Chris Deneen

APrf Chris Deneen

Enterprise Fellow

School of Education

College of Education, Behavioural and Social Sciences

Eligible to supervise Masters and PhD - email supervisor to discuss availability.

Available For Media Comment.

I'm an associate professor and Enterprise Research Fellow in UniSA Education Futures. 
I began my career as a middle and high school teacher in the USA. I went on to earn my doctorate from Columbia University's Teacher College. Since then, I have held several research, teaching, and leadership positions in the culturally diverse contexts of New York, Singapore, Hong Kong, and Australia. 
I currently lead the Change in Complex Systems Research Stream at The Centre for Change and Complexity in Learning (C3L). If you are interested in learning more about C3L, our research streams, or would like to explore other opportunities for dialogues and collaboration, please feel free to contact me.

My research focuses on innovative approaches to assessment, feedback and learning engagement. I am especially interested in assessment and feedback-enabling technologies and how these may interact with complex learner-centred systems, such as ePortfolios. I have authored over fifty publications on education topics, and I've received approximately 2.35 million AUD in external, competitive research funding.

I embrace a variety of methodological approaches. I especially enjoy leading or working with teams that use complimentary/mixed methodologies.

Year Citation
2025 Han, F., Corrin, L., Huijser, H., & Deneen, C. (2025). Building on the foundations: Revisiting AJET’s second decade (1995–2004) and its enduring legacy. Australasian Journal of Educational Technology, 41(4), 1-14.
DOI Scopus2 WoS1
2025 Lim, L. A., Ainscough, L., Deneen, C., Pacitti, H., Taylor-Griffiths, D., Male, S. A., & Frankland, S. (2025). Transition Pedagogy in the Age of AI: The Role of Self-Regulated Learning. Student Success, 16(3 Special Issue), 57-66.
DOI Scopus2 WoS2
2025 Huijser, H., Deneen, C., Corrin, L., & Han, F. (2025). Riding waves of innovation and paradigm shifts: the past 20 years of AJET. Australasian Journal of Educational Technology, 41(5), 1-13.
DOI Scopus2 WoS1
2025 Bone, E. K., French, S., Deneen, C. C., & Prosser, M. (2025). Examining academics' changing approaches to teaching in response to the pandemic disruption: a phenomenographic approach. Teaching in Higher Education, 30(5), 1100-1121.
DOI Scopus1 WoS1
2025 Deneen, C., Huijser, H., Corrin, L., & Han, F. (2025). Building bridges: what 40 years of educational technology research teaches us about the theory-practice gap. Australasian Journal of Educational Technology, 41(1), 1-6.
DOI Scopus1 WoS2
2025 French, S., Bone, E. K., Deneen, C. D., & Prosser, M. (2025). Reaffirming the importance of relational pedagogies in higher education: educators' experiences during the COVID-19 pandemic. Teaching In Higher Education, online(8), 1-19.
DOI Scopus1 WoS1
2025 Corrin, L., Han, F., Deneen, C., & Huijser, H. (2025). Reflecting on 2025 and looking towards the next 40 years of AJET. Australasian Journal of Educational Technology, 41(6), 1-9.
DOI WoS1
2025 Corrin, L., Han, F., Huijser, H., & Deneen, C. (2025). 40 years of AJET: The first 10 years. Australasian Journal of Educational Technology, 41(2), 1-14.
DOI Scopus3
2024 Corrin, L., Han, F., Deneen, C., & Huijser, H. (2024). AJET and the shifting dynamics of educational technology publishing in 2024. Australasian Journal of Educational Technology, 40(6), 1-8.
DOI Scopus2 WoS2
2024 Narayan, V., Cochrane, T., Stretton, T., Chanane, N., Alizadeh, M., Birt, J., . . . Vanderburg, R. (2024). A model for nurturing a networked academic community: #ASCILITEMLSIG mobile learning special interest group. International Journal for Academic Development, 29(2), 185-200.
DOI Scopus2 WoS1
2024 Deneen, C., De Laat, M., Claassen, A., & Zamecnik, A. (2024). Towards automated assessment of participation and value creation in networked learning. Proceedings of the International Conference on Networked Learning, 14(1), 1-10.
DOI
2024 Huijser, H., Ames, K., Bozkurt, A., Corrin, L., Costello, E., Cowling, M., . . . Zou, T. (2024). Collaboration or competition? The value of sector-wide collaboration in educational technology research. Australasian Journal of Educational Technology, 40(3), 1-8.
DOI Scopus2 WoS2
2024 Barthakur, A., Kovanović, V., Dawson, S., & Deneen, C. C. (2024). The application of curriculum analytics for improving assessments and quality assurance in higher education. Australasian Journal of Educational Technology, 40(4), 20-37.
DOI Scopus4 WoS4
2023 Zhou, J., Deneen, C., Tai, J., & Dawson, P. (2023). Feedback seeking by first-year Chinese international students: understanding practices and challenges. Assessing Writing, 57(100757), 1-12.
DOI Scopus17 WoS16
2023 Deneen, C. C., & Hoo, H. T. (2023). Connecting teacher and student assessment literacy with self-evaluation and peer feedback. Assessment and Evaluation in Higher Education, 48(2), 214-226.
DOI Scopus31
2022 Cochrane, T., Narayan, V., Aiello, S., Alizadeh, M., Birt, J., Bone, E., . . . Worthington, T. (2022). Analysing mobile learning designs: a framework for transforming learning post-COVID. Australasian Journal Of Educational Technology, 38(4), 1-21.
DOI Scopus15 WoS14
2022 Hoo, H. T., Deneen, C., & Boud, D. (2022). Developing student feedback literacy through self and peer assessment interventions. Assessment and Evaluation in Higher Education, 47(3), 444-457.
DOI Scopus70
2021 Deneen, C. C., & Prosser, M. (2021). Freedom to innovate. Educational Philosophy and Theory, 53(11), 1127-1135.
DOI Scopus7
2020 Zhou, J., & Deneen, C. (2020). 'Sandwiched' or 'filtering': middle leaders' agency in innovation enactment. Journal of Higher Education Policy and Management, 42(3), 332-346.
DOI Scopus15
2020 Hoo, H. T., Tan, K., & Deneen, C. (2020). Negotiating self- and peer-feedback with the use of reflective journals: an analysis of undergraduates' engagement with feedback. Assessment & Evaluation in Higher Education, 45(3), 431-446.
DOI Scopus19
2020 Tay, H. Y., Tan, K. H. K., Deneen, C. C., Leong, W. S., Fulmer, G. W., & Brown, G. T. L. (2020). Middle leaders' perceptions and actions on assessment: the technical, tactical and ethical. School Leadership & Management, 40(1), 45-63.
DOI Scopus20
2019 Deneen, C. C., Fulmer, G. W., Brown, G. T. L., Tan, K., Leong, W. S., & Tay, H. Y. (2019). Value, practice and proficiency: teachers' complex relationship with assessment for learning. Teaching and Teacher Education, 80, 39-47.
DOI Scopus42
2018 Liaw, S. Y., Rashasegaran, A., Wong, L. F., Deneen, C. C., Cooper, S., Levett Jones, T., . . . Ignacio, J. (2018). Development and psychometric testing of a clinical reasoning evaluation simulation tool (CREST) for assessing nursing students' abilities to recognize and respond to clinical deterioration. Nurse Education Today, 62, 74-79.
DOI Scopus52 Europe PMC40
2018 Deneen, C. C., Brown, G. T. L., & Carless, D. (2018). Students' conceptions of eportfolios as assessment and technology. Innovations In Education and Teaching International, 55(4), 487-496.
DOI Scopus30
2017 El Maaddawy, T., & Deneen, C. (2017). Outcomes-based assessment and learning: trialling change in a postgraduate civil engineering course. Journal of University Teaching and Learning Practice, 14(1, article no. 10), 1-23.
2017 El-Maaddawy, T., & Deneen, C. (2017). Outcomes-based assessment and learning: Trialling change in a postgraduate civil engineering course. Journal of University Teaching and Learning Practice, 14(1).
Scopus14
2016 Zhou, J., & Deneen, C. C. (2016). Chinese award-winning tutors' perceptions and practices of classroom-based assessment. Assessment & Evaluation in Higher Education, 41(8), 1144-1158.
DOI Scopus20
2016 Spector, J. M., Ifenthaler, D., Sampson, D., Yang, L. J. O. Y., Mukama, E., Warusavitarana, A., . . . Gibson, D. C. (2016). Technology enhanced formative assessment for 21st century learning. Educational Technology and Society, 19(3), 58-71.
Scopus122
2016 Deneen, C. C., & Brown, G. T. L. (2016). The impact of conceptions of assessment on assessment literacy in a teacher education program. Cogent Education, 3(1, article no. 1225380), 1-14.
DOI Scopus66
2015 Tan, K., & Deneen, C. C. (2015). Aligning and sustaining meritocracy, curriculum, and assessment validity in Singapore. Assessment Matters, 8(2015 Special Issue), 31-52.
DOI
2014 Deneen, C., & Boud, D. (2014). Patterns of resistance in managing assessment change. Assessment and Evaluation in Higher Education, 39(5), 577-591.
DOI Scopus80
2013 Deneen, C., Brown, G. T. L., Bond, T. G., & Shroff, R. (2013). Understanding outcome-based education changes in teacher education: evaluation of a new instrument with preliminary findings. Asia Pacific Journal of Teacher Education, 41(4), 441-456.
DOI Scopus40
2012 Mak, B. C. N., Liu, Y., & Deneen, C. C. (2012). Humor in the workplace: A regulating and coping mechanism in socialization. Discourse and Communication, 6(2), 163-179.
DOI Scopus29
2011 Shroff, R. H., Deneen, C. C., & Ng, E. M. W. (2011). Analysis of the technology acceptance model in examining students' behavioural intention to use an e-portfolio system. Australasian Journal of Educational Technology, 27(4), 600-618.
DOI Scopus235
2011 Deneen, C. C. (2011). Through the power of his coffee mug: Negotiating a gendered, professional identity in primary school. International Journal of Learning, 17(10), 195-204.
DOI Scopus7
2011 Shroff, R. H., & Deneen, C. C. (2011). Assessing online textual feedback to support student intrinsic motivation using a collaborative text-based dialogue system: A qualitative study. International Journal on E Learning Corporate Government Healthcare and Higher Education, 10(1), 87-104.
Scopus9

Year Citation
2018 Munshi, C., & Deneen, C. C. (2018). Technology-enhanced feedback. In A. A. Lipnevich, & J. K. Smith (Eds.), Source details - Title: The Cambridge Handbook of Instructional Feedback (pp. 335-356). UK: Cambridge University Press.
DOI
2018 Munshi, C., & Deneen, C. C. (2018). Technology-Enhanced Feedback. In Cambridge Handbook of Instructional Feedback (pp. 335-356). Cambridge University Press.
DOI Scopus11

Year Citation
2020 Cochrane, T., Birt, J., Cowie, N., Deneen, C., Goldacre, P., Narayan, V., . . . Worthington, T. (2020). A collaborative design model to support hybrid learning environments during COVID-19. In S. Gregory, S. Warburton, & M. Parkes (Eds.), Conference Proceedings ASCILITE’S First Virtual Conference 37th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (pp. 84-89). Australia: ASCILITE - Australasian Society for Computers in Learning in Tertiary Education.
DOI
2020 Narayan, V., Cochrane, T., Cowie, N., Hinze, M., Birt, J., Deneen, C., . . . Worthington, T. (2020). A mobile ecology of resources for COVID-19 learning. In S. Gregory, S. Warburton, & M. Parkes (Eds.), Conference Proceedings ASCILITE’S First Virtual Conference 37th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (pp. 174-179). Australia: ASCILITE - Australasian Society for Computers in Learning in Tertiary Education.
DOI
2019 Deneen, C., Ali, I., Byard, K., & Kommunuri, J. (2019). Using blogs to develop and determine graduate competencies in an undergraduate business subject. In S. C. Y. Wei, C. K. Mun, & A. Alphonso (Eds.), Conference Proceedings Personalised Learning. Diverse Goals. One Heart. 36th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (pp. 121-129). Australia: ASCILITE - Australasian Society for Computers in Learning in Tertiary Education.
2019 Deneen, C., Elliott, K., Disseldorp, B., & Lim, W. Y. R. (2019). Technology-enhanced assessment: seizing opportunities & addressing challenges. In S. C. Y. Wei, C. K. Mun, & A. Alphonso (Eds.), ASCILITE 2019 Australasian Society for Computers in Learning in Tertiary Education Singapore University of Social Sciences, Singapore 2 – 5 December 2019 Conference Proceedings (pp. 632-634). Australia: ASCILITE.
2018 Deneen, C., & Munshi, C. (2018). Technology-enabled feedback: it's time for a critical review of research and practice. In M. Campbell (Ed.), Conference Proceedings Open Oceans: Learning Without Borders 35th International Conference Of Innovation, Practice And Research In The Use Of Educational Technologies In Tertiary Education (pp. 113-120). Australia: ASCILITE - Australasian Society for Computers in Learning in Tertiary Education.
DOI Scopus4
2017 Deneen, C. C., Fulmer, G. W., & Tan, K. (2017). Value, proficiency, and practice: Singaporean secondary school teachers' perceptions of assessment for learning (AfL). In American Educational Research Association 2017 Annual Meeting Program (pp. 1-12). US: American Educational Research Association.

  • Closing the loop in authentic assessment: An EFA collaborative project, Seaview High School, 03/07/2024 - 03/07/2027

  • Extending workplace learning through a Univeristy-school partnership., Pulteney Grammar School, 22/02/2024 - 21/02/2027

Courses I teach

  • EDUC 5229 Effective Assessment for Effective Learning (2025)
  • EDUC 5229 Effective Assessment for Effective Learning (2024)

Date Role Research Topic Program Degree Type Student Load Student Name
2025 Co-Supervisor Hitting the target without missing the point: New metrics for school leader development - Doctorate Part Time Ms Katherine Adnett
2024 Principal Supervisor Supporting culturally and linguistically diverse students' use of Generative Al for academic writing: Exploring the opportunities and challenges - Doctorate Part Time Mrs Tamra Ulpen
2024 Co-Supervisor 299 - Leadership development in complex systems for public value creation - Doctorate Part Time Ms Katherine Harris
2023 Principal Supervisor AI-powered ePortfolios in English as a Foreign Language Education - Doctorate Full Time Mr Nguyen Nhu Anh Le
2023 Principal Supervisor An exploration of assessment literacy in relation to the Australia Curriculum: Mathematics and NAPLAN Numeracy assessments. - Doctorate Part Time Mrs Kimberley Shean
2022 Principal Supervisor ePortfolios and self-regulated learning in higher education - Doctorate Part Time Mr David Randall

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