Dr Sally Lewis

Excludes commercial-in-confidence projects.

Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID, ResearcherID or Scopus

Open access indicates that an output is open access.

Highlights

Chapters

Journal Articles

Conferences

Reports

Other outputs

Lewis, S. and Burley, K. (2024). Creative, online and interdisciplinary: An undergraduate course review. UniSA Creative Research Showcase.

Godwin, R. and Lewis, S. (2024). The role of technology-mediated feedback pre and post COVID-19: A case study of first-year communication students. UniSA Higher Education Research Network Showcase, Adelaide South Australia.

Lewis. S. and Burley, K. (2023). Online work-integrated learning as an equitable alternative to traditional student placements. UniSA Inaugural Work-integrated learning Colloquium, Adelaide South Australia.

Lewis, S. and Devis, D. (2023). Student engagement and gamified motivation. UniSA 5th Annual Teaching and Learning Symposium, Adelaide South Australia.

Burley, K. and Lewis, S. (2021). “We’re like a body, we’re not self-sufficient limbs”: How interdisciplinary online student teams can work. UniSA 3rd Annual Teaching and Learning Symposium, Adelaide South Australia.

Lewis, S. and Andrew, J. (2021). Interdisciplinary project-based work integrated learning: Student-centred learning to enhance employability. UniSA Teaching Forum, Adelaide South Australia.

Lewis, S. and Andrew, J. (2018). Peer 2 Peer: Interdisciplinary student teamwork to develop and implement industry based projects.  Australian Collaborative Education Network.

Lewis, S. (2015). Blended learning approaches in advanced communication courses. Report to the School of Communication, International Studies and Languages, University of South Australia, Australia.

Lewis, S. (2012). Industry Report: Public Communication & Tertiary Education Choice. University of South Australia, Australia

Lewis, S. (2010). Portrayal of selected tertiary education organisations in controlled communication materials. Report to the Department of Further Education, Employment, Science & Technology, South Australia, Australia.

Lewis, S. (2009). The portrayal of vocational and higher education in the media. Industry presentation to the Department of Further Education, Employment, Science & Technology, South Australia, Australia.

2023: UniSA Creative Award for Innovation in Research

2023: UniSA Creative Portfolio Lead - Scholarship of Teaching and Learning

2023: UniSA Creative Research Ethics Advisor

2023: UniSA Creative Sponsor Higher Education Research Network

Current research projects

2024: Online Interdisciplinary Work-Integrated Learning: An undergraduate course review

Research team: Dr Sally Lewis and Dr Kim Burley. The landscape of work continues to evolve post-pandemic, leading to a shift in focus within higher education fromdiscipline-specific knowledge and skills to capabilities that are transferable and reflect real-world complexities. Areview of higher education to meet future economic and social trends and skill sets is a feature of many countriesincluding Australia, where work-integrated learning (WIL) has been identified as a priority. This researchidentifies how to successfully involve online students in interdisciplinary WIL to develop complex problemsolving skills, resilience, and adaptability – all imperative for competing in a constantly changing and digitallyreliant economy. Adaptable and scalable, online teaching provides an alternative to traditional student placementswhile supporting student collaboration on authentic real-world projects. This study reflects on student and industry feedback of an online, interdisciplinary WIL course over four years. The key learnings and, challenges ofonline interdisciplinary WIL are identified along with recommendations for further research.

2023: The Role of Technology-Mediated Feedback Pre- and Post COVID-19: A Case Study of First-Year Communication Students

Research team: Dr Sally Lewis, Mr Thai McGill, Dr Lisa Lim and Ms Rebecca Godwin. As universities welcome students who completed their secondary education during the disruptive period of the COVID-19 pandemic, it is timely to consider if their prior learning experiences influence receptiveness to technology-mediated communication. Australian Year 12 students struggled to stay motivated and connected with their learning during the pandemic, while also experiencing an increase in screen time of more than a day each week. Studies also indicate more secondary school students felt disengaged with online learning, likely due to the pandemic forcing them to learn online. This study explored commencing university student online activity and performance in a first-year course with technology-mediated communication in 2022 (n=118) and compared results with a similar pre-pandemic course in 2019 (n=192). Learning analytics data was used to create technology-mediated feedback based on student interaction with the course content and student learning experiences were evaluated. Course engagement data and a range of metrics were examined including the frequency of access to course information and assessment related content. Course performance data including final course grades and individual assessment results was also collected and examined. While an early outcome of research on post-pandemic technology-mediated communication, our findings suggest the 2022 student cohort were less receptive to technology-mediated feedback when compared to the pre-pandemic cohort.