Learning, Teaching and Assessment in Higher Education

Research themes

In our research, we aim to gather qualitative and quantitative evidence related to improving teaching, learning and assessment and addressing contemporary challenges in the tertiary sector. Among the issues we study are the following:

• Assessment and feedback at scale
• University assessment in the age of Generative AI
• Factors influencing student engagement with learning
• Technology-enhanced learning in higher education
• e-Portfolios and student learning
• Interdisciplinarity and transferable skills

Research group

• Professor Raoul Mulder, Professor in Higher Education
• Professor Gregor Kennedy, Deputy Vice-Chancellor (Academic), Professor in Higher Education
• Associate Professor Thomas Cochrane, Associate Professor in Technology Enhanced Learning in Higher Education
• Dr Tracii Ryan, Senior Research Fellow
• Dr Mat Hardy, Senior Lecturer in Higher Education
• Dr Christopher Duffy, Senior Lecturer,  Faculty of Science and a Senior Academic Fellow with the CSHE
• Associate Professor Grace Thompson, Associate Professor in Music Therapy and a Senior Academic Fellow with the CSHE

Featured recent publications

• Arkoudis, S., Baik, C., Larcombe, W., Croucher, G., Mulder, R. A., & Ziguras, C. (2023). Options to enhance the quality of teaching and learning across Australia’s expanding higher education system. Report to the Australian Universities Accord Panel.
• Bowers, P., Graydon, K., Ryan, T., Lau, J. H., & Tomlin, D. (2024). Artificial intelligence-driven virtual patients for communication skill development in healthcare students: A scoping review. Australasian Journal of Educational Technology, 40(3), 39–57.
• Dawson, P., Henderson, M., Ryan, T., Mahoney, P., Boud, D., Phillips, M., & Molloy, E. (2023). Technology and Feedback Design. In Spector, J. M., Lockee, B. B., Childress, M. D. (Eds.), Learning, Design, and Technology (pp. 695-739). Springer, Cham.
• French, S., Dickinson, A., & Mulder, R.A. (2024). A review of the benefits and drawbacks of high-stakes examinations in higher education. Higher Education 88: 893-918.
• Karunarathne, W., Selman, C., & Ryan, T. (2024). Evaluating student feedback literacies: a study using first-year business and economics students. Assessment & Evaluation in Higher Education, 49(4), 471–484.
• Keaney, T. A., Jones, T. M., & Mulder, R.A. (2024). An undergraduate classroom experiment illustrates an effect of observer bias on data collection in animal behaviour. Animal Behaviour 212: 175-182.
• Mulder, R. A., & French, S. (2023). Reconsidering the role of high-stakes examinations in higher education. Melbourne Centre for the Study of Higher Education Occasional Paper.
• Mulder, R.A., Bone, E., French, S., & Connelly, F. (2023). Navigating the transition to online teaching at the University of Melbourne during COVID-19: Approaches, reflections and insights. Centre for the Study of Higher Education Occasional Paper.
• Ryan, T., Henderson, M., Ryan, K., & Kennedy, G. (2024). Feedback in higher education: aligning academic intent and student sensemaking. Teaching in Higher Education, 29(4), 860–875.
• Ryan, T., Henderson, M., Ryan, K., & Kennedy, G. (2023). Identifying the components of effective learner-centred feedback information. Teaching in Higher Education, 28(7), 1565–1582.

Research reports

• Arkoudis, S; Baik, C; Larcombe, W; Croucher, G; Mulder, R & Ziguras, C (2023) Options to enhance the quality of teaching and learning across Australia’s expanding higher education system, produced in co-design with the Australian Government Department of Education, Centre for the Study of Higher Education.
• Kennedy, G (2020) What is student engagement in online learning … and how do I know when it is there?, Centre for the Study of Higher Education.
• Ryan, T (2020) Effective feedback in digital learning environments, Centre for the Study of Higher Education.
• Haslem, W; Crowley, T; McPherson, C; Baik, C; Best, S; Jogarajan, S; Malkin, I; Morton, C & Newton, C (2018) Feedback: Managing Scale & Expectations, Teaching and Learning Quality Assurance Committee, The University of Melbourne.
• French, S & Kennedy, G (2016) Reassessing the Value of University Lectures, Centre for the Study of Higher Education.
• French, S (2015) The Benefits and Challenges of Modular Higher Education Curricula, Centre for the Study of Higher Education.