Professor Robert Ellis

BA, GradDipAdultEd, MA, MEd, PhD
Honorary Professor
Phone
Fax
Building/Room
A35 / 307
The University of Sydney
Robert Ellis is Professor of Learning and Organisational Ecology in the School of Education and AEL Group, a Principal Fellow of the Higher Education Academy (UK). He is currently authoring a book on generative AI in educational ecologies with Dr Feifei Han for Cambridge University Press, after most recently serving as Pro Vice-Chancellor (Learning & Teaching) and previously Dean (Learning & Teaching) at Griffith University. 

Robert has been a long-time research collaborator and PhD supervisor with Professor Peter Goodyear from Sydney School of Education. He is currently working with Professor Lina Markauskaite and colleagues on technology-enabled learning and teaching projects. 
  • Professor of Learning and Organisational Ecology in the School of Education and AEL Group; Principal Fellow of the Higher Education Academy, United Kingdom.
Books

Journal articles
  • Ellis, R. A., Han, F. and Cook, H. (2025). Qualitatively different teacher experiences of teaching with generative artificial intelligence'. International Journal of Educational Technology in Higher Education. 22:33, 1-21.
    https://doi.org/10.1186/s41239-025-00532-2
  • Ellis, R. A., Han, F., Kember, D., & Fan, S. (2025). Towards a theory of materiality for quality learning and university education leadership. Review of Education, 13(2), e70094.
    https://doi.org/10.1002/rev3.70094 
  • Han, F., & Ellis, R. (2025). Medical students’ conceptions of, and approaches to, inquiry-based writing: A phenomenographic perspective. Innovations in Education and Teaching International. http://dx.doi.org/10.1080/14703297.2025.2574063
  • Ellis, R. A. (2024). The Education Leadership Challenges for Universities in a Postdigital Age. Postdigital Science and Education, 1-18.
  • Han, F., & Ellis, R. A. (2023). Self-reported and digital-trace measures of computer science students’ self-regulated learning in blended course designs. Education and Information Technologies, 1-16.
  • Han, F., Ellis, R.A. (2023) The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome. J Comput High Educ 35, 111–125
  • Han, F., Ellis, R. A., & Guan, E. (2022). Patterns of students’ collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement? Journal of Computer Assisted Learning. http://doi.org/10.1111/jcal12747
  • Ellis, R. A. (2022) Strategic directions in the what and how of learning and teaching innovation – a fifty year synopsis. Higher Education. 84, 1267–1281.
  • Han, F., & Ellis, R. A. & Pardo, A. (2022). The Descriptive Features and Quantitative Aspects of Students’ Observed Online Learning: How Are They Related to Self-reported Perceptions and Learning Outcomes? Transactions in Learning Technologies 15, 1, 32 - 41.
  • Han, F., & Ellis, R. A. (2022). The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome. Journal of Computing in Higher Education, 1-15.
  • Han, F., & Ellis, R. A. (2022). Explaining medical students’ learning outcomes in blended course designs: combining self-reported and observational learning experiences. Advances in physiology education, 46, 1, 56 - 64. https://doi.org/10.1152/advan.00121.2021
  • Han, F., Ellis, R.A. (2021) Patterns of student collaborative learning in blended course designs based on their learning orientations: a student approaches to learning perspective, International Journal of Educational Technology in Higher Education, 18(1), art. no. 66.
  • Ellis, R. A. & Han, F. (in press). Assessing university student collaboration in new ways. Assessment & Evaluation in Higher Education. DOI:10.1080/02602938.2020.1788504.
  • Han, F. & Ellis, R. A. (in press). Assessing the quality of university student experiences in blended course designs: an ecological perspective. Higher Education Research & Development. DOI:10.1080/07294360.2020.1800597.
  • Han, F. & Ellis, R. A. (in press). Configurations of collaborations based on learning orientations amongst medical students. Advances in Health Sciences Education. DOI:10.1007/s10459-020-09999-2.
  • Han, F. & Ellis, R. A. (in press). Students' self-report and observed learning orientations in blended university course design: How are they related to each other an to academic performance? Journal of Computer Assisted Learning. DOI:10.1111/jcal.12453.
  • Ellis, R, Bliuc, A. & Han, F. (2021). Challenges in assessing the nature of effective collaboration in blended university courses. Australasian Journal of Educational Technology, 37(1). DOI:10.14742/ajet.5576.
  • Han, F. & Ellis, R. A. (2020). Redes de aprendizaje personalizadas en contextos universitarios de aprendizaje semipresencial [Personalised learning networks in the university blended learning context]. Comunicar, 28(62), 19–30.
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