Home / News / Welcome Dr Lisa-Angelique Lim, our new Postdoctoral Research Fellow!

Welcome Dr Lisa-Angelique Lim, our new Postdoctoral Research Fellow!

We are delighted to announce that Dr Lisa-Angelique Lim has joined CIC as a Postdoctoral Research Fellow. Welcome!

I completed my PhD in education with a focus on learning analytics in early 2021, at the University of South Australia. My dissertation, entitled Examining the impact of feedback based on learning analytics from the perspective of self-regulated learning, explored how students made sense of automated feedback personalised to their own learning data. My dissertation also explored the impact of this innovative form of feedback on students’ performance. In my project, I made use of epistemic network analysis to discover relations between elements of students’ sense-making – namely, their perceptions, emotions, and self-regulated learning processes.

As learning analytics feedback interventions are still very nascent, there is much work to be done especially concerning how learners interact with these socio-technical systems. During my doctoral candidature, I worked closely with academics to implement and evaluate learning analytics feedback interventions in their courses using OnTask (https://www.ontasklearning.org/). I was also actively involved in various research projects with collaborators from Australia, USA, and Canada relating to student-facing learning analytics interventions.

Prior to undertaking my PhD, I spent more than ten years as an academic developer in higher education institutions in Singapore, where I was heavily involved in building the instructional and research capabilities of course instructors.

I am very grateful for the opportunity to join the CIC team, and look forward to meeting everyone (virtually or face-to-face), and to continue the exciting work that is being done in this space!


Selected publications

Lim, L.-A., Dawson, D., Gašević, D., Joksimović, S., Fudge, A., Pardo, A., & Gentili, S. (2020). Students’ sense-making of personalised feedback based on learning analytics. Australasian Journal of Educational Technology, 36(3), 15-33. https://doi.org/10.14742/ajet.6370

Lim, L.-A., Dawson, S., Gašević, D., Joksimović, S., Pardo, A., Fudge, A., & Gentili, S. (2020). Students’ perceptions of, and emotional responses to, personalised LA-based feedback: An exploratory study of four courses. Assessment & Evaluation in Higher Educationhttps://doi.org/10.1080/02602938.2020.1782831

Lim, L.-A., Gentili, S., Pardo, A., Kovanović, V., Whitelock-Wainwright, A., Gašević, D., & Dawson, S. (2019). What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2019.04.003

Lim, L., Dawson, S., Joksimović, S., & Gašević, D. (2019). Exploring students’ sensemaking of learning analytics dashboards: Does frame of reference make a difference? In 9th International Learning Analytics and Knowledge Conference (LAK19), March, 2019, Tempe, AZ, USA. ACM, New York, NY, USA. 10 pages. https://doi.org/10.1145/3303772.3303804