Using research to inform learning technology practice and policy: a qualitative analysis of student perspectives


  • Carol Russell University of Western Sydney
  • Janne Malfroy Australian Catholic University
  • Maree Gosper Macquarie University
  • Jo McKenzie University of Technology, Sydney



As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable contribution when determining institutional goals, building infrastructure and improving the quality of student learning. This paper draws on a survey of student experiences and expectations of technology across three Australian universities. Analysis of text responses from 7,000 students provides insight into ways that institutional learning technologies and academic-led technologies are influencing the student experience. This paper also discusses how the three universities have used this information to develop strategic initiatives, and identifies a need for new strategies to support academic-led use of the available tools.



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Author Biographies

Carol Russell, University of Western Sydney

Senior Lecturer, Higher Education

Office of PVC (Education)

Janne Malfroy, Australian Catholic University

Associate Professor, Research and Policy

Learning & Teaching Centre

Maree Gosper, Macquarie University

Associate Professor

Manager, Academic Development

Learning & Teaching Centre

Jo McKenzie, University of Technology, Sydney

Associate Professor

Director, Institute for Interactive Media and Learning






How to Cite

Russell, C., Malfroy, J., Gosper, M., & McKenzie, J. (2014). Using research to inform learning technology practice and policy: a qualitative analysis of student perspectives. Australasian Journal of Educational Technology, 30(1).

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