainment of program learning outcomes. This poster provides insight into UON’s contemporary and agile approach to TEL and assessment redesign, with potential for staff at other institutions to adopt similar responses.