The reshaping of higher education: technological impacts, pedagogical change, and future projections

Figures & data

Table 1. Papers published in HERD with a strong technology focus.

1980s
The future of higher education in Australia: Ten years on	(Hore & West, 1984)
Information technology and university teaching	(Knapper, 1986)
An intelligent marking assistant: An application of artificial intelligence in teaching	(S. Marshall, 1986)
The impact of word processing on faculty writing behaviour	(Teles & Ragsdale, 1989)
1990s
Interactive multimedia in introductory accounting: A preliminary analysis	(Benson et al., 1996)
Website review	(Patrick, 1997)
The phenomenon of information literacy	(Bruce, 1998)
An evaluation of innovative projects involving communication and information technology in higher education	(Alexander, 1999)
Introduction	(Bain, 1999)
Classroom assessment for improved learning: A case study in using e-mail and involving students in preparing assignments	(Boles, 1999)
They love it, but do they learn from it? Evaluating the educational impact of innovations	(Gunn, 1999)
Measuring effectiveness of health education in a web-based learning environment: A preliminary report	(Lockyer et al., 1999)
Systems not projects: Focusing on evaluating overall student experience, rather than isolated innovations	(McNaught et al., 1999)
Design, assessment, and evaluation of a problem-based learning environment in undergraduate engineering	(Reeves & Laffey, 1999)
2000s
Knowledge navigators and lifelong learners: Producing graduates for the information society	(Candy, 2000)
Place and space in the design of new learning environments	(Jamieson et al., 2000)
Using the web to explore issues related to the first year experience	(Webb, 2001)
Web-delivered, problem-based learning in organisational behaviour: A new form of CAOS	(Waters & Johnston, 2004)
Preparing for practice in the age of complexity	(Cherry, 2005)
Using digital data and bibliometric analysis for researching doctoral education	(Macauley et al., 2005)
Plagiarism software: No magic bullet!	(Warn, 2006)
E-learning in higher education: Some key aspects and their relationship to approaches to study	(Ellis et al., 2009)
2010s
Distance education in an era of eLearning: Challenges and opportunities for a campus-focused institution	(Forsyth et al., 2010)
Self-determined blended learning: A case study of blended learning design	(George-Walker & Keeffe, 2010)
ePortfolio use by university students in Australia: A review of the Australian ePortfolio Project	(Hallam & Creagh, 2010)
Bridging the distance: The use of blogs as reflective learning tools for placement students	(Wolf, 2010)
Getting results: Small changes, big cohorts and technology	(Kenney, 2012)
The higher education research archipelago	(Macfarlane, 2012)
Is it time to ditch the traditional university exam?	(Muldoon, 2012)
Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies	(Faulkner et al., 2013)
Blended teaching and learning: A two-way systems approach	(Hamilton & Tee, 2013)
Use and evaluation of a technology-rich experimental collaborative classroom	(Salter et al., 2013)
The flexible learning needs and preferences of regional occupational therapy students in Australia	(Zeldenryk & Bradey, 2013)
Different backgrounds – different priorities? Student perceptions of a technology initiative	(Eriksson & Vuojärvi, 2014)
Transforming the twenty-first-century campus to enhance the net-generation student learning experience: Using evidence-based design to determine what works and why in virtual/physical teaching spaces	(Fisher & Newton, 2014)
Course evaluation: Reconfigurations for learning with learning management systems	(Park, 2014)
Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice	(Price & Kirkwood, 2014)
Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research	(Abeysekera & Dawson, 2015)
Education for Australia's information future	(Burford et al., 2015)
Students’ experience of problem-based learning in virtual space	(Gibbings et al., 2015)
A systematic review of agent-based modelling and simulation applications in the higher education domain	(Gu & Blackmore, 2015)
Implications of massive open online courses for higher education: Mitigating or reifying educational inequities?	(Literat, 2015)
Enhancing large-class teaching: A systematic comparison of rich-media materials	(Saunders & Hutt, 2015)
Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices: A learning community approach to assessment	(Taylor et al., 2015)
The effect of online co-regulated learning in the implementation of team-based learning on improving students’ involvement	(Tsai, 2015)
Learning spaces and collaborative work: Barriers or supports?	(King, 2016)
Doctoral supervision in virtual spaces: A review of research of web-based tools to develop collaborative supervision	(Maor et al., 2016)
Place-making in higher education: Co-creating engagement and knowledge practices in the networked age	(Swist & Kuswara, 2016)
Teaching without a blackboard and chalk: Conflicting attitudes towards using ICTs in higher education teaching and learning	(Tummons et al., 2016)
Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours	(White et al., 2016)
Effects of active learning classrooms on student learning: A two-year empirical investigation on student perceptions and academic performance	(Chiu & Cheng, 2017)
Detecting probable cheating during online assessments based on time delay and head pose	(Chuang et al., 2017)
Policies on and practices of cultural inclusivity in learning management systems: Perspectives of Indigenous holistic pedagogies	(Dreamson et al., 2017)
Teaching with technology in higher education: Understanding conceptual change and development in practice	(Englund et al., 2017)
What drives m-learning? An empirical investigation of university student perceptions in Pakistan	(Iqbal & Bhatti, 2017)
Engagement with online self-tests as a predictor of student success	(Thomas et al., 2017)
Too much, too soon? A critical investigation into factors that make Flipped Classrooms effective	(Comber & Brady-Van den Bos, 2018)
Experts on super innovators: Understanding staff adoption of learning management systems	(Sinclair & Aho, 2018)
A postdigital paradigm in literary studies	(Abblitt, 2019)
Engaging students as digital citizens	(Blaj-Ward & Winter, 2019)
Threshold concepts about online pedagogy for novice online teachers in higher education	(Kilgour et al., 2019)
Using innovative teaching practices to inspire critically engaged reading and writing in a neoliberal university environment	(Kilner et al., 2019)
Defining the nature of blended learning through its depiction in current research	(Smith & Hill, 2019)
2020s
Tensions for educational developers in the digital university: Developing the person, developing the product	(Aitchison et al., 2020)
Beyond busy work: Rethinking the measurement of online student engagement	(Dyment et al., 2020)
Blended learning in higher education: Professional development in a Hong Kong university	(Evans et al., 2020)
Accelerated transformation: Designing global online higher education	(Guo et al., 2020)
Embracing the possibilities of disruption	(Leask, 2020)
Toward a ‘new normal’ with e-learning in Vietnamese higher education during the post COVID-19 pandemic	(Pham & Ho, 2020)
I don’t need peer support: Effective tutoring in blended learning environments for part-time, adult learners	(Youde, 2020)
Assessing the quality of university student experiences in blended course designs: An ecological perspective	(Han & Ellis, 2021)
Students’ use of learning management systems and desired e-learning experiences: Are they ready for next generation digital learning environments?	(Koh & Kan, 2021)
Educators’ emotions involved in the transition to online teaching in higher education	(Naylor & Nyanjom, 2021)
A conceptual framework to enhance student online learning and engagement in higher education	(Brown et al., 2022)
‘The university doesn’t care about the impact it is having on us’: Academic experiences of the institutionalisation of blended learning	(Huang et al., 2022)
Facilitating self-efficacy in university students: An interactive approach with Flipped Classroom	(Latorre-Cosculluela et al., 2022)
A voyage around the ideological islands of higher education research	(Macfarlane, 2022)
‘This can’t be the new norm’: Academics’ perspectives on the COVID-19 crisis for the Australian university sector	(McGaughey et al., 2022)
Responsiveness vs. accessibility: Pandemic-driven shift to remote teaching and online learning	(Ndzinisa & Dlamini, 2022)
What undergraduates say about choosing an online or in-person course: Qualitative results from a large-sample, multi-discipline survey	(O’Neill et al., 2022)
Student learning ecologies in online higher education: A model to support connected learning across contexts	(Peters et al., 2022)
Transitioning from in person to online learning during a pandemic: An experimental study of the impact of time management training	(Tabvuma et al., 2022)
Remote learning and its implications toward study-life conflicts and the mental health of university students: Does studying at home or campus matter?	(Zainal Badri et al., 2022)
Is it the same, socially? Fully online learning and its impacts on social identification, academic performance and confidence	(Attard et al., 2023)
Cyberbullying in first-year university students and its influence on their intentions to drop out	(Bernardo et al., 2023)
Educators’ experiences of pivoting online: Unearthing key learnings and insights for engaging students online	(Brown et al., 2023)
Criteria of quality in fiction-based research to promote debate about the use of AI and robots in Higher Education	(Cox et al., 2023)
Embedding Indigenous cultural competencies within a digital media and communication context in Australian higher education	(Heyward & Krikowa, 2023)
Social media academic networking – insights from first-year accounting university students’ experiences	(Khan et al., 2023)
Digital reading and gender inequality in higher education	(Kuhn et al., 2023)
Transforming educators’ practice: How university educators learned to teach online from home during the Covid-19 pandemic	(Littlejohn, 2023)
Student perceptions of peer cheating behaviour during COVID-19 induced online teaching and assessment	(Roe et al., 2023)
Cultivating research skills through scholarly digital storytelling	(Schrum & Bogdewiecz, 2022)
Do typing skills matter? Investigating university students’ typing speed and performance in online exams	(Sperl et al., 2023)

Table 2. Selected highlights of educational technology timeline.

Pre 1980s
1950	First personal computer, Simon, published as plans in Radio Electronics
1953	Electronic colour television introduced in the United States
1960	PLATO (Programmed Logic for Automatic Teaching Operations) created at the University of Illinois
1969	ARPANET, precursor of the Internet
1971	Email
1975	First commercial digital camera
1976	First consumer VHS machines released
1977	Apple II
1978	LaserDisc commercially released (first movie sold was Jaws)
1979	First cellular phone network
1980s
1981	IBM PC
1984	Apple Macintosh
1985	First PC compatible laptops commercially available
1985	CD-ROM drive
1987	MacroMind (later Macromedia) Director version 1
1989	World Wide Web created (Berners-Lee, 1989)
1990s
1990	Archie, first Internet search engine invented at McGill University
1991	World Wide Web made available to the public
1991	Gopher invented at the University of Minnesota
1991	QuickTime video software released
1992	Wireless networking invented at CSIRO, Canberra
1992	SMS text messaging invented
1995	DVD-ROM drive commercially available
1995	AltaVista web search engine invented by DEC
1996	Macromedia Flash version 1 released
1996	First cellphone digital assistant
1996	WebCT created at the University of British Columbia (Goldberg & Salarai, 1997)
1996	Google search engine invented at Stanford University
1996	Interactive whiteboard
1997	Blackboard founded
1997	Wi-Fi first standard 802.11 released
1999	First cellphone with a camera
1999	“E-learning” used by Elliott Masie at TechLearn
2000s
2000	The “Classroom Flip” described (Baker, 2000)
2001	3G cellular mobile broadband available to consumers
2001	MediaSite acquired by Sonic Foundry from Carnegie Mellon
2002	Amazon Web Services established, birth of modern Cloud Computing
2004	Web 2.0 framing of the web as a platform
2004	Facebook opened to the public
2005	Classroom feedback clickers commercially available as wireless devices
2006	Google Docs released
2007	Apple iPhone
2008	First MOOC
2010s
2010	Apple iPad
2012	Udacity, Coursera, and EdX founded
2020s
2022	OpenAI releases ChatGPT open access to the public

Figure 1. (Macfarlane, 2012, p. 129).

Figure 2. (Macfarlane, 2022, p. 108).

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Bruce, C. S. (1998). The phenomenon of information literacy. Higher Education Research & Development, 17(1), 25–43. https://doi.org/10.1080/0729436980170102

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Alexander, S. (1999). An evaluation of innovative projects involving communication and information technology in higher education. Higher Education Research & Development, 18(2), 173–183. https://doi.org/10.1080/0729436990180202

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Bain, J. D. (1999). Introduction. Higher Education Research & Development, 18(2), 165–172. https://doi.org/10.1080/0729436990180201

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Boles, W. (1999). Classroom assessment for improved learning: A case study in using e-mail and involving students in preparing assignments. Higher Education Research & Development, 18(1), 145–159. https://doi.org/10.1080/0729436990180111

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Lockyer, L., Patterson, J., & Harper, B. (1999). Measuring effectiveness of health education in a web-based learning environment: A preliminary report. Higher Education Research & Development, 18(2), 233–246. https://doi.org/10.1080/0729436990180206

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McNaught, C., Whithear, K., & Browning, G. (1999). Systems not projects: Focusing on evaluating overall student experience, rather than isolated innovations. Higher Education Research & Development, 18(2), 247–259. https://doi.org/10.1080/0729436990180207

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Reeves, T. C., & Laffey, J. M. (1999). Design, assessment, and evaluation of a problem-based learning environment in undergraduate engineering. Higher Education Research & Development, 18(2), 219–232. https://doi.org/10.1080/0729436990180205

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Waters, L., & Johnston, C. (2004). Web-delivered, problem-based learning in organisational behaviour: A new form of CAOS. Higher Education Research & Development, 23(4), 413–431. https://doi.org/10.1080/0729436042000276440

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Forsyth, H., Pizzica, J., Laxton, R., & Mahony, M. J. (2010). Distance education in an era of eLearning: Challenges and opportunities for a campus-focused institution. Higher Education Research & Development, 29(1), 15–28. https://doi.org/10.1080/07294360903421350

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George-Walker, L. D., & Keeffe, M. (2010). Self-determined blended learning: A case study of blended learning design. Higher Education Research & Development, 29(1), 1–13. https://doi.org/10.1080/07294360903277380

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Hallam, G., & Creagh, T. (2010). ePortfolio use by university students in Australia: A review of the Australian ePortfolio Project. Higher Education Research & Development, 29(2), 179–193. https://doi.org/10.1080/07294360903510582

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Wolf, K. (2010). Bridging the distance: The use of blogs as reflective learning tools for placement students. Higher Education Research & Development, 29(5), 589–602. https://doi.org/10.1080/07294360.2010.502292

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Kenney, J. L. (2012). Getting results: Small changes, big cohorts and technology. Higher Education Research & Development, 31(6), 873–889. https://doi.org/10.1080/07294360.2012.672402

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Macfarlane, B. (2012). The higher education research archipelago. Higher Education Research & Development, 31(1), 129–131. https://doi.org/10.1080/07294360.2012.642846

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Faulkner, M., Mahfuzul Aziz, S., Waye, V., & Smith, E. (2013). Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies. Higher Education Research & Development, 32(6), 871–887. https://doi.org/10.1080/07294360.2013.806437

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Hamilton, J., & Tee, S. (2013). Blended teaching and learning: A two-way systems approach. Higher Education Research & Development, 32(5), 748–764. https://doi.org/10.1080/07294360.2012.711301

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Zeldenryk, L., & Bradey, S. (2013). The flexible learning needs and preferences of regional occupational therapy students in Australia. Higher Education Research & Development, 32(2), 314–327. https://doi.org/10.1080/07294360.2012.675572

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Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336

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Gibbings, P., Lidstone, J., & Bruce, C. (2015). Students’ experience of problem-based learning in virtual space. Higher Education Research & Development, 34(1), 74–88. https://doi.org/10.1080/07294360.2014.934327

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Saunders, F. C., & Hutt, I. (2015). Enhancing large-class teaching: A systematic comparison of rich-media materials. Higher Education Research & Development, 34(6), 1233–1250. https://doi.org/10.1080/07294360.2014.911261

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Dreamson, N., Thomas, G., Lee Hong, A., & Kim, S. (2017). Policies on and practices of cultural inclusivity in learning management systems: Perspectives of Indigenous holistic pedagogies. Higher Education Research & Development, 36(5), 947–961. https://doi.org/10.1080/07294360.2016.1263830

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Iqbal, S., & Bhatti, Z. A. (2017). What drives m-learning? An empirical investigation of university student perceptions in Pakistan. Higher Education Research & Development, 36(4), 730–746. https://doi.org/10.1080/07294360.2016.1236782

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Thomas, J. A., Wadsworth, D., Jin, Y., Clarke, J., Page, R., & Thunders, M. (2017). Engagement with online self-tests as a predictor of student success. Higher Education Research & Development, 36(5), 1061–1071. https://doi.org/10.1080/07294360.2016.1263827

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Comber, D. P. M., & Brady-Van den Bos, M. (2018). Too much, too soon? A critical investigation into factors that make Flipped Classrooms effective. Higher Education Research & Development, 37(4), 683–697. https://doi.org/10.1080/07294360.2018.1455642

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Sinclair, J., & Aho, A.-M. (2018). Experts on super innovators: Understanding staff adoption of learning management systems. Higher Education Research & Development, 37(1), 158–172. https://doi.org/10.1080/07294360.2017.1342609

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Abblitt, S. (2019). A postdigital paradigm in literary studies. Higher Education Research & Development, 38(1), 97–109. https://doi.org/10.1080/07294360.2018.1541313

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Blaj-Ward, L., & Winter, K. (2019). Engaging students as digital citizens. Higher Education Research & Development, 38(5), 879–892. https://doi.org/10.1080/07294360.2019.1607829

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Kilner, K., Collie, N., & Clement, J. (2019). Using innovative teaching practices to inspire critically engaged reading and writing in a neoliberal university environment. Higher Education Research & Development, 38(1), 110–123. https://doi.org/10.1080/07294360.2018.1537258

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