Development-based research and professional development

Michael James KEPPELL, Kit Oi Eliza AU, Wai Wing Ada MA, Mei Sheung Christine CHAN

Research output: Chapter in Book/Report/Conference proceedingChapters

1 Citation (Scopus)


In this paper, we describe how four teacher-educators redesigned six online modules over a two-year period to utilise student-centred learning and learning-oriented assessment. Phase 1 of the project examined the redesign of three online modules using technology-enhanced assessment as well as completing research on teacher-educator beliefs about learning, technology and assessment. Phase 2 of the project focused more specifically on collaboration, peer learning and learning-oriented assessment, and included the redesign of a further three online modules. A development-based research approach was utilized as it emphasized analysis, development, evaluation and the production of design principles. This approach provided a means of immersing ourselves in the project over a sustained period of time in order to analyse our current way of teaching the modules, development of a new learning design for each module, student evaluation of the new learning design followed by reflection on the process in order to develop a number of key principles. In addition to the student learning benefits, there were significant benefits for the professional development of academic staff involved in the project. Copyright © 2005 Mike Keppell, Eliza Au, Ada Ma and Christine Chan.
Original languageEnglish
Title of host publicationProceedings of the 22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
EditorsHalima GOSS
Place of PublicationAustralia
PublisherQueensland University of Technology
ISBN (Print)0975709313, 9780975709313
Publication statusPublished - 2005


Keppell, M., Au, E., Ma, A., & Chan, C. (2005). Development-based research and professional development. In H. Goss (Ed.), Balance, fidelity, mobility: Maintaining the momentum? Proceedings of the 22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 337-344). Australia: Queensland University of Technology.


  • Learning-oriented assessment
  • Professional development
  • Development-based research


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