Robert A Ellis
Dados Biográficos
| ID | 3630249 |
|---|---|
| NOME | Robert A Ellis |
| PRENOMES | Robert A |
| SOBRENOME | Ellis |
| ASSINATURA | ELLIS R A |
| AFILIAÇÕES | The University of Sydney |
| ORCID | 0000-0002-8781-3316 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 34 |
| TOTAL DE CITAÇÕES | 85 |
| TOTAL COMO AUTOR | 34 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1957 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 4 |
The Education Leadership Challenges for Universities in a Postdigital Age
The executive leadership of universities internationally faces significant uncertainty in how to respond to ongoing technological innovation in a postdigital age. The current rapid progress in generative artificial intelligence (GAI) is exacerbating their plight. This study uses emergent research on GAI in learning and teaching to problematise the challenges of university education leadership in the face of such disturbances to core academic work…
Building bridges
In this editorial we mark AJET's 40th anniversary by reflecting on the persistent challenge of bridging theory and practice in educational technology research. Despite remarkable advancements – from microcomputers to generative artificial intelligence – recurring themes such as cost-effectiveness, educator readiness and meaningful integration of technology remain persistent concerns. We identify two core issues underpinning the theory-practice ga…
Collaboration or competition? The value of sector-wide collaboration in educational technology research
Collaboration or competition? This question is at the centre of this editorial, which explores the importance of sector-wide approaches to research into educational technology. This has become particularly relevant in recent years in response to a range of significant challenges or disruptions the tertiary education sector has had to face, for example, responding to the COVID-19 pandemic or the emergence of new generative AI tools. To address the…
Don’t be abstract
The abstract is a key element of a research article that can enhance the utility, discoverability and impact of the work presented. However, the quality and consistency of abstracts can vary, and the state of abstracts in the educational technology field has received little attention to date. In this editorial, we examine the purpose, structure and future of the abstract in educational technology research to provide advice on how to write a good …
Patterns of students' collaborations by variations in their learning orientations in blended course designs
Strategic directions in the what and how of learning and teaching innovation—a fifty-year synopsis
Student learning experiences at university are constantly evolving; new disciplinary discoveries, new knowledge, interdisciplinary synergies and new exigencies make learning a dynamic experience for students, teachers and researchers alike; and that is just the what of learning. Add to this, changes in the how of learning, new pedagogies and new technologies, new partners in the provision of learning, as well as new configurations of where learni…
Assessing the quality of university student experiences in blended course designs
Adopting an ecological perspective on student learning in blended course designs, this study investigates the quality of 335 undergraduates’ experience in a first-year compulsory engineering course. Interrelations amongst cognitive, social, and material aspects of the student learning experience are examined. The cognitive elements include self-reports of approaches to, and perceptions of, learning; the social elements include self-report collabo…
Assessing university student collaboration in new ways
This study argues for the importance of using the different evidence to assess and evaluate a key graduate skill – collaboration. To do so, it investigates the experience of 356 first-year students in a blended course design and measures their collaborative patterns. Combining research methodologies from student approaches to learning and social network analysis, the results reveal evidence of different collaborative patterns across the populatio…
Students' self‐report and observed learning orientations in blended university course design
This study examines the extent to which the learning orientations identified by student self‐reports and the observation of their online learning events were related to each other and to their academic performance. The participants were 322 first‐year engineering undergraduates, who were enrolled in a blended course. Using students' self‐report on a questionnaire about their approaches to learning and perceptions of the blended learning environme…
Challenges in assessing the nature of effective collaboration in blended university courses
The ability to collaborate effectively face-to-face and online represents a critical skill for university graduates. However, there are still challenges regarding how to accurately assess this skill through traditional student learning measures. To better understand the nature of effective collaboration of university students in blended courses, the current study drew on the student approaches to learning framework and social network analysis tec…
Combining self-reported and observational measures to assess university student academic performance in blended course designs
This study combined the methods from student approaches to learning and learning analytics research by using both self-reported and observational measures to examine the student learning experience. It investigated the extent to which reported approaches and perceptions and observed online interactions are related to each other and how they contribute to variation in academic performance in a blended course design. Correlation analyses showed sig…
Personalised learning networks in the university blended learning context
In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates’ personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to mea…
Models of learning space
Learning space research is a relatively new field of study that seeks to inform the design, evaluation and management of learning spaces. This paper reviews a dispersed and fragmented literature relevant to understanding connections between university learning spaces and student learning activities. From this review, the paper distils a number of core concerns and identifies some gaps in the literature. One of its primary goals is to clear the gr…
Quality experiences of inquiry in blended contexts – university student approaches to inquiry, technologies, and conceptions of learning
Evaluating the quality of inquiry using technology in blended contexts at university is a complex phenomenon as there are many variables which could account for qualitative variation in the experience. This study looks at reasons for qualitative variation in the university student experience of inquiry using technologies. It considers approaches to inquiry and technologies, conceptions of learning and academic achievement. The results identify wh…
Inquiry-based learning in higher education
Learning through inquiry is a widely advocated pedagogical approach. However, there is currently little systematic knowledge about the practice of inquiry-based learning (IBL) in higher education. This study examined descriptions of learning tasks that were put forward as examples of IBL by 224 university teachers from various disciplines in three Australian universities. Data analysis uncovered the principal forms of IBL, the features of each fo…
Relations between students' approaches to learning, experienced emotions and outcomes of learning
Quantitative analyses conducted on the self-reports of first year university students suggest that there is a relationship between the ways they emotionally experience their course and the approach they take to the learning of that course. Students who more strongly experience positive emotions, such as hope and pride, and more weakly experience negative emotions (such as anger, boredom, anxiety and shame), are likely to be adopting more of a dee…
University teacher approaches to design and teaching and concepts of learning technologies
Teacher conceptions of blended learning, blended teaching and associations with approaches to design
This paper describes the results and implications of a qualitative study into teacher conceptions of blended learning, blended teaching and associations of these conceptions with approaches to design for blended learning experiences. Twenty-two teachers from two campus based Australian universities were interviewed and the responses from them were categorised into qualitatively varied categories of conceptions and approaches. The distribution of …
The Asylum, the Poor Law, and a Reassessment of the Four-Shilling Grant
In the mid-1870s, the British government introduced a grant that transferred a proportion of the cost of asylum care from local to central funds. Typically, this has been seen by contemporary and more recent commentators as part of the explanation for the therapeutic failure of the County and Borough Asylums, and for their degeneration into custodial institutions. Building on recent work on the Poor Law, the aim of this article is to reassess the…
Parfit and the buddha
Three Dimensions of Occupational Choice
Robert A. Ellis, Margaret S. Herrman, Three Dimensions of Occupational Choice: A Research Note on Measuring the Career Intentions of College Women, Social Forces, Vol. 61, No. 3 (Mar., 1983), pp. 893-903
Role strain, satisfaction and success
Implicit in much of role analysis is the assumption that role strain necessarily interferes with role performance and satisfaction. This paper presents data which call this assumption into question. The analysis focuses on the experiences of collegiate scholars, prospective elites affiliated with both academic and social groups on campus. The data indicate that both as a group and as individuals, collegiate scholars are distinctively likely to ac…
A Further Note on the Collegiate Scholar
Social Class and Social Time Perspective
The present research introduces and provisionally tests an improved methodological procedure (the Social Time Perspective Scale) for determining class-linked differences in the way persons anticipate the future and orient their behavior to it. Data for this analysis are drawn from a sample of freshmen in college who come largely, but not entirely, from middle-class backgrounds and from a sample of Job Corpsmen who come primarily from lower-class …
The Collegiate Scholar
Evidence from a longitudinal study at a public university shows that collegiate scholars, who combine a strong commitment to academic pursuits with an active involvement in college social and extracurricular life, constitute a discernible subculture on the college campus in terms of its constituency, shared experiences, and goals. It is a subculture steeped in the elite tradition that the purpose of college is to provide a well-rounded undergradu…
Social Mobility and Social Isolation
Panel-design research on lower-class youth entering a high-status university is used to test three competing hypotheses of the personal and social consequences of upward mobility. The evidence clearly shows that, although these upwardly mobile youth have been screened for their middle-class characteristics and for their academic and social promise in high school, they nevertheless encounter a disproportionate share of isolating experiences and pe…
Structural Supports for Upward Mobility
Research of the past decade has brought us much closer to understand? ing the factors that lead a substantial, if small, proportion of lower-status youth to avail themselves of the opportunity for a higher education. The answer lies partly in the variables of intelligence and motivation. However, since lower class youth find themselves in a milieu in which going to college is the exception and deviation from pre-existing cultural norms is often m…
Social Class and Social Time Perspective
The present research introduces and provisionally tests an improved methodological procedure (the Social Time Perspective Scale) for determining class-linked differences in the way persons anticipate the future and orient their behavior to it. Data for this analysis are drawn from a sample of freshmen in college who come largely, but not entirely, from middle-class backgrounds and from a sample of Job Corpsmen who come primarily from lower-class …
The Use of Potential Nonrespondents for Studying Nonresponse Bias
Relations between students' approaches to learning, experienced emotions and outcomes of learning
Quantitative analyses conducted on the self-reports of first year university students suggest that there is a relationship between the ways they emotionally experience their course and the approach they take to the learning of that course. Students who more strongly experience positive emotions, such as hope and pride, and more weakly experience negative emotions (such as anger, boredom, anxiety and shame), are likely to be adopting more of a dee…
The Index of Class Position
Social Stratification and Social Relations
inappropriate directions, the good boy in the high delinquency area, the bad boy in the high delinquency area, the good boy in the good environment, and the bad boy in the good environment can be understood. Concept of self and other is the differential response component that helps to explain why some succumb and others do not, why some gravitate toward socially unacceptable patterns of behavior and others veer away from them. Concept of self an…
Social Mobility and Anticipatory Socialization
Personalised learning networks in the university blended learning context
In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates’ personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to mea…
The Asylum, the Poor Law, and a Reassessment of the Four-Shilling Grant
In the mid-1870s, the British government introduced a grant that transferred a proportion of the cost of asylum care from local to central funds. Typically, this has been seen by contemporary and more recent commentators as part of the explanation for the therapeutic failure of the County and Borough Asylums, and for their degeneration into custodial institutions. Building on recent work on the Poor Law, the aim of this article is to reassess the…
University teacher approaches to design and teaching and concepts of learning technologies
The Collegiate Scholar
Evidence from a longitudinal study at a public university shows that collegiate scholars, who combine a strong commitment to academic pursuits with an active involvement in college social and extracurricular life, constitute a discernible subculture on the college campus in terms of its constituency, shared experiences, and goals. It is a subculture steeped in the elite tradition that the purpose of college is to provide a well-rounded undergradu…
Social Stratification and Social Relations
inappropriate directions, the good boy in the high delinquency area, the bad boy in the high delinquency area, the good boy in the good environment, and the bad boy in the good environment can be understood. Concept of self and other is the differential response component that helps to explain why some succumb and others do not, why some gravitate toward socially unacceptable patterns of behavior and others veer away from them. Concept of self an…
Three Dimensions of Status
The Oedipus Complex
The Index of Class Position
Structural Supports for Upward Mobility
Research of the past decade has brought us much closer to understand? ing the factors that lead a substantial, if small, proportion of lower-status youth to avail themselves of the opportunity for a higher education. The answer lies partly in the variables of intelligence and motivation. However, since lower class youth find themselves in a milieu in which going to college is the exception and deviation from pre-existing cultural norms is often m…
Social Mobility and Social Isolation
Panel-design research on lower-class youth entering a high-status university is used to test three competing hypotheses of the personal and social consequences of upward mobility. The evidence clearly shows that, although these upwardly mobile youth have been screened for their middle-class characteristics and for their academic and social promise in high school, they nevertheless encounter a disproportionate share of isolating experiences and pe…
The Vertical Mosaic
Social Mobility and Anticipatory Socialization
The Use of Potential Nonrespondents for Studying Nonresponse Bias
The Collegiate Scholar
Evidence from a longitudinal study at a public university shows that collegiate scholars, who combine a strong commitment to academic pursuits with an active involvement in college social and extracurricular life, constitute a discernible subculture on the college campus in terms of its constituency, shared experiences, and goals. It is a subculture steeped in the elite tradition that the purpose of college is to provide a well-rounded undergradu…
Role strain, satisfaction and success
Implicit in much of role analysis is the assumption that role strain necessarily interferes with role performance and satisfaction. This paper presents data which call this assumption into question. The analysis focuses on the experiences of collegiate scholars, prospective elites affiliated with both academic and social groups on campus. The data indicate that both as a group and as individuals, collegiate scholars are distinctively likely to ac…
A Further Note on the Collegiate Scholar
Social Class and Social Time Perspective
The present research introduces and provisionally tests an improved methodological procedure (the Social Time Perspective Scale) for determining class-linked differences in the way persons anticipate the future and orient their behavior to it. Data for this analysis are drawn from a sample of freshmen in college who come largely, but not entirely, from middle-class backgrounds and from a sample of Job Corpsmen who come primarily from lower-class …
Three Dimensions of Occupational Choice
Robert A. Ellis, Margaret S. Herrman, Three Dimensions of Occupational Choice: A Research Note on Measuring the Career Intentions of College Women, Social Forces, Vol. 61, No. 3 (Mar., 1983), pp. 893-903
Parfit and the buddha
Teacher conceptions of blended learning, blended teaching and associations with approaches to design
This paper describes the results and implications of a qualitative study into teacher conceptions of blended learning, blended teaching and associations of these conceptions with approaches to design for blended learning experiences. Twenty-two teachers from two campus based Australian universities were interviewed and the responses from them were categorised into qualitatively varied categories of conceptions and approaches. The distribution of …
The Asylum, the Poor Law, and a Reassessment of the Four-Shilling Grant
In the mid-1870s, the British government introduced a grant that transferred a proportion of the cost of asylum care from local to central funds. Typically, this has been seen by contemporary and more recent commentators as part of the explanation for the therapeutic failure of the County and Borough Asylums, and for their degeneration into custodial institutions. Building on recent work on the Poor Law, the aim of this article is to reassess the…
University teacher approaches to design and teaching and concepts of learning technologies
Relations between students' approaches to learning, experienced emotions and outcomes of learning
Quantitative analyses conducted on the self-reports of first year university students suggest that there is a relationship between the ways they emotionally experience their course and the approach they take to the learning of that course. Students who more strongly experience positive emotions, such as hope and pride, and more weakly experience negative emotions (such as anger, boredom, anxiety and shame), are likely to be adopting more of a dee…
Inquiry-based learning in higher education
Learning through inquiry is a widely advocated pedagogical approach. However, there is currently little systematic knowledge about the practice of inquiry-based learning (IBL) in higher education. This study examined descriptions of learning tasks that were put forward as examples of IBL by 224 university teachers from various disciplines in three Australian universities. Data analysis uncovered the principal forms of IBL, the features of each fo…
Quality experiences of inquiry in blended contexts – university student approaches to inquiry, technologies, and conceptions of learning
Evaluating the quality of inquiry using technology in blended contexts at university is a complex phenomenon as there are many variables which could account for qualitative variation in the experience. This study looks at reasons for qualitative variation in the university student experience of inquiry using technologies. It considers approaches to inquiry and technologies, conceptions of learning and academic achievement. The results identify wh…
Models of learning space
Learning space research is a relatively new field of study that seeks to inform the design, evaluation and management of learning spaces. This paper reviews a dispersed and fragmented literature relevant to understanding connections between university learning spaces and student learning activities. From this review, the paper distils a number of core concerns and identifies some gaps in the literature. One of its primary goals is to clear the gr…
Personalised learning networks in the university blended learning context
In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates’ personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to mea…
Students' self‐report and observed learning orientations in blended university course design
This study examines the extent to which the learning orientations identified by student self‐reports and the observation of their online learning events were related to each other and to their academic performance. The participants were 322 first‐year engineering undergraduates, who were enrolled in a blended course. Using students' self‐report on a questionnaire about their approaches to learning and perceptions of the blended learning environme…
Challenges in assessing the nature of effective collaboration in blended university courses
The ability to collaborate effectively face-to-face and online represents a critical skill for university graduates. However, there are still challenges regarding how to accurately assess this skill through traditional student learning measures. To better understand the nature of effective collaboration of university students in blended courses, the current study drew on the student approaches to learning framework and social network analysis tec…
Psychology (27 obras) · Computer Science (22 obras) · Sociology (22 obras) · Mathematics education (18 obras) · Online and Blended Learning (15 obras) · Educational technology (14 obras) · Pedagogy (12 obras) · Social Psychology (9 obras) · Teaching method (9 obras) · Blended Learning (8 obras)