Faculty Home / About / Faculty directory / Professor Peter Goodyear

Professor Peter Goodyear

Professor, Education

Co-director, Centre for Research on Computer Supported Learning and Cognition (CoCo Research Centre)

Email:

Phone: +61 2 9351 4708

Fax: +61 2 9036 5205

Building.Room: A35.251

Professional biography

Peter’s undergraduate and doctoral degrees were in human geography, although each had drawn heavily on work in computing, sociology and psychology. About 1980, he began researching and teaching advanced courses in the use of information and communications technology in learning.

Before emigrating to Australia in 2003 as Professor of Education at Sydney University, Peter was Professor of Educational Research at Lancaster University’s Centre for Studies in Advanced Learning Technology, a research group he founded and which became, under his leadership, one of the best known and most successful learning technology research centres in Europe.


Professional and community roles


Current projects

  • The pedagogical evaluation of digital information environments (EDNER)
  • Formative evaluation of the UK Learning & Teaching Support Network (LTSN)
  • Collaborative knowledge-production and knowledge-sharing within geographically distributed communities of practice (the SHARP project)
  • The role of shared mental models in emergency team training and performance (the ETOILE project)
  • Design methodologies for the creation of convivial online learning environments

Current research students

Project title Degree Research student
Educational design in higher education: Social organisation of large class. PhD Kashmira Dave
The business considerations for the successful integration of video games on organisational development strategy. MEd Kimberly Archer
TBA PhD Helen Drury
The use of social networking in vocational education and training programs to enhance critical thinking. EdD Myriam Mickhail
Transformation of academic staff in their use of elearning PhD Karen Scott
TBA EdD Miriam Tanti
Quality assurance in online learning: The ongoing challenge in an ever evolving medium. MPhil Fiona Thurn

Selected publications

Books

  • Hativa, N & Goodyear, P, eds,. (2002). Teacher Thinking, Beliefs and Knowledge in Higher Education. Dordrecht, Netherlands: Kluwer Academic Publishers, 367pp.
  • Ford, P., Goodyear, P, Heseltine, R, Lewis, R, Darby, J., Graves, J, Sartorius, P, Harwood, D & King, T. (1996). Managing Change in Higher Education: a learning environment architecture. Buckingham: Open University Press, 161pp.

Book chapters

  • Goodyear, P. (2008). Flexible learning and the architecture of learning places. In Spector M, Merrill D, van Merrienboer J, Driscoll M (Ed.), Handbook of Research on Educational Communications and Technology (pp. 251–257), New York: Routledge.
  • McAndrew, P, Goodyear, P. (2007). Representing practitioner experiences through learning design and patterns. In H. Beetham;R. Sharpe (Ed.), Rethinking pedagogy for a digital age: designing and delivering e-learning (pp. 92–102), London: Routledge.
  • Goodyear, P, Ellis, R. (2007). The development of epistemic fluency: learning to think for a living. In Angela Brew & Judyth Sachs (Ed.), Transforming a university: the scholarship of teaching and learning in practice (Vol. 1, pp. 57–68), NSW, Australia: University of Sydney Press.
  • Goodyear, P. (2005). The emergence of a networked learning community: lessons learned from research and practice. In G. Kearsley (Ed.), Online learning. Personal Reflections on the Transformation of Education (pp. 113–127), Englewood Cliffs NJ: Educational Technology Publications.
  • Goodyear, P & Jones, C. (2003). Implicit theories of learning and change: their role in the development of eLearning environments for higher education. In Naidu, S. (Ed.), Learning and teaching with technology: principles and practices (pp. 29–41), London: Kogan.
  • Goodyear, P., Asensio, M., Jones, C, Hodgson, V & Steeples, C. (2003). Relationships between conceptions of learning, approaches to study and students’ judgements about the value of their experiences of networked learning. In , Journal of the Association for Learning Technology .

Journal articles

  • Ellis, R, Goodyear, P, Calvo, R, Prosser, M. (2008). Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts. Learning and Instruction, 18(3), 267–282.
  • Ellis, R, Goodyear, P, Smith-Brillant, M, Prosser, M. (2008). Student experiences of problem-based learning in pharmacy: conceptions of learning, approaches to learning and the integration of face-to-face and on-line activities. Advances in Health Sciences Education, 13, 675–692.
  • Goodyear, P, Ellis, R. (2008). University students’ approaches to learning: rethinking the place of technology. Distance Education, 29(2), 141–152.
  • Goodyear, P, Zenios, M. (2007). Discussion, collaborative knowledge work and epistemic fluency. British Journal of Educational Studies, 55(4), 351–368.
  • Ellis, R, Goodyear, P, O'Hara, A, Prosser, M. (2007). The university student experience of face-to-face and online discussions: coherence, reflection and meaning. ALT-J , 15(1), 83–97.
  • Bliuc, A, Goodyear, P, Ellis, R. (2007). Research Focus and Methodological Choices in Studies into Students' Experiences of Blended Learning in Higher Education. The Internet and Higher Education , 10(4), 231–244.

Conference papers

  • Bliuc, A, Ellis, R, Goodyear, P, Piggott, L. (2008). A phenomenographic exploration of student experiences of learning through face-to-face and online discussions in a political science course. In Implications of Phenomenography and Variation Theory in Practice. Kristianstad University, Sweden, 22-24 May 2008.
  • Goodyear, P, Ellis, R. (2007). Students’ interpretations of learning tasks: Implications for educational design. In R.J. Atkinson;C. McBeath;S. K. A. Soong;C. Cheers Proceedings ascilite Singapore 2007 (pp. 339–346). Singapore, 2-5 Dec 2007.
  • Bliuc, A, Ellis, R, Goodyear, P. (2007). Relationships between student identity, perceptions of the learning community, approaches to learning and performance. In EARLI, University of Szeged Developing potentials for learning (pp. 348–349). Budapest, Hungary, August 28- September 1 2007.
  • Goodyear, P. (2006). What does international excellence in educational research look like?. In Jeffery, PL AARE Education Research. Creative Dissent: Constructive Solutions. Parramatta, 27Nov-1 Dec 2005.
  • Markauskaite, L, Goodyear, P, Reimann, P. (2006). Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s Learning? Whose Technology?. In Lina Markauskaite, Peter Goodyear, Peter Reimann 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who's Learning? Whose Technology? Proceedings volume 1 (pp. 1033–1033). Sydney, Australia, 3-6 December 2006.
  • Yang, D, Goodyear, P. (2006). Learning through online discussions: a focus on discourse analysis and language functions. In Lina Markauskaite, Peter Goodyear, Peter Reimann Who's learning? Whose technology? (pp. 921–929). The University of Sydney, Australia, 3-6 December, 2006.
Show all publications
Back to Top