Sayed Hadi Sadeghi

BSc(Tehr), MA(Tehr)

PhD candidate


Phone: +61 2 9351  6322


Building.Room: A36.2a11


Comparative frameworks,E-learning Practice ,Cultural Pedagogical Contexts

Research project description

Professional biography

Hadi obtained Bachelor of Science and Master of Science degrees in educational administration and planning from the University of Tehran in 2004 and 2007, respectively. He was in charge of a project for setting Green Rise Institute Limited (G.R.I.E) in 2009  in the field of cultural and pedagogical issues.  Since mid-2012 He has been studying towards a doctoral degree (PhD) in the field of E-learning Practice and Comparative frameworks at the University of Sydney under the supervision of Associate Professor Nigel Bagnall and Professor Michael Jacobson.His current research interests include a comparative case study on e-practice in the university of Sydney and the university of Minnesota. Furthermore, He holds a position as a lecturer in the University of Tehran, Faculty of New Sciences and Technologies (FNST), Tehran, Iran.

Doctoral research study

The comparative approach to cultural issues is one of the main factors for enhancement of quality improvement of e-learning practices. This approach can raise awareness of the differences and make clear the similarities between systems and practices in various countries.  Comparative study approaches have been shown to be predominantly evidenced-based and justified as frameworks of e-learning.

Therefore given the significance of cultural context in e-learning and the quality improvement of its practice, investigation of comparative dominant cultural dimensions of e-learning practices and assessing e-learning practices such as  pedagogical, performance appraisal, instructional design, technological, administrative and support service practice in different cultural contexts are critically important (American Association of Higher Education;1987, United States Institute for Higher Education Policy;2001 ; Council of Regional Accrediting Commissions, 2001;Sangrà, 2002; Zhao, 2003; Finger, Jamieson-Proctor, & Watson, 2006;Jacobson, 2005; Finger, Jamieson-Proctor, & Watson, 2006 ;Holsapple & Lee‐Post, 2006;Selim, 2007;Khan & Granato, 2008;Kala et al., 2010;Marshall, 2012;FitzPatrick, 2012;Zhou ,2012;Dragon et al., 2013; ).

From this perspective, comparison of e-learning practices between Australian and United States institutions with a view to the restructure of higher education would present benefits such as a) recognition of best e-learning practices through examining national and international experiences and b) application of best national and international e-learning practices provided by advanced technology to obtain positive effects on experiences, strategies and approaches involved. 

To conclude, with due attention to fast-growing e-learning programs in the institutional and pedagogical structures, there is no doubt that comparative studies on virtual learning environments will lead to fundamental change in the educational process, because focusing on a variety of opinions and experiences in different systems and cultures would lead to the identification of strategic issues (strength, weakness, opportunity, and threat). Also "the use of comparative studies has become a prominent feature in policymaking and related processes which is characterised by increased technological, information and pedagogical transfer"(Adamson, 2012, p. 641). 

Despite the large number of researchers focused on e-learning issues in recent years, there is still limited knowledge about many different issues concerned with e-learning practices in a comparative context. 

Consequently, the main aim of this research is a comparative study of the dominant cultural dimensions, e-learning practices and current issues and problems between an Australian university and an American university that will ultimately improve the quality of online learning courses in Australian and American universities.

To reach this aim the researcher asked three main questions namely:

1-What are the dominant cultural dimensions of e-learning practice in an Australian and an American university?

2-What are the e-learning practices in an Australian and an American university?

3-What are the dominant issues of e-learning practices in an Australian and an American university?

It is hoped answers to these question will illuminate 2 main characteristics: cultural aspects and e-practice factors.



  • Postgraduate Research Support Scheme (PRSS) fund, 2015

    International Postgraduate Research Scholarship 2012-2015

    Y.N.O Education Fellowship ,2009

Professional and community roles

    The ABWA Representative of Sydney (Educational, cultural and religious international organization) (2014- 2015)

    Counsellor of virtual education and future research centre(2012-2014)

    Member of the Australian and New Zealand Comparative and International Education Society (ANZCIES)(since 2012)

    Managingc Director of educational and research institute of G.R.E(since 2009)

    Scientific membership in entrepreneurship center at University of Tehran(2008-2009)

    Representative of specialized knowledge promotion centre at University of Tehran(2007-2008)

Thesis work

Project title Degree Supervisor
A comparative case study on e-practice PhD Associate Professor Nigel Bagnall

Selected publications

Journal articles

Conference papers