Starting in 2024 3 ASCILITE research grants valued at $5,000 each will be awarded to a;
- Early Career Researcher,
- General Academic, and
- Professional Staff Member.
2024 Winners
- Early Career Researcher: Erika Spray (University of Newcastle) for “Longitudinal evaluation of staff and student perceptions of simulation in ITE”
This study will evaluate studentsʹ evolving perceptions of three simulation technologies embedded in the initial teacher education (ITE) programs at this university: an online game‐based software, a mixed reality teaching simulation, and an immersive 360 space. A mixed methods longitudinal design will utilise ongoing survey data alongside interviews to better understand the experiences of students and staff in terms of what and how simulation contributes to learning within ITE.
Data will be interpreted within a framework of simulation pedagogy, to strengthen theoretical understanding in this field. Findings will inform effective practical application of simulation technologies within professional training.
- General Academic: Bhavani Sridharan (Australian Catholic University) for “Navigating Assessment Dilemmas in the Gen AI Era: The Paradox of Authenticity and Academic Integrity”
This research aims to develop, implement and evaluate a framework based on literature informed strategies for addressing the inherent tensions between assessment authenticity and integrity, intensified with the release of open Artificial Intelligence (AI) programs in 2022. This research will investigate the underpinning complementary components towards ensuring academic standards and authentic learning outcomes. Expected outcomes include the generation of extensive new knowledge around the identification of practical and innovative assessment strategies and conditions under which these strategies are effective. Adopting an experimental design approach, the findings will guide future implementation, enabling authentic development of work-ready skills for students.
- General Academic: Polly Lai (Southern Cross University) for “University student, teacher and learning designer perceptions of cognitive engagement and the impacts on online learning”
This research investigates the perceptions of cognitive engagement in online learning environments among university students, teachers, and learning designers. It examines how these groups view cognitive engagement and its impact on academic performance. Using Moore’s (1989) three types of interaction (learner-to-learner, learner-to-instructor, learner-to-content) and Chi and Wylie’s (2014) ICAP framework, the study aims to explore whether interactive, media-rich content leads to meaningful engagement. By adapting these frameworks, the research will provide insights into the role of cognitive engagement in fostering deep learning and improving student learning outcomes in online education.
