eLearning Innovations and Partnerships in
Science and Engineering (eLIPSE)

Current Research Interests

Research towards understanding the role that technology plays in supporting student learning and engagement allows eLIPSE to develop tools and innovative curriculum that are fit for purpose, aligned with UQ’s Strategic Plan, and mapped to a coherent and unified development framework that reduces redundant effort.  This research contributes to UQ’s strategic effort to improve the student experience and will allow Executive Deans and Heads of School to derive reasonable, measurable metrics that can evidence improvements in student engagement and important learning outcomes. A significant goal for eLIPSE is directed towards providing personalised feedback and analysis to students on how they are tracking with their learning.

eLIPSE has a growing portfolio of highly innovative eLearning tools that have emerged over the past 6 years of flipping the classroom in Science and Engineering.  These tools capitalise on the capture of student’s digital traces which can be deployed to enhance student learning, particularly in very large classes that employ technology-enhanced active learning.  A high standard of research needs to underpin the direction of the design and evaluation of this “ecosystem” of digital learning support tools.

Through this research, eLIPSE continues to play a significant role in UQ’s Student Strategy with a focus on Goal 2: Student-centred flexibility. 

If you are interested in joining us in this research, please email us.

Flipped Classroom Project

Across 2013-2015, a project titled Radical transformation: re-imagining engineering education through flipping the classroom in a global learning partnership was completed with funding from the Australian Government Office for Learning and Teaching.  

This project resulted in a comprehensive report on the project to the Office for Learning and Teaching and a book titled The Flipped Classroom: Practice and Practices in Higher Education, which includes chapters on aspects of flipped classroom practice plus case studies from practitioners at 5 Australian universities, as well as from the University of Pittsburgh (USA), St Andrews University (Scotland), and Nanyang Technological University (Singapore).