About Professor Peter Goodyear

Peter Goodyear is a Professor of Education at the University of Sydney; he has been carrying out research on computer technology and collaborative learning for the past 30 years.

My main research contributions have been in the following areas: university students’ experiences of networked (online) learning and of learning through discussion; teachers’ knowledge and beliefs; technology-based professional learning, including studies of the nature of professional knowledge; educational design tools and methodologies. Since moving to Australia in 2003 I have been a CI on three ARC-funded projects (two Discovery, one Linkage). These projects have studied university students’ experiences of learning through combinations of online and face-to-face discussion; the provision of technological support for collaborative learning and the distillation of successful experiences of technology-enhanced teaching into the form of educational design patterns. The first-named of these projects is the most mature and has led to a string of papers in high quality journals. Main findings are also being written up with Rob Ellis (the other CI) in a book for Routledge (due to appear early 2009).

Before moving to Australia I was chief investigator on over 20 major research projects (funded by the EU, ESRC, UK Government and industry). Outcomes from these projects have appeared in refereed journal articles as well as in authored and edited books. My research with teachers has included work on relations between their intentions and action, and has been reported in two books: Teaching Knowledge and Intelligent Tutoring, Ablex 1991; Teacher Thinking, Beliefs and Knowledge in Higher Education, Kluwer, 2002. I have also developed an influential account of collaborative continuing professional development as the co-construction of working knowledge within a community of practice, and have published the outcomes of a number of experimental studies testing advanced learning technologies which have been configured with this pedagogical vision in mind. Finally, I have developed a novel conceptual framework for user-centered educational design, drawing on ideas and principles from architecture and ergonomics.I have been carrying out research in the area of advanced learning technologies since 1979 and have published five books, 42 refereed journal articles and 38 book chapters. I was the founding director of the Centre for Studies in Advanced Learning Technology at Lancaster University (UK) where I was also Professor of Educational Research. I moved to Australia in July 2003 to become Professor of Education and co-director of the Research Centre for Computer-supported Learning and Cognition (CoCo) at the University of Sydney. In February 2008 I became a Carrick Senior Fellow. I was the only Australia-based educational researcher selected for RQF Panel 11. I have been an OZREADER for the past three years; I review grant proposals regularly for other international funding bodies, including the EU. 1993-present, Editor, Instructional Science (currently ranked 4th on the ISI list of educational research journals).Editorial Board member for Distance Education, Journal of the Association for Learning Technology, Computers in Human Behavior, Artificial Intelligence in Education, Training Research Journal.Founding member of the executive committee of the UK Association for Learning Technology (ALT); Joint co-ordinator, Learning and Instruction with Computers SIG of the European Association for Research on Learning and Instruction (EARLI); Fellow of the Chartered Institute of Personnel and Development (UK); Member of the International Board of Standards in Training, Performance and Instruction (ibstpi); Member of the international executive committee, Computer Supported Collaborative Learning; Core member of the EU Kaleidoscope Network of Excellence; Member of the Australian ICT in Education Committee (AICTEC). Keynote presenter at 18 international conferences in past 10 years (Europe, Australia).

Research students’ projects that I am currently supervising, or that have been recently submitted include:

  • Lecturers' experiences of teaching undergraduate courses using the web
  • Teacher change: Individual and cultural risk perceptions in the context of ICT integration
  • Improving Networked Learning in Higher Education: language function and design patterns.
  • Interactive Distance Learning Provision In Regional And Remote Areas: Parental Perspectives On Changing Technologies And Practices.

Selected publications

Ellis, R., Goodyear, P., Prosser, M., Calvo, R. (2008) Engineering students’ conceptions of and approaches to learning through discussions in face-to-face and online contexts, Learning and Instruction (accepted 13-6-07; available online 10-8-07), 16pp.

Goodyear, P. & Zenios, M. (2007) Discussion, collaborative knowledge work and epistemic fluency, British Journal of Educational Studies (55, 4) 351-368.

Goodyear, P. (2006) Technology and the articulation of vocational and academic interests: reflections on time, space and e-learning, Studies in Continuing Education (28, 2) 83-98.

Goodyear, P., Jones, C., Asensio, M., Hodgson, V., & Steeples, C. (2005) Networked learning in higher education: students’ expectations and experiences, Higher Education (50) 473-508.

Goodyear, P. (2002) Psychological foundations for networked learning, Chapter 4. In Steeples, C. & Jones, C. (eds), Networked learning: perspectives and issues, Berlin: Springer Verlag, 49-75.
Goodyear, P., Salmon, G., Spector, M., Steeples, C., & Tickner, S. (2001) Competences for online teaching, Educational Technology Research & Development (49, 1) 65-72.

Goodyear, P. (2000) Environments for lifelong learning: ergonomics, architecture and educational design, Chapter 1. In Spector, J.M. & Anderson, T.M. (eds), Integrated and holistic perspectives on learning, instruction & technology: understanding complexity, Dordrecht: Kluwer Academic Publishers, 1-18.

Goodyear, P. (1996) Asynchronous peer interaction in distance education: the evolution of goals, practices and technology, Training Research Journal (1) 71-102.

Goodyear, P. & Stone, C. (1992) Domain knowledge, epistemology and intelligent tutoring in social science. In Moyse, R. & Elsom-Cook M. (eds), Knowledge negotiation, London: Academic Press, 69-96.

Goodyear, P., Njoo, M., Hijne, H., & van Berkum, J. (1991) Learning processes, learner attributes and simulations, Education and Computing (6, 3) 263-304.