phd thesis on educational technology

Fostering Software Conceptual Design via the Function-Behaviour-Structure Design Framework Dr. T G Lakshmi

Engineering design is an ill-structured problem solving and open-ended task (Dym et al., 2005) because design problems have ill-defined goals, states and solution steps. Engineering graduates are expected to design solutions to open-ended real world problems. Due to the complex nature of engineering design, the teaching and learning of this skill is reported to be difficult (Dym et al., 2005). Conceptual design is an important and critical step in design (Pahl et al., 2013). Conceptual design is described as a process in which the functional requirements of the design problem are transformed into descriptions of solution concepts (Chakrabarti & Bligh, 2001). Although all the processes in design are vital for the end result, a strong case can be made for selecting the conceptual design as most critical to the final design (Chakrabarti & Bligh, 2001). The conceptual phase of design thus becomes very significant, as designers tend to develop numerous early ideas and solutions in this phase.

Software design has several common activities with other design domains (Cross et al., 1996). However, the dynamic and intangible nature of software poses unique challenges in software conceptual design (SCD), specifically, components are logical and intangible, and behaviours of such intangible components need to be simulated along with simulation of end-users interactions (Petre et al., 2010). Experts create integrated solutions that fulfil the requirements. Novices find designing software solutions for open-ended problems daunting. There have been previous studies of novice difficulties (Eckerdal et al., 2006), however the underlying mechanism that causes these difficulties has yet to be unearthed. Moreover the ways to alleviate them in the context of SCD have not been reported. Current teachinglearning methods do not explicitly train students to overcome these difficulties (Armarego, 2009). There is a need to understand novices’ design processes and explicitly train computer-engineering students in SCD. This is the motivation of this thesis; firstly, to develop an understanding of novices’ design processes in SCD and secondly use this understanding to design supports for novices’ to create integrated SCD.

We used the function-behaviour-structure (FBS) design framework (Gero & Kannengeiser, 2014) as a lens to analyse novice processes as well as support the 6 creation of SCD. We followed a design based research methodology (Barab, 2014). We started with understanding novices’ design processes, the design strategies and cognitive processes. To identify these, we used protocol analysis (Gero et al., 2011) with novice computer engineering students (Study 1), to collect data, as they create software conceptual design for open-ended problems. We found that novices are fixated to a single view of the software solution and unable to utilize multiple formal representations of UML to model SCD. Additionally the solutions that novices create lack integration.

Fostering Software Design Evaluation Skills in Students using a Technology-enhanced Learning Environment Dr. Prajish Prasad

Evaluating a software design is an important practice required of software engineering students. When students graduate and enter the software industry, they usually work on large existing systems, and spend their first several months resolving bugs and writing additional features based on new requirements. This requires students to comprehend an already existing design, incorporate the required feature in the design, and evaluate if the design satisfies the intended goals. The design of a software system is often specified as a set of Unified Modelling Language (UML) diagrams, which describe different views of the system, such as the structural view (e.g. class diagrams), and the  behavioural view (e.g. sequence diagrams). However, students face difficulties in understanding how the overall system specifications actually work based on these views. Moreover, current software design courses do not place sufficient emphasis on teaching students how to evaluate designs.

The broad research goal of this thesis is to “Design and develop a technology-enhanced learning environment (TELE) which enables students to evaluate a software design against the given requirements”. Evaluating a given design can be viewed from different perspectives. These include checking for its syntactic quality (whether the UML diagrams are modelled according to the syntax of the language), semantic quality (how well the design maps to the given requirements), or pragmatic quality (how well a given design can be interpreted by different stakeholders). In this thesis, we have focussed on enabling students to evaluate a design by checking for its semantic quality. This requires students to think deeply about the design, and understand the relationship between different diagrams in the design.

In order to answer this research goal, we began by analysing existing literature to identify student difficulties in the design process, as well as practices and strategies experts use to evaluate a given software design. We then conducted two studies with students to understand how they evaluate a given software design, and the difficulties they face. The key insight which we gained from the literature review and novice studies is that effective evaluation of design diagrams depends on the quality of mental models that students create based on the requirements and the design. Experts create a rich mental model of the system and simulate various scenarios of system behaviour in the design. Experts’ mental models contain information regarding the control and data flow on simulation of such scenarios. However, novices were unable to simulate such scenarios, and their models focussed on superficial aspects of the design.

These insights form the basis of the VeriSIM (Verifying designs by SIMulating scenarios) pedagogy. VeriSIM trains students to identify and model scenarios in the design. The VeriSIM pedagogy comprises two strategies - the design tracing and the scenario branching strategy. In the design tracing strategy, students construct a model of the scenario, which is similar to a state diagram. They trace the control and data flow of a scenario while constructing the state diagram. In the scenario branching strategy, students identify different scenarios from the requirements by constructing a scenario tree. Traversing the scenario tree enables them to identify scenarios which do not satisfy the requirements.

The VeriSIM pedagogy has been operationalized into a technology-enhanced learning environment having two modules. In Module 1, students go through design tracing activities in the VeriSIM learning environment. In Module 2, students go through the scenario branching activity using a mapping tool, which is facilitated by an instructor. We believe that both the broad exploration of the design by identifying scenarios, and a deep understanding of each scenario by simulating the data and event flow for that scenario, can lead to effective evaluation of a given software design.

Technology Framework for Learning Historical Thinking Dr. Vikram Vincent

Historical thinking is the set of thinking skills required for learning history or doing history.  Experts have argued that learning historical thinking is a slow process due to its counter-intuitiveness and requiring explicit engagement.  Further, novice learners have difficulty answering questions requiring historical thinking as they are overwhelmed by verbose and complex texts.  The first step for any reading - writing task is the organisation of data for sense-making.  Thus, for novice learners the study of history is conventionally limited to curated pieces of text, the memorisation of facts, figures, events, dates, concepts, timelines and answering questions at the memorise level rather than questions requiring higher order thinking.  This dissertation contextualises itself in a teacher-as-facilitator environment.  It addresses the problem of 'being overwhelmed' by providing a novel technique to help novice history learners organise text to create meaningful visual relationships to aid sense-making of the linear text thus reducing the information overload that hinders the learning of historical thinking.  Subsequently, the learners are tested on their ability to answer questions requiring historical thinking.

Supported by the theories of external representation, external and distributed cognition, and cognitive flexibility theory, this dissertation shows that if novice learners of history are provided with scaffolding to support graphical organisation and reorganisation of textual data then they would be able to better answer questions of historical importance.  To achieve this, a set of notations to support concepts in History were designed along with a technology tool called History-Maker, to leverage digital affordance.  Learning tasks that required four historical thinking skills, namely corroboration, contextualisation, claims and evidence, were provided to the learners along with appropriate rubrics for scaffolding and feedback.

A two cycle three stage Design Based Research (DBR) methodology was adopted for this dissertation.  Within the overarching DBR methodology, Design Thinking methodology was applied to the 'problem analysis and design of solution' within the first cycle as the solution had to be designed in a "designerly way".  In total nine studies were conducted.  The first DBR cycle, comprising of studies one to seven, identified the problem from literature. The problem was replicated through a study contextualised to history and historical thinking. Paper-based solution was then designed and evaluated.  The second DBR cycle, comprising of studies eight and nine, identified the limitations of the paper based design, a digital tool called History-Maker was created, and the technology tool based solution was evaluated.  Study One identified the difficulties that novice learners of history face when asked to solve a question requiring historical thinking.  Visual notations specifically adapted for history were designed and validated by collective participation of multiple stakeholders.  Studies two to five adapted, designed and tested the abstract notations for historical thinking.  Studies six \& seven evaluated the paper based solution and its effect on learning historical thinking using both quasi-experimental and experimental methods. A digital tool called History-Maker was designed, developed and evaluated to provide the benefits of digital affordances. Study eight was an evaluation of the History-Maker tool by history professors. Study nine evaluated the history-maker tool in enabling the learners to organise data while learning historical thinking.  The effectiveness of History-Maker, its usability, usefulness, and motivation of the participants, were evaluated as well.

In an ABAB design study (study seven) (N=73) with first year under-graduate history learners, it was found that the novice history learners engaged in a learning activity significantly improved in their historical thinking ('corroboration', 'contextualisation', 'claims' and 'evidence') scores while engaged in organising and reorganising the complex and verbose historical data using history-specific visual notations on paper.  Further, a single group pre-post test non-generalisable study (study nine) (N=25) with another group of first year under-graduate history learners using the History-Maker digital tool showed that scores on tasks related to 'contextualisation', 'claims' and 'evidence' had a significant improvement. Thus, the dissertation provides substantial evidence to show that history specific abstract notations (historical thinking notations) to visually organise and reorganise complex and verbose textual historical data reduces information overload and enables sense-making thus significantly improving learning historical thinking.

Geneticus Investigatio: A Technology Enhanced Learning Environment for Scaffolding Problem solving in Genetics Dr. Anurag Deep

Bioscience practitioners regularly evaluate the effect of a phenomenon across biological levels, understand the patterns of inheritance, study structure, function, and growth of living organisms and others (Hoskinson et al. 2013). To do this, they have to integrate various domain-related concepts, and science inquiry practices. To perform such scientific exercises, an undergraduate learner is required to integrate concepts and practices by performing a complex cognitive process during problem-solving, which is required in industry/higher studies (van Merriënboer & Dolmans, 2015). Besides this, he/she is also expected to transfer and apply this learning to a novel scenario. Undergraduates learn the concepts and practices in silos as part of theory classes, practical labs, and tutorial sessions. Hence it is difficult for them to connect the three, and there are very few instances in the existing curriculum where they are explicitly asked to do so. So there is a need for a teaching-learning solution for problem-solving that facilitates the integrations of concepts and practices learned as part of the curriculum, which is also aligned to the existing curriculum.

We have used design-based research (DBR) as our overall research framework to develop this solution. DBR is a research methodology that aims at the development of educational interventions or learning environments through iterative cycle of analysis and exploration, design and development, and evaluation and reflection. The research activities are based on collaboration among researchers and practitioners in real-world settings which leads to contextually-sensitive design principles and theories. We have executed two research cycles of DBR, where each of the cycles involved the research activities of problem analysis, solution design, evaluation, and reflections. Our first research goal was to understand learner‘s difficulties during problem-solving. To identify these, we performed an exploratory study with bioscience instructors (Study 1) as they solved the open-ended problem in genetics and identified the learner‘s difficulties. We also identified the concepts required to solve the given problem and curriculum alignment. We found that the concepts and science inquiry practices needed to solve such problems are spread across the curriculum. The concept of genetics a learner learns in their first year, the concept of biostatistics in the second year and science inquiry practices as part of practical labs. The instructor study and literature review together helped us identify the concepts and scaffolds needed to facilitate the integration of concepts and science inquiry practices during problem-solving.

We designed, developed and evaluated GI (Geneticus Investigatio), a technology enhanced learning environment (TELE) to scaffold learners‘ problem-solving. The key pedagogical features and learning activities in GI include set of inquiry-driven reflective learning experiences. A learner performs authentic inquiry-based learning activities with reflection at various stages during problem-solving. These features have been included based on the pedagogical theories of inquiry and authentic learning, question prompts and types of scaffolds. Broadly, the pedagogy is designed based on the intertwining of cognitive and metacognitive tasks in such a manner as to scaffold integration during problem-solving. GI has affordances such as access to domain concepts, set of evaluative questions with feedback. The entire interactive process of learning with GI allows repetition of a task until mastery is reached. The GI-TELE was evaluated in a lab study (Study 2) wherein the learning gain was measured using the pre-post analysis, and thematic analysis was done to study how learners used the features in the TELE to solve the given problem. Based on this evaluation, we revised our design and then evaluated the revised TELE in a field study (Study 3). Here again, we evaluated GI through a quasi-experimental study and thematic analysis to study how the revised features supported learners during problem-solving. It was followed by Study 4, wherein the GI module was tested for another topic, and the effect of multiple interactions with GI module on learner‘s learning was also evaluated in study 5.

Five research studies (N=304) using a mixed-method approach were carried out as part of this research. The participants mostly were learners from the second and third year of bioscience courses from colleges affiliated to the University of Mumbai, a large public urban university in India. Results showed that learners who interacted with GI develop an integrated understanding of domain concepts and science inquiry practices during problem-solving compared to a control group. Interaction with the GI module is especially beneficial for the low scorers. We also identified features of GI that enable learners to effectively use GI for achieving the objective of integrating concepts and practices. Through the two DBR cycles, we designed, developed and evaluated the following: (1) a pedagogy known as Geneticus Investigatio for facilitating integration during problem-solving and (2) a web-based self-learning environment known as GI-environment, as an operationalization of the GI-pedagogy. The thesis contributes by (i) designing a GI-pedagogy for scaffolding integration during problem-solving (ii) GI-TELE, which has been evaluated through multiple studies. Three modules of GI has been created in the domain of basic genetics.

Teaching-Learning of Expand-Reduce skills in the context of Software Design Dr. Deepti Reddy

Software design problems are ill-structured, in which the problem space and solution space are not well-defined. In problem space, the requirements are not well defined, and a designer has to formulate incomplete requirements into specific data models, main software functions, and sub-functions. In solution space, there may be multiple solution paths, alternative design options, and the criteria to evaluate and select an optimal solution may not be clearly stated. The issues in software design are that the quality of the design is heavily dependent on the expertise and experience of the designer. Novices tend to think at the programming level and reduce early to the solution design, which affects the quality of the design in many ways.

Research studies have shown that systematically expanding and reducing the problem-solution spaces improves the quality of the solution design. In this thesis, we refer to the ability to expand the problem-solution space and eventually reduce towards a solution, as expand-reduce (ER) skills. In problem space, the ER skill is the ability to explore the problem as a whole and reduce the problem into sub-problems based on the goal to be achieved. In solution space, the ER skill is the ability to generate alternative solutions and reduce to one solution by evaluating and selecting based on selection criteria.

The existing research studies have established the importance of ER skills in solving ill-structured problems, but not much research is done in the direction of teaching-learning of ER skills to novices. To address this research gap, the broad research objective of this thesis is: ―teaching-learning of ER skills to novices using technology-enhanced learning environment.‖ Our research is scoped to teaching-learning of ER skills to undergraduate computer engineering students in the context of solving software design problems using appropriate data structures and algorithms.

We have used design-based research (DBR) methodology to design the technology-enhanced learning environment, named Fathom, for teaching-learning of ER skills. We have completed three DBR cycles to design-evaluate-redesign our intervention based on the feedback from learners and practitioners. Four research studies were carried out, which included two exploratory studies and two pretest-posttest experimental studies (Ntotal=200). Both quantitative and qualitative data were collected and analyzed. Quantitative data was used to measure the learning of ER skills by comparing the learner‘s performance in pretest, intervention, and posttest. Qualitative data in the form of log data, screen capture, and focus group interviews were used to analyze the behaviors exhibited by learners while interacting with the learning environment and student perceptions about learning ER skills.

The results showed that the Fathom was effective in learning ER skills for novices. The major contributions of this thesis are: providing insights about the cognitive biases of novice towards applying ER skills, identification of effective cognitive and metacognitive scaffolds in technology-enhanced learning environment, identification of ER cognitive tools and, the development of learning environment for learning ER skills, in the context of software design.

A model to understand and scaffold novices in estimation problem solving using a technology-enhanced learning environment Dr. Aditi Kothiyal

Engineers routinely make estimates of physical quantities such as power before they begin designing or making (Dym et al., 2005). In order to estimate a quantity, say power, a solver needs to make a simplified model, i.e., an equation relating power to parameters that significantly impact its value in the given real-world system (Mahajan, 2014). This is challenging for students because they must apply conceptual knowledge to a real-world system, identify the parameters that will dominate power requirements, make assumptions and make judgments regarding numerical values (Linder, 1999). Thus estimation is an ill-structured problem, very different from the well-structured problems which remain the emphasis of engineering curricula (Jonassen et al., 2006). Research has found a marked difference between the estimation performance of expert engineers and graduating engineering students (Linder, 1999). However, there is a dearth of research exploring the processes underlying the good estimation performance of experts. Thus, there is a need to understand these processes and explicitly train engineering students in estimation problem solving. While some researchers (Linder, 1999; Mahajan,  2014; Shakerin, 2006) have offered guidelines for learning estimation, these guidelines have not been empirically validated for their effectiveness for learning estimation. Thus the motivation of this thesis is twofold; firstly, to develop an understanding of good estimation processes and identify the cognitive mechanisms underlying good estimation and secondly, use this understanding to design supports for novices to do engineering estimation.

We followed a design-based research methodology (Reeves, 2006) with two iterations. Our first research goal was to understand estimation problem solving, i.e., what it means to do good estimation and what are the cognitive mechanisms underlying good estimation. To identify these, we performed a cognitive ethnography (R. Williams, 2006) of expert engineers (Study 1) as they solve estimation problems and identified their estimation process. We also identified the cognitive mechanisms which facilitated experts in doing estimation. We found that modelbuilding via mental simulation is the key estimation process of experts. Next, we performed a cognitive ethnography of novice undergraduates (Study 2), who solved estimation problems without any support in order to understand their estimation process, to identify differences from the expert process and their challenges in doing estimation. We found that novices follow a process of model-searching rather than model-building, focus on equation manipulation rather than mental simulation and have difficulty with model contextualization. The expert study also showed that identifying the causal relationships of the parameter to be estimated with other parameters is an important aspect of estimation. Hence we performed a lab study (Study 3) with novice undergraduates who solved estimation problems with a simple causal mapping tool. Interaction (Jordan & Henderson, 1995) and thematic (Braun & Clarke, 1996) analyses enabled us to identify where and what scaffolds are needed to support novices estimation problem solving. The expert and novice studies together helped us identify the scaffolds needed to support novice estimation problem solving.

In order to support novice estimation problem solving, we used the insights from studies 1, 2 and 3 to design Modelling-based Estimation Learning Environment (MEttLE), an open-ended technology-enhanced learning environment (TELE). Broadly, the pedagogy is designed based on the intertwining of cognitive and metacognitive tasks in such a manner as to support learning of estimation while solving an estimation problem. Specifically, MEttLE is based on triggering learners to build models for solving estimation problems, by providing them explicit modelbuilding sub-goals and affordances such as simulations, a causal mapping tool and an equation builder. In addition, learners are provided guidance regarding expert estimation practices to make comparisons and judgments, choose values and evaluate their estimates. Finally, there are intermittent metacognitive prompts and scaffolds for evaluation, planning, monitoring and reflection. 

The design was evaluated in a lab study (Study 4) wherein we applied interaction analysis to study how novices used the features in the TELE to solve an estimation problem. Based on this evaluation, we revised our design and then evaluated the revised TELE in a field study (Study 5). Here again we applied interaction analysis to study how the revised features supported novices in solving the estimation problem. Thus, in constantly refining our design to better support novices to solve estimation problems, we refined our understanding of what it means to do good estimation, how experts are able to do it well and how we can support novices in estimation problem solving.

The major contributions of this thesis include a detailed characterization of the expert and novice estimation process and its underlying cognitive mechanisms; a set of scaffolds necessary in any learning environment that supports novice estimation problem solving and a model for solving estimation problems that leads to good estimates.

Development of Guidelines for Teaching and Learning with Virtual Laboratories in Engineering Education Dr. Anita Diwakar

Engineering happens in laboratories hence the experiments students perform in the instructional laboratories should be carefully designed so that they become able experimenters, gain the desired knowledge and develop the necessary skills and attitudes. The experiment designs play an important role in the achievement of the laboratory learning outcomes. The tasks the students can perform in the virtual laboratories can lead to achievement of learning objectives at higher cognitive levels and certain skills and cognitive abilities such as manipulative, investigative, problem solving. This is possible due to the advanced features of the virtual laboratories. The engineering instructors should design student centered effective experiments based on scientifically proven instructional strategies and assign tasks exploiting these advanced features of the virtual laboratories. The instructors perceive that they will be able to design effective virtual laboratory experiments if comprehensive and specific guidelines are available. This problem led to the main objective of the research that is design and development of guidelines for virtual laboratory experiment design. The objective was achieved by following the three step process of Need and Problem Analysis, Solution Design by S-D-I-V-E Methodology and Evaluation.

The survey studies carried out with engineering instructors gave an insight into the aspects of the experiment design process for which the instructors need guidelines. These are: Selection of Broad Goal, Formulation of learning objectives, Designing experiments at different difficulty levels for the Expository Instructional Strategy, incorporating active learning methods within the Expository Instructional Strategy, designing experiments with Discovery, Well-Structured Problem Solving and Problem-Based Instructional Strategies, designing authentic assessment, using features of virtual laboratories to achieve the target learning objectives. The quality of each guideline was assessed based on eight criteria. The S-D-I-V-E Methodology was used for arriving at the solution.

The summative evaluation of the solution was carried out for the metrics of: Usability as perceived by engineering instructors, Usefulness as perceived by engineering instructors, Effectiveness with respect to the quality of experiment designs and Effectiveness with respect to impact on students’ laboratory learning outcomes. The results of the studies indicate that the engineering instructors perceive that the virtual laboratory experiment design guidelines as usable and useful. There is an improvement in the quality of the experiment designs after using the guidelines. There is also an improvement in the laboratory learning outcomes of UG engineering students.

After introduction in the Chapter 1 the literature review is discussed in the second chapter. In Chapter 3 the methodology adopted for the work that is the (S-D-I-V-E) Scoping-Development-Internal Review-Validation-External Use is presented and the various questions this thesis addresses are stated. Chapter 4 deliberates the various studies as part of the need and problem analysis. In Chapter 5 the details of the design and development of the solution design are provided. Chapter 6 presents the summative evaluation of the solution design carried out by means of five studies. Chapter 7 concludes the various sections and provides discussion regarding the generalizability of the work and various limitations. In Chapter 8 the contributions of the thesis are listed down and final reflection is discussed. The various Appendices added at the end of the thesis give details of the online SDVIcE tool, the instruments used for the studies, the rubric used to assess the quality of the experiment designs, bank of tasks and assessment questions for the BAE course, sample experiment designs and sample answer worksheets submitted by students.

Fostering Cognitive Processes of Knowledge Integration through Exploratory Question-Posing Dr. Shitanshu Mishra

When students encounter new knowledge, it is often fragmented and not well connected with their existing knowledge. Knowledge fragmentation is often larger for a learner who is new to a topic. Supporting knowledge integration (KI) is crucial to overcoming learners’ knowledge fragmentation. Moreover, better KI ensures deeper conceptual understanding of a science topic. This thesis aims to explicitly target the improvement of learners’ cognitive processes of KI. 

KI has been defined as, "the process by which learners sort out connections between new and existing ideas to reach more normative and coherent understanding of science.” It is recommended that instruction should support at least following cognitive processes: (i) Eliciting prior knowledge that may be related to the new knowledge; (ii) Focusing on the new knowledge; (iii) Distinguishing ideas - identifying conflicts, inconsistencies, and gaps. Prior research typically aim at devising instructional supports for KI for specific topics. However, this thesis targets the improvement of learners’ cognitive processes of KI, which once improved, may be applied in different topics, even if it has been acquired through another topic. Our broad research objective is: “Designing and evaluating a technology-enhanced environment (TEL) environment to improve learners’ cognitive processes associated with knowledge integration.”

Our solution is based on using exploratory question-posing (EQP) as a cognitive tool for fostering cognitive processes of KI. EQP is a kind of question-posing wherein learners pose questions with an aim to explore more knowledge around a given set of knowledge. We have empirically found that to do EQP a learner needs to link knowledge pieces from the given new knowledge and her/his prior knowledge. This means that linking leads to EQP. However, EQP may further lead to more linking which can be considered as a positive feedback loop.

The primary research question that we answer in this thesis is: “How to employ EQP in a TEL environment to improve students cognitive processes associated with KI in a Data Structures course?” Our field studies have been administered in a number of topics in the domain of Data Structures. The target population of this research are first and second year engineering undergraduates. The artifacts produced are applicable to the Data Structures and similar domains.

We have used design based research (DBR) as our overall research framework. DBR is a research methodology that aims at the development of educational interventions and/or learning environments through iterative analysis, design, development, implementation, and evaluation. The research activities are based on collaboration among researchers and practitioners in realworld settings, and they lead to contextually-sensitive design principles and theories.

We have executed two research cycles of DBR where each of the cycles involved the research activities of problem analysis, solution design, evaluations and reflections. By the end of the two DBR cycles we designed, developed and evaluated the following: (1) An EQP-based pedagogy known as “Inquiry-based Knowledge Integration Training (IKnowIT) - pedagogy” and (2) A web-based self-learning environment known as “IKnowIT-environment” as an operationalization of the IKnowIT-pedagogy. In addition to the IKnowIT-pedagogy and the IKnowIT-environment the thesis contributes by: (1) Identifying the frequently-employed EQP-strategies which explain how learners integrate different knowledge pieces to arrive at any exploratory question in the domain of data structure and (2) Extracting local learning theories that explain how learners engagement with the features of the IKnowIT-pedagogy, including question-posing and EQP-strategies, lead to the improvement of cognitive processes of KI in them. The results show that the designed IKnowIT-pedagogy successfully fosters learners’ cognitive processes of KI using EQP.

Development of Mental Rotation Skills Using 3D Visualization Tool Dr. Kapil Kadam

First-year undergraduate students in engineering often face difficulties in learning and solving the engineering drawing (ED) problems that require visualization of three-dimensional objects. Conventional methods of teaching ED require students to learn the course for a semester-long duration, and it involves them to do the practice of sketching and drawing for longer durations. Certainly, these teaching methods assist the learning of a subject but do not guarantee the elimination of the learning difficulties entirely (Akasah & Alias, 2010; Kosse, 2005).

In modern teaching methods, instructors make use of software tools such as computer-aided design (CAD), multimedia tutors, and web-based instructions as a supplementary visual aid for learning of ED concepts (Branoff & Mapson, 2009; Cincou, 2013; Jerz, 2002). These methods found to be useful in the teaching of the engineering drawing course and involve various additional activities like content presentations with voice-over, demonstrations of software, and videos of sketching. Despite the fact that these methods are useful in improving the learning of ED concepts and skills; certain difficulties remain (Kuang & Thomas, 2004). One of the potential reasons is students’ deficiency in visualizing spatial relationships, i.e., poor spatial skills.

This problem is significant in the context of engineering domain because ED is one of the fundamental courses for various engineering disciplines like Mechanical Engineering and Civil Engineering. Spatial skills, such as mental rotation (MR) play a major role in learning concepts that involve 3D visualization. Consequently, for the successful learning of such courses, students should be trained for the development of MR skill.

In order to address the issue, we have created a Blender-based training program ‘TIMeR’ to improve mental rotation skills of the students and hence the learning of relevant concepts. TIMeR stands for ‘Training to Improve Mental Rotation Skills’. TIMeR has three phases which are the preparatory phase, the training phase, and the transfer phase. Each phase has hands-on MR training task which is tightly coupled with the cognitive steps of mental rotation. Each task is executed using the instructional strategy of demo-drill-practice (DDP).

In this thesis, we present the work carried out in order to develop TIMeR and investigate its impact on the improvement of students’ MR skill. We also extended the work to the domain of engineering drawing and computer graphics. Total seven empirical research studies were carried out by applying mixed methods research design. The key results include (i) TIMeR found to be effective in the development of mental rotation skill, engineering drawing problem-solving performance and computer graphics problem-solving performance (ii) TIMeR helped students in resolving their engineering drawing learning difficulties (iii) TIMeR resulted as a workshop model and was successfully incorporated in engineering drawing course. The training structure would be useful for teachers to create their own mental rotation training program when the training objects are of three-dimensional nature.

A model for large-scale, in-service teacher training on effective technology integration in engineering education Dr. Jayakrishnan M

The proliferation of information and communication technologies (ICT) has led to its widespread use in classrooms around the world in the last two decades. However for improved student learning the focus of teaching-learning practice has to shift from routine use of ICT for demo/display to effective ICT integration, that is, the comprehensive process of applying ICT to the curriculum to improve teachinglearning, that relies heavily on pedagogical design. Teacher professional development (TPD) programmes that focus on pedagogy related to integration of ICT in classroom to inform effective teaching practices are one way of providing this solution.

Two key issues related to TPDs in the Indian engineering education context are: (i) Reliance on in-service in-service short-term training programmes (STTPs) and (ii) Issue of  large-scale. The number of in-service teachers existing within engineering education is around 0.5 million, introducing the need for scalable TPD programmes. Thus apart from the need for a good design, complexities may arise due to the scale. Thus the broad problem statement of this thesis is: How to improve the design and delivery of large-scale training programmes to in-service faculty in Indian engineering education, to enable them in effectively integrating Information and Communication Technology (ICT) tools within their teaching-learning context?

In order to address this problem, we have created the Attain-Align-Integrate-Investigate (A2I2) model for designing of technology integration training programmes. The A2I2 model has its theoretical basis on constructive alignment (Biggs, 1996), and it utilizes spiral curriculum (Bruner, 1960) and active learning (Prince, 2004) in its implementation. Design Based Implementation Research (DBIR) approach formed the methodological basis of this research. This model was used to design and implement five training programmes under the banner “Educational Technology for Engineering Teachers” (ET4ET) that got implemented across three different modes – face-to-face, blended online and massive open online mode. In line with the DBIR approach, evaluation studies conducted in each iteration informed us of the effectiveness of the training and also helped in refining the model. The evaluations were done on the metrics of reaction, learning, behaviour, participation rates while scaling and sustainability. Key results include (i) Participant teachers‟ evaluations were done on the metrics of reaction, learning, behaviour, participation rates while scaling and sustainability. Key results include (i) Participant teachers’ reporting attitude shift from teacher-centric to student-centric practices, (ii) Participants’ showing increased perception of competency in the use of wikis, screencast and visualizations within their practice, and (iii) Medium-term sustainability of training benefits observed at the levels of teacher, student and institution. The iterative refinement of the A2I2 model also resulted in three design principles – Pertinency, Immersivity and Transfer of Ownership – that can be used to scale and sustain TPD efforts.

Visual Analytics of Cohorts in Educational Datasets Dr. Rwitajit Majumdar

Learning Analytics is one of the focus areas to understand teaching learning practices in the current technology enabled learning era. The insights gained thereby assists to design better learning experience for students. We consider three levels to analyze learning data. A Micro level view focuses on an individual learner. A Macro level view focuses on the overall group of learners, for instance a class of students. A Meso-level views analyze cohorts (sub-groups) in those learners. In this thesis we have conceptualized Interactive Stratified Attribute Tracking (iSAT), as a meso-level visual analysis model for educational data. It helps to track transitions across time or across attributes of collected data and thus build a narrative about the learners or learning context as it changes across time or across attributes. I adopted Design and Development Research methodology to conduct the research in three phases. Initially in the Need and Context analysis phase, I established the need of analyzing transitions at a meso-level by stakeholders. I also reviewed the current learning analytics techniques for analysing cohorts and the limitations of existing dashboards and visualizations to support such an analysis. Based on those findings, I set the goal of design, development and evaluation. Next, in the Design and Development phase, I followed the Design Science paradigm to create iSAT model for visual cohort analysis at the meso-level. There were three stages in the design and development phase; (i) Genesis stage of the iSAT model, (ii) Refinement of that model and (iii) Implementing the iSAT model as a web-based free access tool. I defined the constructs of that meso-level analysis and evolved the methods involved in generating, representing and interpreting the information. iSAT model was applied by 12 researchers in 9 different scenarios to analyze their educational datasets, resulting in 12 peer-reviewed published research studies (6 conferences, 1 journal and in 2 thesis). Further, to proliferate the iSAT model and tool among stakeholders, we conducted 4 iSAT workshops in 3 international conferences and 1 in-house symposium. In the Evaluation phase, we synthesized the usefulness of iSAT model from the 12 case studies, studied perception of first time users of iSAT and analysed applicability. iSAT helped both instructors and researchers to provide an overview of the transition patterns based on which they understand dynamics of the cohort and compare them. It can aid instructors in instructional decisions making and researchers to refine their analysis from the point of view of cohorts. The mean SUS score for iSAT tool was 71.57, indicating it as an acceptable system for analysis by the users.

MIC-O-MAP: A Technology Enhanced Learning Environment for Developing Micro-Macro Thinking Skills in Analog Electronics Dr. Anura Kenkre

Students should be able to correlate and apply the conceptual knowledge acquired from their classroom with the experiments carried out in laboratories. For this, students should be able to understand concepts and models at the ‘microscopic level’ (such as atoms or molecules), and link it to their corresponding observable / manipulable variables at the ‘macroscopic level’ (such as current and voltage). In this thesis, we refer to this as micro-macro thinking. It has been reported that students treat these two as disjoint sets, leading to lack of understanding of the complete system and difficulty in applying concepts to the real-world scenarios. The aim of this thesis is to design and develop a technology enhanced learning environment which will help students in developing this skill of micro-macro thinking.

In this thesis, we have designed, developed and evaluated MIC-O-MAP (MICroscopic Observations MAcroscopic Predictions), a TEL environment to develop students’ micro-macro thinking skills. The key pedagogical features and learning activities in MIC-O-MAP include a simulation of the microscopic world, prediction questions, justification box, real world answer for comparison and judgement, assertion and reasoning questions with dynamic feedback and dynamically linked multiple representations. These features have been included based on the pedagogical theories of inquiry learning, self-regulated learning, question prompts, types of scaffolds and methods of feedback and assessment. The entire interactive process of learning with MIC-O-MAP is mediated by a pedagogical agent which addresses the queries in the mind of the student and allows repetition of a task till mastery is reached. The environment is semi-open ended so that every student can have a unique learning path and can trace this path while interacting with the environment. Design Based Research (DBR) methodology has been followed for the design and development of the MIC-O-MAP TEL environment. Two iterative DBR cycles were implemented. Six MIC-O-MAP modules in analog electronics were developed. Eight research studies using explanatory sequential mixed method approach were carried out that included quasi-experimental studies (Ntotal= 249) and qualitative strands. The participants were students from first year of science and engineering from colleges affiliated to University of Mumbai, a large public urban university in India.

Results showed that students who work with MIC-O-MAP develop micro-macro thinking skills compared to a control group. Interaction analysis showed that there exists a contrast in the interaction paths of students who scored high versus low on a post-test on micro-macro thinking after interacting with MIC-O-MAP. The high scorers extensively use MIC-O-MAP features and go back and forth for sense-making, whereas the low scorers linearly progress through a MIC-O-MAP module to completion. We have also identified productive actions which are actions that enable learners to effectively use the features of MIC-O-MAP for achieving the objective of connecting the micro-world dynamics and the macro-world processes of physical phenomena.

Contributions of the thesis are: MIC-O-MAP TEL environment which has been evaluated in multiple studies, 6 MIC-O-MAP modules in the domain of analog electronics, productive actions to be used while interacting with MIC-O-MAP, the instructional design template of MIC-O-MAP for further module creation and identification of different learning paths of students while interacting with MIC-O-MAP.

Framework for Generation and Evaluation of Assessment Instruments Dr. Rekha Ramesh

Assessment is an integral part of instruction and it has a profound influence on what students’ study, how much they study and how effectively they study. The design of an assessment instrument (AI) is one of the major components of assessment process. If students are subjected to random and unfair AIs, then assessment may not serve the intended purpose. Hence, the quality of any educational assessment exercise depends on the quality of AI used. Process of evaluation of AI quality brings lot of subjectivity into it as the benchmark can vary from person to person. Manual evaluation of quality by considering all the parameters is a very cumbersome task.

With this background, the broad research objective of the thesis is “How to improve the quality of AI and how technology will assist in this process? There are two ways to improve the quality of AI, namely (i) Evaluating the quality of teacher generated AI and providing feedback or (ii) Automatically generate the AI, so that the quality is ensured at the time of creation itself. The first approach is the major focus of my thesis. Pursuing these two approaches resulted in the design of two frameworks for the generation and evaluation of AI.

There are many quality parameters of AI. Based on literature, the measure of alignment of AI against the Learning Objectives (LOs) of the course is adopted as the quality of AI in our work. Implementation of frameworks resulted in the development of tools, namely, Instrument Quality Evaluator (IQuE), Teacher Training Module (TTM) and AI Generator (AIGen).

IQuE measures the quality of AI in terms of its alignment with the LOs of the course. An ontology based Knowledge Representation (KR) mechanism is designed to integrate the contents of syllabus, LOs and AI. Content and cognitive level information are extracted from LOs and questions using simple Natural Language Processing (NLP) techniques. Measure of alignment is formulated based on the commonalities and differences in concepts covered and cognitive levels from LOs and questions respectively. IQuE provides two types of outputs; a numerical measure of alignment and its visual representation. It also estimates the utility of each question indicating its contribution towards LOs. Accuracy of IQuE was tested with large number of samples (N=1000) and the accuracy with respect to content and cognitive level alignment are 91.2% and 93.23% respectively.

Using IQuE, a TTM is developed that can be used to train teachers to write good assessment questions against given LOs. It has a multistage environment and is supported by a formative feedback mechanism that gives the feedback about the alignment of teacher written questions against a system displayed LOs.

We have built a prototype version of AIGen that facilitates automatic generation of AI from the teacher entered AI specification (AIS) and tagged question repository. In the preliminary investigation, it was found that the generated AIs were 80% compliant with the corresponding teacher entered AIS.

The context of the research work is AIs designed for written examinations in a typical university scenario in engineering curriculum. All the samples for the study are taken from the Data structures course in engineering curriculum.

Self-learning Workshop based Approach to Assess and Improve Programming Comprehension and Debugging Skills among the Novice Learners Dr. Eranki Kiran

The problem of improving and assessing programming comprehension and debugging skills through self-learning spoken tutorial workshop methodology is studied in this work. We analyzed the performance of 220 participants who volunteered for Java self-learning workshops and 180 participants from traditional Java class for this research study. Both the groups were from non-CS background undergraduate courses. We then examined the learner perceptions through standardized self-regulated learning questionnaire and determined the correlation with actual performance through a post-test. We found significant differences among the workshop and classroom groups in terms of perception and performance on Java post-test. The mean average scores for workshop and classroom groups were 69% and 63% in Java post-test. Based of these findings, we further investigated the differences among the conventional classroom methods and spoken tutorial workshop methodologies through qualitative and quantitative studies. These results are in agreement with literature. We improved our research design to determine its effectiveness in improving basic and advanced Java programming skills. We have found that most of the students attempt to memorize typical program code instead of writing a fresh code applying the programming concepts. In order to address this difficulty, we used the Program Chunking Technique as a instructional methodology. We conducted a research study with two groups of 80 non-CS background participants and investigated their performance in Java workshops. We found significant improvement in syntax and semantics of basic Java programming concepts. Program chunking techniques could not address advanced Java concepts such as recursion. We incorporated the Jeliot Java tool to improve performance on advanced Java concepts. We examined two groups of 40 non-CS background undergraduates and assessed them through assignments and post-test on advanced Java concepts. We found significant improvement in experimental group on conceptual understanding and post-test performance, while the control group did not show any such improvement in performance. Notably, students with misconceptions had an opportunity to correct and improve their programming skill through visualization. We improved our research design by incorporating diagnostic feedback along with visualization based on the student feedback. We examined two groups of 30 participants through this study and found that experimental group showed significant improvement in advanced Java concepts as compared to control group participants. The mean average scores of experimental group on comprehension and debugging skills are 84% and 82% respectively. The corresponding numbers for the control group are 79% and 78% respectively. The CohenD effect size among the groups is 0.68 which indicates that difference among the groups is significant. Improvements made to self-learning workshops through these research studies have helped students improve their basic and advanced Java programming skills. The main contributions of this thesis are:

• Validation of the effectiveness of self-learning spoken tutorial workshops through large controlled experiments.
• Validation of program visualization tools and spoken tutorials.
• LMS Moodle based assessment system to evaluate programming skills.
• Guidelines for conducting self-learning programming workshops.

Keywords: Self-learning workshop, Spoken Tutorial, Programming comprehension, Debugging, Program chunking, Visualization

A framework for enabling instructors to create effective customized learning designs with visualization Dr. Gargi Banerjee

Educational visualizations (animations/simulations) have the potential to achieve important learning objectives, especially in science and engineering domains. But these objectives remain unrealized when instructors simply lecture with the tool, which is one of the popular strategies used worldwide. This inability of instructors to create student-centred learning designs (LDs) that exploit visualization affordances, has been identified as an important barrier to effective integration of information and communication technologies (ICT) like visualization. It becomes more challenging for instructors teaching in instructormediated classrooms that are common in India and the developing world. In these classrooms students’ interaction with the visualization is necessarily mediated via the instructor. Thus the specific problem targeted in this thesis is instructors’ inability to design effective learning activities with visualization. The target user population is tertiary level instructors who are novice designers and teach in instructor-mediated classrooms.

We have developed the Customized Visualization Integration System (CuVIS) framework for science and engineering instructors. The CuVIS framework targets four design impediments identified from our studies with instructors - i) operationalizing constructive alignment and ii) meaningful learning, iii) framing group activity questions (conceptual level) and iv) designing implementation of active learning strategies (implementation level). CuVIS framework presents the conceptual level guidelines through the Activity Constructor prompts. They guide instructors to take design decisions at appropriate points in the LD creation process. Each prompt contains guidelines with illustrative examples from the instructor’s domain. The implementation level guidelines are provided through the LD Blueprint outlining the classroom implementation design. Both the prompts and the blueprint vary with variation in objective and activity time duration specifications. CuVIS framework prototype was tested iteratively with instructors in four cycles. Effectiveness of CuVIS framework has been shown through its positive impact on instructors’ design expertise in terms of: (i) their TPACK levels and (ii) their pedagogical practice. Also, implementing CuVIS LDs have led to successful achievement of the chosen objective through student post-test results. Usefulness and usability of CuVIS tool, built as a digital interface to the framework, has been established through large scale survey with 1200 + instructors.

This thesis is organized as follows: Chapter 2 presents problem space literature followed by existing solutions like teaching principles, best practices portals, teacher training programs and LD frameworks and tools. Gap analysis of existing solutions in our research context leads to our research objective of developing a framework to create constructively aligned, meaningful, customized LDs for teaching using visualization in instructor-mediated classrooms. Chapter 3 presents the research methodology of Design and Development Research (DDR) that was chosen to build such a framework. DDR was deemed suitable since it supports creation of solutions to a real-life problem through iterative prototype testing with the target users who are co-participants in the design process. It proceeds through three phases of Problem Analysis, Design and Development and Summative Evaluation – each of which is described in detail for CuVIS framework in Chapters 4, 5, 6 and 7. Chapter 8 documents development and evaluation of CuVIS tool. Chapter 9 discusses implications and limitations of CuVIS framework and Chapter 10 presents the contributions and future work.

Determining Interactivity Enriching Features for Effective Interactive Learning Environments Dr. Mrinal Patwardhan

Interactive learning environments (ILEs) are computer-based simulation environments which allow learners to interact with the learning material using various interaction features. The varied levels of interaction offer varied learning experiences and learning outcome from ILEs. While ILEs have shown potential for improved learning in various domains, empirical studies have shown mixed learning results. Particularly, studies have shown that the interactive nature of ILEs could not always lead to better learning. On this background, the broad research objective of this thesis is: 'Under what conditions do ILEs lead to effective learning?' The context of study is a course on 'Signals and Systems', a foundational undergraduate course in Electrical Engineering.

The research issue was addressed by examining, analyzing and re-designing learning-conducive interaction features in ILEs, which would offer the required cognitive support to learners while learning from ILEs. We proposed 'Interactivity Enriching Features (IEFs)', which are additional interaction features needed to unleash the learning potential of ILEs. The overall solution approach included establishing the need for IEFs, identifying and designing of IEFs for variable manipulating interactions, investigating learning effectiveness of IEFs and exploring effect of IEFs on learners' cognitive load. As a part of thesis work, four IEFs were designed: Permutative Variable Manipulation, Productively Constrained Variable Manipulation, Discretized Interactivity Manipulation, Reciprocative Dynamic Linking.

Five research studies using explanatory sequential mixed method approach were carried out that included quasi-experimental studies (Ntotal= 437) and qualitative strands. The participants were students from second year of engineering from colleges affiliated to University of Mumbai, a large public urban university in India. The assessment instruments were designed to address the requirements of engineering curriculum and focused on 'understand' and 'apply' cognitive levels and 'conceptual' and 'procedural' types of knowledge within the chosen topics. Qualitative data in the form of screen captures and semi-structured interviews were used wherever needed as per the research design.

The results showed that higher level of interaction need not necessarily lead to higher learning but depended on the cognitive level and type of knowledge of the content. The findings provided evidence for the inclusion for IEFs to enhance learning from ILEs. The findings showed that learners learnt better with IEFs and thus, the need for strategic designing of interactions to meet learning demands of learners was emphasised. The improvement in germane load of learners could confirm the role of IEFs in offering the required cognitive support to learners that led to improvement in learning.

The major contributions of the thesis are: determining the IEFs for effective ILEs, designing of four IEFs for content manipulation interactions, recommendations in the form of Interactivity Design Principles based on the findings of empirical studies conducted to test effectiveness of IEFs, and development of Interactivity Enriched Learning Environments for three different topics in Signals and Systems.

A Framework for Scaffolding to Teach Programming to Vernacular Medium Learners Dr. Yogendra Pal

Students, who study in their primary language in K-12 and go on to do their undergraduate education in English, are known as vernacular medium students. Vernacular medium students face difficulty in acquiring programming knowledge in English medium of instructions (MoI). Solutions targeted towards improving their English proficiency take time while continue teaching in primary language MoI limits the students’ ability to compete in a global market. The key challenge is in developing a framework that helps vernacular medium students to comprehend the educational content presented in English MoI. It will not only help them to develop content knowledge but increase English competency also.

In this thesis, we address the problem of primary language learners in learning computer programming in English MoI. In our solution approach, we first identify the problems of vernacular medium students from the literature review and then reconfirm them in Indian context using a qualitative study. We identified and tested language based scaffolds, cognitive scaffolds, and the environment in which these scaffolds work.

This thesis presents five research cycles which were used to identify, select and test the effectiveness of various scaffolds to teach programming to vernacular medium students. The research cycles produced five different prototypes. Each prototype use different set of scaffolds in learning material, learning environment and presentation. Learning material for each prototype was selected or designed to reduce the cognitive load of students and provide language-based scaffolds. We used two different educational environments, 1) classroom environment and 2) self-paced video-based learning environment to test our prototypes. Visualization guidelines to teach various content types and multimedia principles are followed to reduce the cognitive load of students.

Cognitive scaffolds to reduce intrinsic cognitive load are identified from instructional design principles and visualization guidelines to teach various educational content types. We found that instructional design principles help in writing learning objectives and decide prerequisites. Use of instructional design helps in the systematic planning of instructions that removes instructional gaps and help learners to comprehend the presented learning material by reducing the intrinsic cognitive load. Visualization guidelines to teach various educational content types (e.g. fact, process, concept, procedure, and principle) helps in design instructions that reduce the intrinsic cognitive load of vernacular medium students. We selected and tested multimedia principles that reduce the extrinsic cognitive load of vernacular medium students. These principles are split-attention effect, segmentation, pre-training, synchronization, redundancy effect, verbal redundancy and attention cueing.

We identified several language based scaffolds that reduce the mental effort of a vernacular-medium student that are used to translate the educational content presented in English only MoI. These language-based scaffolds are 1) Use of simple English MoI, 2) Explain semi-specialized and specialized words on the first occurrence, 3) Use of slow pace for vocal explanation. We also identified language-based scaffolds for bilingual MoI when classroom based environment is used, these scaffolds are 1) Use of simple Hindi MoI for vocal explanation, 2) use of code-switching, 3) Use of English MoI for specialized and semi-specialized words.

We conducted two qualitative studies, and three quantitative studies to measure the effectiveness of various scaffolds. We used classroom based environment in two research cycles and self-paced video-based learning environment in three research cycles. We find that self-paced video-based environment is more suitable for vernacular medium students than a classroom environment if English only MoI are used.

The main contribution of this thesis is 1) identification of language-based scaffolds that help in comprehending the educational content presented in English only MoI and bilingual MoI 2) a framework that helps teachers to plan instructions to teach vernacular medium students based on various conditions 3) the selection of visualization guidelines and multimedia principles to provide cognitive scaffolds.

Development and Assessment of Engineering Design Competencies using Technology-Enhanced-Learning Environment Dr. Madhuri Mavinkurve

Engineering is a practice-driven profession. Engineering graduates should be able to demonstrate and apply thinking skills in addition to their domain knowledge. Engineering design thinking skill is one such important thinking skill. Even though this skill is being taught using various instructional methods such as project based learning, it is reported that students are unable to demonstrate engineering design thinking skill. A key challenge is in defining what to teach as engineering design thinking, and how to assess this skill.

In this thesis, we address the problem of developing and assessing engineering design thinking skill among undergraduates. In our solution approach, we operationalized engineering design thinking skill in terms of measurable competencies. We identified the following engineering design competencies: Structure Open Problem, Multiple Representation, Information Gathering, Convergent Thinking and Divergent Thinking. We developed rubrics as a formative assessment instrument for these competencies. The rubrics assess students’ progress of competency acquisition as well as provide constructive feedback to attain competency in a given design task.

To help students attain the engineering design competencies, we designed TELE-EDesC - Technology Enhanced Learning Environment for Engineering Design Competency. TELE-EDesC is a self-learning environment which includes interactive learning activities, referred to as ‘Learning Dialogs’. TELE-EDesC Learning Dialogs harness the affordances of modern technology such as interactive experimentation, self-regulation, and personalized feedback, to trigger essential metacognitive processes required for engineering design thinking.

We developed TELE-EDesC learning modules for Structure Open Problem (SOP) competency for topics in analog electronics, and tested them using quasi-experimental studies (N=295) as well as qualitative interaction analysis, with second year engineering students. We found that TELE-EDesC was effective for learners in attaining SOP competency (statistically significant differences, p<0.01). From the interaction analysis, we identified productive learning behaviours of successful students and revised TELE-EDesC to promote such behaviour among all learners.

The main contributions of this thesis are: TELE-EDesC learning modules that have been empirically validated for SOP competency for a range of topics in analog electronics, a pedagogical framework to develop TEL environments for engineering design competencies, and assessment rubrics for engineering design competencies.

Applying instructional design model and concept maps on student performance in classroom teaching of thermodynamics Dr. Sachin Kamble

The present thesis entitled “The use of concept maps and an instructional design model in the classroom teaching of thermodynamics and Internal combustion engines” is organized into thirteen Chapters. Currently, present engineering education system makes use of diverse kinds of instructional methods and innovative teaching methods for teaching engineering concepts (Cuban, 1986). Such implementation of innovative teaching methods and affordable technologies are employed with the expectation of reforms in engineering education. Even after spending at least four years in the undergraduate programmes, a majority of students do not develop a good understanding of the basic principles involved in the theory of engineering as well as applying the learning in real life situations. In mechanical engineering curriculum, thermodynamics and internal combustion engines are core subjects and student are facing difficulties in understanding concepts in these subjects (Mulop et al., 2011, Bahr, 1999, Huang and Gramoll, 2004, Anderson et al., 2002, 2005). The present work will elaborate on the current problems in engineering education and the specific difficulties in teaching thermodynamics and internal combustion engines. A solution to the problem will only emerge if the learning processes are strengthened by addressing all major components that go into the process of learning.

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Home > Bagwell College of Education > Instructional Technology > Ed.D Instructional Technology Dissertations

Doctor of Education in Instructional Technology Dissertations

The Ed.D. in Instructional Technology is fully online and designed for educators who currently hold or aspire to hold a technology leadership position at the school, district, or state level. The Ed.D. is intended to deepen and broaden the educational technology leadership knowledge and skills of candidates. The program is based on the ISTE Standards for Technology Directors and the CoSN Framework of Essential Skills for K-12 CTOs.

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Dissertations from 2024 2024.

Understanding Parents’/Caregivers’ Experiences with School-based Technology at Home , Marcus J.W. Borders

The Complexities of Using Digital Game-based Learning for Writing Instruction: An Exploratory Multiple-Case Study of Two Teachers , Sean D. Bowden

Enhancing Teachers’ TPACK and Self-Efficacy Through Content-Based Technology Professional Development , Chloe Wilson

Dissertations from 2023 2023

Cue the Paralinguistics: A Qualitative Case Study of Teacher Social Presence , Molly R. Bowden

Leading Online Professional Development for Instructional Technology Coaches with Effective Design Elements , Janet Cowart

Navigating the Digital Realm: Perceptions and Challenges of High School Educators in Fostering Digital Citizenship , Kristopher P. Daniels

AP Statistics Students’ Conceptions of Engagement and Technology in a Flipped Classroom: A Phenomenographical Study , Kimberly Gile

Upper Elementary Teacher, Instructional Technology Coach, and Administrator Experiences with Technology Integration During COVID-19 Related School Closures: A Phenomenography , Amber Gravitt

Digital Bridges: How Art Educators Build Professional Learning Networks on Twitter , Jennifer Heyser

Becoming an Effective Digital Educator: A Case Study of Technology Preparation in a Novel Preservice Teacher Internship Program , Stephanie Milner

Dissertations from 2022 2022

The Perceptions of High School Art Teachers on their Experiences with Digital Art , Chris Akins

The Evolving Roles of School Librarians in Diverse Instructional Settings , Kay Wright

Dissertations from 2021 2021

The Parent Role in Teen Digital Citizenship , Christi Harp

Secondary Mathematics Teachers’ Experiences with Technology Integration in a One-to-One School District During Face-to-Face and Remote Instruction: A Phenomenography , Safna Kalariparambil

Teacher Experiences with Multiple One-to-One Technology Integration Models: A Phenomenography , Tiffany Post

Teachers’ Perceptions of One-to-One Laptop Initiative for Increased Learner Communication and Collaboration Skills , Harry Saint Cyr

Student Engagement in the Honors Biology Flipped Learning Environment , Hillary M. Wilson

Dissertations from 2020 2020

Flexibility Matters: A Qualitative Look at Four Middle Grade Teachers’ Implementation of Personalized Learning , Christa Evans Heath

Teacher Perceptions of Personalized Teaching & Learning in an Instructional Technology Graduate Course: A Phenomenographical Case Study , Stephanee Stephens

Dissertations from 2019 2019

Hashtags and Pins in Education: Digital Native Educators in Digital Habitats. , Kelly Pilgrim Cassidy

K-12 Community of Inquiry: A Case Study of K-12 Online Social Studies Teacher Practice in a Virtual School , Kyle Sanders

Dissertations from 2017 2017

The Evolution of Pre-Service Teachers TPACK After Completing an Undergraduate Technology Integration Course , Sherri Booker

Dissertations from 2016 2016

A Comparison of Online and Face-to-Face Achievement in Physical Science , Lisa F. Mozer

Dissertations from 2015 2015

Administrators Using Technology to Increase Family Engagement , Ashley P. Beasley

Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting , Ingle M. Larkin

Dissertations from 2014 2014

Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course , Daniel A. Gagnon

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Home > USC Columbia > Education, College of > Educational Studies > Educational Studies Theses and Dissertations

Educational Studies Theses and Dissertations

Theses/dissertations from 2023 2023.

Centering the Teacher: How an Autonomy-Supportive Environment Impacts Arts Educators’ Sense of Agency and the Collaborative Culture of Their Education Networks , Kyle Andrew Anderson

Effects of a Self-Monitoring Tracking System Combined With Blended Learning Intervention Time on Students’ Self-Regulated Learning Skills And Academic Performance , Jennifer E. Augustine

The Integration Of Simulation-enhanced Interprofessional Education Into Undergraduate Clinical Laboratory Science Curriculum , Dana Powell Baker

Reading Strategies: Impact on Fifth Grade African American Males’ Reading Comprehension and Motivation to Read , Patrice Antoinette Barrett

Tip of the Iceberg in Changing School Culture: Acknowledging and Addressing Microaggressions , Nicole Lauren Becker

The Impact of Ability Grouping on Academic Achievement in Elementary Reading , Kristi Bissell

Impacts of Technology-Enhanced Dual Enrollment Mathematics Course on Rural High School Students’ Intentions of Going to College , Nicolae Bordieanu

Educative Curricular Supports Used to Improve High Cognitive Demand Task Implementation in High-Dosage Mathematics Tutorial , Halley Bowman

Creating a Culturally Inclusive American Literature Classroom , Holly R. Bradshaw

The Impact of a Series of Professional Development Sessions on Culturally Responsive Pedagogy (CRP) on the Awareness Level of Seven Teachers at a Suburban High School , Charity Jo Brady

The Effects of Gamified Peer Feedback on Student Writing in High School English Language Arts , Kerise Amaris Broome

Evaluating the Impact of Personalized Professional Learning on Technology Integration in the Classroom , Angela Bishop Burgess

An Exploration of Perinatal Stress and Associated Mental Health of Transitioning First-Time Fathers , Timothy Reed Burkhalter

A Study of Computational Thinking Skills and Attitudes Towards Computer Science with Middle School Students , Lorien W. Cafarella

Using Critical Reflection to Mitigate Racial Implicit Bias and Enhance Cultural Humility: A Nursing Faculty Action Research Study , Teresa Stafford Cronell

Mitigating Student Anxiety in the Secondary Classroom: A Culturally Sustaining Approach , Erin Hawley Cronin

Daily Activities and Routines: A Comparative Case Study of the Home Language and Literacy Environment of Spanish-Speaking Toddlers With and Without Older Siblings , Eugenia Crosby-Quinatoa

Supporting Improvement In Academic Outcomes And Self-efficacy For Black Male Varsity Athletes , Katherine Currie

Online Professional Development’s Effect on Teachers’ Technology Self-Efficacy and Continuance Intention to Use Pear Deck , Katherine Shirley Degar

Empowering Teachers to Support MTSS Students: An Action Research Study , Sahalija Dentico

Multisensory Phonics Instruction in Struggling Readers , Amanda M. Dixon

Student Engagement Action Research a Focus on Culturally Relevant Instructional Methods , Amia Dixon

Instructional Coaching: A Support for Increasing Engagement in Middle School Mathematics , Christi Ritchie Edwards

A Holistic View of Integrated Care Within Counselor Education: A Multi-Manuscript Dissertation , Alexander McClain Fields

Faculty Perceptions of Readiness and Confidence for Teaching Online: An Evaluation of Online Professional Development , Kevin Brent Forman

The Effect Of Instructionally Embedded Cognitive Reframing On Students’ Self-beliefs Of Their Mathematical Competence , Kelly Eyre Frazee

An Examination of Physical Literacy: Learning Through A Technology Integrated, Flipped Classroom Approach. , Euan M. S. Frew

Increasing Phonemic Awareness in Intellectually Impaired Students by Using Wilson’s Fundations Phonics Program in a Self-Contained Classroom , Theresa Lynne Garcia

A Causal Comparative Study of the Effects of Physical Activity Course Enrollment on College Students’ Perceived Wellness, Mental Health, and Basic Psychological Needs , Genee’ Regina Glascoe

The Effect of Computer-Based Learning Modules on Pre-Algebra Student Proficiency and Self-Efficacy in Manipulating Math Expressions Involving Negative Signs , Brian Charles Grimm

Exploring Literary Responses to Culturally Relevant Texts Through an AsianCrit Lens: A Collective Case Study of Chinese American Students in a Community-Based Book Club , Wenyu Guo

Building Leadership Capacity to Support International Educators: A Professional Learning Series , Amanda Hajji Minnillo

Unveiling The Lifeworld Of Educators' Social Justice Journeys: A Phenomenological Investigation , Maria Rocas Halkias

The Influence and Impacts of Critical Literacy Intervention in Preservice Teachers Culturally Responsive Teaching Self-Efficacy: A Mixed Methods Study , Heather Lynn Hall

Stories From North Carolina Teachers of Color: An Inquiry of Racialized Experiences in the Workplace. , Deborah Stephanie Harrison

Electronic Portfolios in a High School Community of Practice: Action Research Exploring Writing Experiences in an Advanced Placement Writing Course , Archibald Franklin Harrison IV

The Effects of Problem-Based Learning on Mathematics Motivation in a Flipped Classroom Instructional Environment , Joshua David Harrison

University, City, and Community: Athletics Urban Renewal Projects and the University of South Carolina’s Carolina Coliseum and Blatt Physical Education Center, 1964–1971 , Theresa M. Harrison

Stories from North Carolina Teachers of Color: An Inquiry of Racialized Experiences in the Workplace. , Deborah Stephanie Harrisson

Examining The Perceptions And Knowledge Of School Administrators In Special Education , Maranda Hayward

Supporting Black Students in Sixth-Grade Science Through a Social Constructivist Approach: A Mixed-Methods Action Research Study , Kirk Anthony Heath

Effects of Choice Reading on Intrinsic Motivation in Underperforming Sixth-Grade Students , Heather M. Henderson

Academic Success and Student Development in the Health Professions: An Action Research Study , Molly Ellen Higbie

Deficit Thinking in Teacher Course Level Recommendations , Andrew Hogan

Increasing English Progress Proficiency of Multilingual Learners Utilizing Improvement Science , Stephanie Corley Huckabee

The Impact of Cognitive Coaching on High School English Teachers’ Implementation of Metacognitve Reading Strategies , Charrai Hunter

Digital Literacy Integrated Into Academic Content Through the Collaboration of a Librarian and a Core Content Teacher , Jeri Leann Jeffcoat

The Effects of Hip-Hop and Rap Music Intervention to Improve the Wellbeing of Black and African American Men , Lanita Michelle Jefferson

The Effects of Learner-Centered Professional Development and Supporting Effective Teaching Practices in Elementary-Level Professional Learning Communities , Lisa Suther Johnson

Examining the Relationship Between Multicultural Training and Cultural Humility Development in CACREP-Accredited Counselor Education Programs , Sabrina Monique Johnson

Multimodal Digital Literacy Practices: Perspectives of L2 Academic Writing Instructors , Priscila Jovazino Bastos Medrado Costa

Using Yoga, Meditation, and Art Therapy to Combat Complex Trauma and Promote Social–Emotional Learning in the Art Room , Karen Emory Kelly

Perspectives, Motivations, and Resistance: Investigating Employee Responses to Employer-Sponsored Diversity Training , Robert Kerlin

STEM Educators’ Perceptions of Gender Bias and the Contributing Factors That Persist for Women in STEM Education , Haleigh Nicole Kirkland

A Qualitative Study Examining and Comparing Families’ and Teachers’ Perceptions of School Readiness , Shalonya Cerika Knotts

The Impact of Differentiated Affective Curriculum on the Asynchronous Social and Emotional Development of Gifted Elementary Students , Michelle Koehle

Supporting Self-efficacy Through Mindset: The Impact Of A Growth Mindset Innovation On The Self-efficacy Of Middle School Students In A Teen Leadership Course , Shannon J. Kojah

The Evolution of Contextualized, Discourse-based Professional Development to Support Elementary Teachers in the Implementation of Conceptual Mathematical Teaching Practices , Jennifer Aren Kueter

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Mathematics Teachers’ Attitudes and Intentions Towards Instructional Videos as Part of a Flipped Learning Model , Jessica Lee Lambert

Reimagining Parent-teacher Relationships Through Human Centered Design , Andrea Lynn Lance

Increasing Math Knowledge in 3 rd Grade: Evaluating Student Use & Teacher Perceptions of Imagine Math , Paoze Lee

Utilizing Case Studies to Increase Critical Thinking in an Undergraduate Anatomy & Physiology Classroom , Sarah E. Lehman

Exploring Chinese International Students’ Motivational Factors in Non-Mandatory Event Participation , Aimin Liao

Preparing In-Service Elementary Teachers to Support English Language Learners: A Qualitative Case Study of a Job-Embedded Professional Development Using TPACK , Rachel Theresa Lopez

Impact of Virtual Models on Students’ Multilevel Understanding of an Organic Reaction , Eli Martin

Weathering the COVID-19 Pandemic: A Study Examining How the Lived Experience Affected English Learners , Mary Kathryn Maxwell

Racial Orientations: A Phenomenological Approach , Nicholas Mazur

Measuring the Impact of Peer Coaching on Teacher Effectiveness at Friendship County High School , Whittney Michele McPherson

The Effects of Technology Integration on Academic Performance and Engagement of Third Grade Social Studies Students: A Mixed Methods Study , Ashley Megregian

Beyond The Acronym Of Stem: Experiential Learning Professional Development For Integrative Stem Education , Christine Mitchell

Counter-Stories From Former Foster Youth: College Graduates Disrupting the Dominant Narrative , Amanda May Moon

Supporting LGBTQ+ ELA Students Through Action Research , Nicole Mustaccio

What Are They Thinking?: A Qualitative Study of Secondary Students’ Critical Thinking in Online Classes , Scott Allan Nolt

Impact of the Engineering Design Process on Rural Female Students’ Achievement and Self-Efficacy , Whitney Lowery Oberndorf

Shakespeare in Virtual Reality: Social Presence of Students in a Virtual Reality Book Club , John Funchess Ott Jr.

Teacher Observations as Professional Development Opportunities , Ashton Carrie Padgett

Reading Motivation and Retrieval Practice of United States Undergraduates Aged 18 to 23 , Robyn M. Pernetti

A Descriptive Study of Factors That Support and Hinder Classroom Discourse With English Learners , Jillian Camille Plum

Implementing Meaningful Problem-Based Learning in a Middle School Science Classroom , Celestine Banks Pough

Coaching to Success: Moving From a Fixed Mindset to a Growth Mindset Through Positive Motivation , Shannon Dianna Ramirez

Critical Literacy and Student Engagement: Disrupting the Canon in the Secondary English Classroom , Katherine Burdick Ramp

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The Impact of a Literacy Program on Summer Reading Setback: Providing Access to Books and Project-Based Learning , Tiffany Gayle Robles

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Instructional Hub: Bridging the Gap in Teacher Preparation for Online Instruction , Charity Beth Simmons

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1, 2, 3: Counting on Problem Based Learning to Improve Mathematical Achievement in African American Students , Kelley P. Spahr

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Doctor of Philosophy in Education

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

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Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

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Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

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Doctor of Philosophy in Education Student Directory

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Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Improving the Teacher Workforce

With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

Building The ‘Bridge’ Between Research and Practice

Marshal Doug Mosher, Ph.D.'24, reflects on his journey to the Ed. School and the lessons — musical and teaching — learned along the way

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• Educational Technology

Doctor of Philosophy

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• Educational Technology PhD

Innovate. Create. Design. Research.

Immerse yourself in research-intensive experiences that explore how pedagogies and technology blend with critical and educational theories to inform innovative practices in educational contexts. In the Educational Technology program, you'll develop rich understanding about educational theory and practice; design and develop digital materials such as games, visual media and multimodal compositions; and engage in authentic research projects. You'll work closely with faculty who are top educators and researchers, while having opportunities to engage in unique, hands-on learner experiences.

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Ph.D. in Educational Technology

This program is research intensive and builds a deep theoretical base in critical and innovative pedagogy as well as developed technology application skills. It provides different areas of focus, or cognates, including innovation and integration and instructional technology. You'll also explore your own research interests, publish your findings and present your work in scholarly venues. Earn your degree on campus with opportunities for in-person and blended learning a part of this unique doctoral program.The PhD program culminates in a dissertation of original research in the field.

Degree Requirements

Your Future in Educational Technology

• Aspire to be an education professional or classroom teacher
• Seek opportunities for research that explores technology as a transformational tool to teaching and learning
• Or desire to develop a deep understanding in blending education theory and practice

...then this program is for you!

You’ll learn:

• Foundational theoretical knowledge of technology-infused pedagogy and its place in transformative teaching and learning.
• Theory and application of critical and innovative pedagogy as well as developed technology application skills.

Sample courses:

• Global and Cultural Perspectives in Educational Technology
• Performance Technology for Instructional Environments
• Innovations in Technology and Education
• Gaming and Application Design
• Multimodal Composing
• Visual Methods for Educational Research in Digital Contexts

Where can your degree take you?

When you earn your degree in Educational Technology from UNC, you’ll be ready to work in a variety of learning contexts, including K-12, higher education, online environments, military training, business/organizational, international settings and more.

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An Analysis of Online and Hybrid EdD Programs in Educational Technology

• Original Paper
• Published: 05 May 2023
• Volume 67 , pages 693–705, ( 2023 )

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• Jiawen Zhu 1 &
• Swapna Kumar   ORCID: orcid.org/0000-0003-1151-7593 2  

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Doctor of Education (EdD) programs have experienced much development and attention in the last two decades. Simultaneously, the steady growth of online education has resulted in several universities offering online EdD programs, including in Educational Technology and related fields. This article provides an overview of the structure and goals of online and hybrid EdD programs in Educational Technology and related fields. Data collected from the websites of 13 highly ranked online and hybrid EdD programs in Educational Technology and a follow-up survey with program coordinators was analyzed for the program foci, length, delivery format, dissertation formats and processes, and professional outcomes. The structure of these programs, curriculum (core courses, specialized courses, research courses, dissertation credits) and professional outcomes are presented, and areas of consideration for others embarking on creating online or hybrid EdD programs and those engaged in improving their existing programs are provided.

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An analysis of professional practice Ed.D. dissertations in Educational Technology

Model for Transforming Engineering Education Using Technology-Enhanced Learning

Blended learning in higher education: Trends and capabilities

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The data were mainly collected from public websites that are included in the article.

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The first author was a doctoral student in the PhD in Educational Technology at the University of Florida when this study was conducted. The second author was and continues to be employed the at the University of Florida and directs the EdD program in Educational Technology, which is one of the programs included in the data.

The public data collected from websites did not require consent. Informed consent was obtained from all individuals (program coordinators) who participated in the survey.

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There are no potential conflicts of interests. The second author directs one of the EdD programs in Educational Technology included in this study and was therefore excluded from the survey. The program was included in the sample because it occurred in the ranking websites used for sampling. Additionally, the first author collected the data from the website of that program and the program was treated the same as other programs in the analysis and writing of the manuscript.

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Zhu, J., Kumar, S. An Analysis of Online and Hybrid EdD Programs in Educational Technology. TechTrends 67 , 693–705 (2023). https://doi.org/10.1007/s11528-023-00848-8

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DOI : https://doi.org/10.1007/s11528-023-00848-8

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Transforming Educational Landscapes: How Student Choice Influences Achievement, Engagement, And Instructional Objectives , Alissa Kaye Carter

Mental Health And Youth Sports: The Importance Of Adding A Smartphone App To Improve Awareness, Education, And Resources For Youth Athletes , Kelli Gast

The Effects Of Covid-19 On School Attendance: Examining Explanations For Chronically Absent Students , Samantha Kaloustian

Educator Perceptions On Equity And Inclusion In The Classroom , Brittany N. Melfi

Building A Better Teacher Evaluation System , Amanda Melsby

Survey Of National Junior College Athletic Directors On The Top Things They Wish They Knew During Their First Year: First-Year Athletic Director Manual For Success , Jayden Olson

Teachers' Perspectives On Transformational Leadership , Kelsey Rae Peltier

Trauma Education In Social Work Curricula: An Innovative Approach To The Teaching Of Trauma-Informed Care , Jennifer M. Schlinger

Faculty Experiences Of Implementing Co-Teaching Strategies , Krystie Lynn Seese

The Experiences Of Black Male Teachers In International Schools In East And Southeast Asia , Myson Jonathan Sheppard

Theses/Dissertations from 2022 2022

Helping Students From Refugee Backgrounds Succeed In Higher Education Through Support Systems , Arinola Adebayo

The Z Factor: Generation Z And The Perspectives Of Recruitment Professionals On Sustaining Small Private Liberal Arts Institutions During A Decade Of Expected Decline In Higher Education Enrollment , Shawn Adkins

Examining Relationships Between Wellness And Student Success: Recommendations For Integration Of Wellness At A Community College , Heather Dewaard-Flickinger

Comparative Analysis Of Instructional Strategies To Improve Student Engagement In An Online Introductory Undergraduate French Course , Rachel Beth Dwyer

Development Of The Share Your Story Program: Understanding How Self-Stigma And Mental Health Storytelling Influence Mental Health Experiences On College Campuses , Kyle Cromer Elliott

Instructional Coach Professional Learning: Developing Reflective Practices, Cultural Competence, And Self-Efficacy In An Asynchronous Course , Mena Hill

The Importance Of Inclusive Classrooms For Students With Disabilities: Research Leading To The Creation Of A Needs Assessment To Support Inclusive Classrooms , Tara Jensen

Physical Therapists' Decision To Practice In Vestibular Rehabilitation And Concussion Management: A Qualitative Study Of Influences , Michelle Lea Keller

Rural States’ Use Of Federal Government Terminology Related To Federal Student Aid And Postsecondary Accreditation: A Toolkit To Support Information Access And Use For Rural Students , Valerie Lefor

To Stay Or Leave: Commitment Decisions Of Early-Career Faculty , Kevin Moberg

Vertical Transfer Student Integration At A Technical University: A Case Study Of A Large, Urban, Private Institution , Eric Michael Pope

Internet Training Modules Targeting Home-Based Parent Involvement With Students In Early Childhood Special Education , Nicole Marie Reybok

Better Together: Building Supportive Teacher-Student Relationships With Adolescents Using Alternative School Practices As A Model , Michelle Salyer

A Survey Of Research Administrators To Identify Areas Of Administrative Burden In Federal Research Grant Management , Jessica Lynn Schiller

Increasing Implementation Fidelity Of Behavior Intervention Plans In Public Schools Following Delivery Of Remote Behavior Skills Training For Staff , Shayna Kia Shriver

The Key Actions Of School Leaders That Contribute To Effective Implementation Of Restorative Practice , Amy L. Starzecki

Restorative Justice Practices In Middle School Settings In North Dakota , Carly Theis

Multinomial Logistic And Negative Binomial Regressions Of Campus Instructional Modes, Institutional Characteristics, And Covid-19 Case Counts In Fall 2020 In The Midwest , Katherine Marian Tyler

Effective Differentiation Strategies For Engaging English Language Learners In The General Education Classroom: An Implementation Study , Renee Ullom

Beyond The Brick And Mortar: Examining Internal Selection Of Principals , Brittany Upton

Houghton Mifflin Harcourt Journeys Curriculum Series Longitudinal Effects On Grade 4 Student Reading Scores , Daniel Warcken

Voice Of The Voiceless: Alumni Of A Rural North Dakota School Respond To Traditional Urban Solutions For Rural Education , Thomas Warman

Theses/Dissertations from 2021 2021

North Dakota Administrators' And Teachers' Perception On School Calendars: Academic And Social-Emotional Learning , Jacqueline Gaye Bye

Educators’ Perceptions Of Youth Behavioral Health Training In Schools Across North Dakota , Elisa Laura Diederich

North Dakota Elementary School Counseling Programs: Implications For Policy And Practice , Holly Larson

Bridging The Transition Gap: Student Perceptions Of Middle To High School Transition Practices And School Connectedness , Amanda Quintus

Fulfilling The Purpose Of Education: Voices Of North Dakota Graduates Pertaining To Curriculum And Graduation Requirements , Sarah Jean Ricks

Participatory Action Research: Managing Smartphones In The Secondary Classroom , Andrea Simon

Creating And Designing Collaborative Learning Spaces In A Secondary School Setting , Darin Walters

Characteristics Of School Success As Identified By School Leaders , Dave Wheeler

Theses/Dissertations from 2020 2020

A Critical Race Examination Of The Lived Experiences Of Persistent African American Students At A Predominantly White Community College , Elena Favela Naca

Change Theory And Perceptions Of Innovation From Educators Within K-12 Schools In The State Of North Dakota , Ryan P. Lyson

Elementary And Secondary Teachers’ Perceptions Of Native American Students’ Academic Performances In North Dakota , Andrew Younkam Mangwa

The Role Of A Principal In Creating A School Climate In Which New American Students Thrive: An Ethnographic Case Study Of A Midwest Magnet School , Attia Noor

Student Athlete Perceptions On Coaches' Relationships Impacting Continued Participation In High School Athletics , Mark Allen Rerick

Montana Coaches' Perceptions On Including Transgender Athletes In High School Interscholastic Sports And Its Effect On Team Chemistry , David L. Woods Ii

Theses/Dissertations from 2019 2019

Principals' Perceptions Of Implementation Levels Of Innovative Education In North Dakota Schools , Timothy Godfrey

Integrating Best Practice Into Fieldwork: A Narrative Inquiry Into The Level II Experiences Of Occupational Therapy Students , Cherie Graves

Empathetic Student-Centric Decisional Mindset: A Grounded Theory Study Of Teachers' Judgment Experiences , Joshua Sean Grover

An Examination On The Progression Of Students Assigned To Developmental Or College Level Math At A Tribal Community College , Rhonda Blanche Gustafson

Narrative Portraiture Of American Indian Men Who Persist To Completion Of Doctoral Degrees , Shawn F. Holz

Prestige, Status, And Esteem And The Teacher Shortage , Scott G. Klimek

Impact Of A Billing Strategy On Degree Completion Rates At A North Dakota Tribal College , Wanda Lee Laducer

Principals' Perspectives Regarding Grades 9-12 Black, Asian, And Latino Males In North Dakota Public Schools , Maggie Harrison Lowery

Exploring K-12 Superintendent Turnover: Career Advancement Or Dissatisfaction Realized? , Francis Arthur Schill

The Impact Of Support Areas On The Academic Success Of International Students In Community Colleges , Taiwo Olubusoye Soetan

A Presidential Leadership Process For Higher Education In Small, Rural Institutions And Settings , Teresa Caplinger Spaeth

Competing By Tweeting: A Content Analysis Of University Presidents' Tweets , Susan Balcom Walton

Theses/Dissertations from 2018 2018

Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia , Hind Hamed B Alghanmi

Educational Leadership Development In Saudi Arabia: Experiences Of Participants Of The Saudi Oxford Program For Educational Leaders , Azizah Fhad Alogali

A Tapestry Of Educational Technology Women Leaders In Higher Education: A Qualitative Study , Jane Braaten Overmoe

Examining The Effects Of Breakthrough Coaching On Instructional Leadership , Kevin Neil Clace

Examining Teacher Perceptions On Change In Secondary School Libraries To Promote Informational Literacy , Sarah Crary

Intergenerational Perspectives On Leadership By Men Of The Three Affiliated Tribes , Chad Beldon Dahlen

International Freshmen Student Satisfaction With Campus Environments At U. S. Institutions Through The Lens Of The National Survey Of Student Engagement (NSSE) , Ludmi Herath

Exploring Student Perspectives On Elementary To Middle School Transition Practices , Erin Spies

The Role Of A Principal In Establishing And Maintaining Positive Behavioral Interventions And Supports (pbis): An Ethnographic Case Study , Angela Wanzek

Theses/Dissertations from 2017 2017

A Midwest School District’s Implementation Process Of A New Teacher Evaluation Model , Kristopher G. Arason G. Arason

Attitudes And Beliefs Of North Dakota Early Childhood Educators Toward Gender Constructs , Janelle Jean Ferderer

What Is Teacher Effectiveness? A Case Study Of Educator Perceptions In A Midwest Elementary School , Christine Lynn Job

"A Degree Is A Part Of The Puzzle, But Only A Piece.” Understanding How Employers Determine The Value Of Academic Credentials , Brenda Kaspari

Working And Providing Care: Increasing Student Engagement For Part-Time Community College Students , Daniel Leingang

Teacher Perspectives On The Impact Of High-Stakes Testing On Students With Disabilities: A Grounded Theroy Study , Tammy Mayer

Academic Interventions in Secondary Schools: Examining Teachers' Perceptions of Implementing a Multi-Tiered System of Support , Shannon Mortrud

Faculty Experiences with Instructional Innovations: A Phenomenological Study of Faculty Use of Instructional Video , Timothy Patrick ONeal

The Long-Term Impacts Of Study Abroad On Oxford Eurospring Alumni: A Phenomenological Study , Karmen Pfeiffer Sorenson

Teacher perspectives on the impact of high-stakes testing on students with disabilities : a grounded theory study , Tammy Marie Taylor

Theses/Dissertations from 2016 2016

Lived Experiences Of Freshman Students In Their First Semester Of College , Lisa Marie Burger

Spirituality And Student Engagement At A Small, Church-Related Private College , Hal Henry Haynes

Applying The Kano Model To Higher Education: Moving Beyond Measuring Student Satisfaction , Melissa P. Mcdowall

Parent Understanding Of K-6 Student Mathematics Performance Using Standards-Based Compared To Traditional Report Cards , Jill Ann Olson

Passing On The Legacy: How Rural Community College Senior Officers Prepare The Next Generation Of Leaders , Linda Thompson Thompson

A Dual-Level Approach To Enrollment Management , Jason Trainer

Academia Meeting The Needs Of Industry: A Case Study Of Developing A New Degree Program For Petroleum Engineering , Rosemary Vogt

Theses/Dissertations from 2015 2015

Roles, Responsibilities, And Experiences Of Rural Superintendent-Principals , Chad Clark

Student Perceptions Of Digital Resources And Digital Technology In A Flipped Classroom , Larry S. Guggisberg

Interpretative Phenomenological Analysis Of Graduate Students' Experiences Of Plagiarism By Their Professors , Kimberly Dawn (Hanson) Becker

Regional Education Associations In North Dakota: Perceptions Of REA Directors And School Superintendents , Jeffery E. Lind

College Students Who Abstain From Alcohol: Those Who Choose Not To Use , Sandra Jean Luck

Is MOOC Madness Here To Stay? An Institutional Legitimacy Study Of Employers , Alyssa R. Martin

Turn That Frown Upside Down: The Experience Of Higher Education Faculty Moving From Disillusionment To Vitality , Robert J. Martin

Exploring The Impact And Benefits Of A Health Education Program At Turtle Mountain , Shane Michael Martin

Instrumental Music Participation and the Differences in Academic Performances for Students in Poverty , Shawn A. Oban

How Shared Experiences Impact Teachers Who Remain In American Indian Elementary Schools More Than Five Years , Rae Marie Wilkie-Villebrun

Theses/Dissertations from 2014 2014

The Influence Of Priming On College Students' Financial Valuation Of Art , Lenetta Choate

Grade Level Retention: A Comparative Study Of Beliefs And Practices In North Dakota And Surrey , Kim Englund

Perceptions Of School Leaders In Western North Dakota Regarding The Effects Of Rapid Population Growth On Pk-12 Educational Organizations , Scott Faul

Understanding Somali Women Refugee Students' Lives And Program Decisions At Two-Year Colleges: A Narrative Approach , Mary Fontes

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PhD in Educational Communication and Technology Research

Ph.d. research in ect.

Students in ECT conduct research and scholarship continuously through the program, beginning with the candidacy paper in the first year. Students participate in research labs and faculty projects, work under the supervision of faculty in research courses, and participate continuously in the doctoral colloquium as a research-supportive community. Over time, students publish journal articles and conference papers in addition to conducting the doctoral dissertation.

Recent Ph.D. Dissertations

Fabio campus, ph.d. 2024.

Utopia and Imagination as Critical Civic Pedagogies for Marginalized Youth

Solid and resilient democracies rest upon an informed citizenry capable of critiquing societal issues and reimagining alternative scenarios. Traditional school-based civic and social justice education, however, often falls short of addressing the diverse needs of today's youth, often relying on instructionist pedagogies focused on factual knowledge and standardized assessments related to government and electoral issues. On one side of the civic education spectrum, approaches rooted in the Critical Pedagogy movements of the 1970s reemerge, claiming an education rooted in a structured critique of today's social dilemmas. On another side of the spectrum, emerging scholarship — often called "new civics" — emphasizes the importance of additional skills, literacies, and dispositions for youth to engage with complex social issues and envision potential solutions critically. Speculative and utopian pedagogies, two of such new approaches to civic and social justice learning, invite students to elaborate diverse and even multiversal scenarios as alternatives to current situations of oppression and inequality. But to what extent are such imagination-driven pedagogies solid and robust to promote learning based on a well-thought critique of modern society? One of the central questions this dissertation sought to answer is how educators working under a speculative civics paradigm might reconcile criticality and imagination in their programs. How might we design mechanisms and processes in a learning environment that are imaginative enough to go beyond the constraints of reality while sufficiently grounded on the vicissitudes of one's lived experience? To answer these questions, this dissertation adopted a Design-based Research Approach (DBR) in which a civic imagination workshop was designed and refined in consecutive iterations. For this task, adolescents of two marginalized groups were recruited in two distinct countries: the United States (where participants were recruited in the city of Santa Ana, California) and Brazil (where participants were recruited in Rocinha, a favela in the heart of Rio de Janeiro). After four iterations — described in this study as thick design narratives — this study found several building blocks and design principles for promoting critical civic imagination and civic identity: 1) decoding and recoding, 2) back-and-forth design, and 3) civic storytelling. The study also identified critical dark patterns — undesired and unplanned processes that might emerge among the youth participating in civic imagination workshops. Finally, this dissertation ends with a discussion about the implication of the findings for designing interventions under a new civics paradigm, especially those seeking to blend harsh critique of social dilemmas and speculative thought about potential worlds that are creative, imaginative, and attainable.

Meagan Bromley, Ph.D. 2023

READY PLAYER TWO: An Exploration of the Relationship between Parental Engagement, Game Design and the Potential for Child Wellbeing in Digital Gameplay

Parental involvement in play has long been an essential piece of healthy child development and wellbeing, yet when it comes to digital play, parent-child relationships are often characterized by conflict and stress. This research explored the relationship between parental involvement with children’s digital game play, digital game design, and child wellbeing through an examination of today’s gamer generation of American parents - those who are among the first that grew up with digital video games available in the home - with children between the ages of 8-12. Specifically, this study investigated the influence of 1) parent attitudes, 2) engagement levels (personal practices around gaming and parent-child interactions including co-play activities), and 3) styles of mediation (restrictive to permissive) on parent beliefs about digital games and the potential of gameplay to impact child wellbeing. Data were collected via a mixed methods approach with an online survey of 351 parents, followed by 16 semi-structured interviews conducted over zoom. Statistical analyses of survey data included correlational relationships between variables, ANOVAs to understand differences between categories of parent gamers (hard-core, casual and non-gamers), and regression analysis to determine the role of engagement on overall beliefs in the potential of digital games to promote child wellbeing. These findings were triangulated with findings from interview data analysis, which included themes related to attitudes, engagement and mediation as well as pain points and affordances of game design. Research findings included high-level parent concerns about self-regulation, unknown spaces in technology, and finding balance. Key differences were found between gamer parents and non-gamer parents, revealing that digital play may offer more opportunities for involvement and therefore the potential to promote wellbeing in families where parents took an active interest or role in digital gaming. Additionally, in contrast to previous studies in the field, mediation styles were not found to be related to parental involvement, with parents across all categories managing game play in their home according to their personal circumstances without clear patterns. Implications of these findings can inform theory and research on parent-child experiences with digital media, parenting practices, and design recommendations for the digital game industry.

Jung Yeonji, Ph.D. 2023

Analytic Actionability: Human-Centered Design and In-Situ Examination of Actionable Learning Analytics

Actionability is a critical issue in learning analytics for driving impact in learning, bridging the gap between insights and improvement. This dissertation places actionability at the forefront, integrating it throughout the learning analytics process to fully leverage its potential. The study involves designing, developing, and implementing student-facing analytics for promoting actionability within the context of collaborative annotation.

The design work (Chapter 4) used a human-centered process involving students as co-designers and instructors as reviewers. Six design strategies for actionability emerged, each of which informed subsequent design activities: (1) don’t let data limit early ideas, (2) think in the first person, (3) bring in temporality, (4) consider a plurality of solutions, (5) situate analytics into students’ routines, and (6) imagine unintended, undesirable actions. During this process, the main challenge in collaborative annotation was identified as finding meaningful places to contribute, and various ideas for the analytic tool were generated to address this need.

The development work (Chapter 5) focused on creating the analytics designed for promoting actionability. The design concept produced by the human-centered process in Chapter 4 was translated into the product’s details and features. Seven distinct features of actionable analytics were identified: (1) prospective suggestions individualized to students, (2) integration into existing tools rather than standalone tools, (3) timing of analytics that can match timing of learning, (4) limited quantity of information provided at one time, (5) information presented in an accessible format, (6) direct paths to actions, (7) customizability for agency. Actionability as a criterion guided the development of the specific metrics for the collaborative annotation context, resulting in five types of suggestions for where students could contribute to collaborative annotation tasks.

The implementation work (Chapter 6) provided the developed analytics to 91 students in a live course over five weeks. Findings showed that while opening the analytics promptly, students used the analytics in different ways, either backward or forward in their learning routines. They rarely took immediate action based on the analytics, instead making indirect changes in their reading, commenting, and revisiting behaviors in collaborative annotation. This highlights the multifaceted nature of analytic actionability and the need for enhanced support in translating insights to actions.

Using an open-box design narrative, this study offers in-depth descriptions of developing tools for human-centered design processes, characteristics of what analytics designed for actionability look like, and ways to examine their direct and indirect roles in student learning. The study serves as a starting point to explore the potential of meaningful ways to close-the-loop in learning analytics by investigating how students can incorporate analytics-informed insights and actions into their learning tasks.

Frankie Tam, Ph.D. 2023

The Impact of Game Design Elements on Adolescents' Motivation and Executive Function Skills in a Cognitive Skills Training Game

Executive functions (EF) are important cognitive processing skills required for planning, reasoning, problem solving and self-monitoring. It is vital to various aspects of human development from behavioral, social-emotional to academic. There is an increasing interest in identifying and developing cognitive skills training interventions. Results have shown promising results using custom-designed games for cognitive skills training. Cognitive skills training games can enhance cognitive skills training performance and outcomes through motivating and engaging learners in repeated practice and progressive challenges. However, research focus on understanding the impact of game design on motivation and performance in custom-designed cognitive skills training games is limited. This study examined the impact of two specific game design elements (star system and motivational agent) in a cognitive skills training game on adolescents’ intrinsic motivation and executive function skills. Four versions of Gwakkamole, a digital game designed to train inhibition skill, a specific subskill of executive function, were played by adolescents (aged 9-14; N = 103) for 20 minutes, (1) star system only, (2) motivational agent only, (3) star system and motivational agent, and (4) no star system and motivational agent. Three levels of transfer Game log data were used for measuring in-game performance. Two EF measures were administered before and after the interventions: the Flanker task (inhibition skill measure) and the Dimensional Change Card Sort (DCCS) task (shifting skill measure) for understanding EF performances. Intrinsic Motivation Inventory was administered after the intervention for measuring intrinsic motivation. Controlling for pretest score, a significant higher in-game performance was found in the star system groups but no significant differences were found in executive functions performances. In addition, there were no significant differences in the level of intrinsic motivation across treatment conditions. These findings illustrate the potential of game design elements in improving game-based cognitive skills training outcomes. It provides a foundation for informing future research in designing and developing custom-designed cognitive skills training games.

Shiri Mund, Ph.D. 2022

Defining and Measuring Data Literacy for the 21st Century

The last decades have seen an unprecedented growth in the availability and accessibility of data, highly influenced by the ubiquity of digital media and the internet. As society contends with data’s increasing impact on the nature of knowledge, communication, and privacy, it faces a pressing need for citizens who are intelligent producers and cautious consumers of this data. This in turn requires situating data literacy at the center of lifelong learning, developing more consistent approaches for helping novices learn the language of data, and equipping the public to think critically and ethically about how and why data are being used (Deahl, 2014; Pangrazio & Selwyn, 2019). An important first step is defining data literacy.

This work is grounded in a definition of data literacy as comprising the skills, attitudes, and beliefs needed as “critical and reflective citizens” in the 21st century (Francois, Monteiro, & Allo, 2020). Noting a discrepancy between a research focus on data as social justice and individual experience of data literacy as a set of skills, I argue for a need to approach data literacy education from both a competency perspective AND an empowerment perspective (Gebre, 2018), as well as from a resource perspective. I outline a mixed-method study exploring how conceptions of data literacy manifest across middle school students, high school students, undergraduates, and adults, and detail the creation and validation of an instrument designed to measure data literacy in adults.

The instrument was designed to explore the unidimensionality of the data literacy construct. Data collected from a total of 700 participants was analyzed using exploratory factor analysis and fit to an Item Response Theory model. The analysis suggested that, rather than a single unidimensional construct, data literacy is multidimensional and composed of facets that are related to one another yet remain distinct. The instrument identified four factors of data literacy: Skills, Awareness of Data and its Limitations, Appreciation of Data, and Data Self-Efficacy. A confirmatory factor analysis supports this structure with a CFI of 0.990. Chronbach’s Alpha for the skills factor was 0.71 and the omega coefficient for the attitudes and beliefs factors was 0.96.

A key contribution of this work is the development of a Data Literacy Awareness-Action Typology mapping the relationship between an individual’s awareness of data and their actions relating to personal data management. The typology highlights that awareness and action don’t increase in tandem and offers a new perspective on how students might progress in their development of data literacy, suggesting the design of data literacy interventions that support students in aligning data awareness and action. The paper concludes with recommendations for researchers and practitioners to strengthen data literacy educational pathways. In particular, the findings point to the importance of bringing awareness to a broader definition of data, helping students recognize the wide role that data plays in their lives, and amplifying data literacy as empowerment to cultivate a sense of agency in when and how individuals can choose to act in engaging with their personal data.

Melissa Horvath-Plyman, Ph.D. 2018

Social Media and the College Student Journey: An Examination of How Social Media Use Impacts Social Capital and Affects College Choice, Access, and Transition

Research indicates social media is highly influential on college choice. Some studies indicate the possibility of social media increasing access and helping support transition to college. To understand the effects or influence social media may have on college choice, access, and transition, this research study asked students how they used social media - to research and understand college opportunities, while transitioning to college, and while attending college. The study also focused on which types of social media content and sources students found most valuable and relevant. Building on the conceptual frameworks of Social Capital and Perspectivity Framework, this study collected data through an online survey, in-depth interviews, and narrative analysis. This study found that social media is moderately to highly influential on college choice for most prospective students, but was not as influential as some other studies indicate. Social media was cited as one of many highly influential factors on college choice including parents, family members, college admissions counselors, websites, and college visits. The most valuable social media content for students is the perspectives and lived experiences of other current students, which helped provide insight into the authentic student life at each college. For transition, social media was found to be a supportive source and many students connected with friends and roommates through social media between high school and college. Social media was found to be beneficial in increasing access, although results varied based on the level of use. Many students indicated their social media networks included people they did not know in-person and whom they interacted with for advice and information on college indicating social media does help expand social capital for college-bound students. First-generation students showed a significant increase in access and understanding of their opportunities through their social media interactions. Students of Color, who were also high social media users, benefitted from the perspectives of other students like them and insight into the racial climate and diversity on campuses. All of the students were interested in the perspectives of other students to help them understand the genuine and authentic student experience at colleges of interest.

Ralph Vacca, Ph.D. 2016

Cultivating Situated Mindfulness in Everyday Life: A Design-Based Study of a Mobile Approach

Situated mobile learning is an expanding field that places computers as mediators of our relationship with the world around us, enabling an augmented experience that changes how we experience things and in turn make meaning out of those experiences. The dissertation asks the question, what does it mean for mobile devices that are always with us, to help us be more mindful throughout the day, especially within a context of urban living in the 21st century? The design-based research study involved three iterative design cycles of a mobile app with input from a group of adult users to explore how a mobile app can prompt mindfulness states throughout the day using surrounding context and mental events as the attentional focus, and end-of-day reflections incorporating forms of cognitive reappraisal and body awareness. Analysis involved self-report measures of mindfulness, behavior logs, and in-depth interview analysis, all mapped against conjectures that related design embodiments, to mediating processes, to outcomes of curiosity and decentering (two factors of a mindfulness state). I found that in augmenting our capacity to be vigilant and self-monitor mental events throughout the day as meditation objects, it is possible to cultivate mindfulness states. The experience allows for the enactment of the three characteristics of mental activity the Buddha described – impermanence, suffering, and not-self. However, it is important that we be critical of what we mean by mindfulness states in that the approach embodied through the app can be argued to be a diluted form of mindfulness that is excessively cognition-focused, and provides limited pathways to more non-conceptual understanding – insight. Ultimately, the dissertation posits a form of computer-supported mindfulness that makes use of situated context to induce mindfulness states, and provides a phenomenological understanding of the advantages and limitations of such an approach within the context of modern demands and traditional contemplative understandings of mindfulness.

Dixie Ching, Ph.D. 2016

"Now I Can Actually Do What I Want": Understanding How Adolescents Leverage Their Social Learning Ecologies to Pursue Interest-Driven Learning and Practice-Linked Identities Connected to Digital Media Making

This study examines how youth are able to pursue interest-driven learning and practice-linked identities connected to digital media making with the help of individuals in their lives. Engaging in digital media making is an important route to developing important 21st century skills, empowered civic identities, and lifelong learning; also reports indicate that individuals from non-dominant communities are less able to derive such benefits. While research in the learning sciences, community psychology, sociology and other related fields widely agree that learning and development is enhanced through social support stemming from both family and non-family individuals, most studies examining social support for digital media making have tended to focus on one context or one provider group—for example, researchers have defined specific learning roles played by either parents at home, online mentors that were part of a social networking site, or educators operating in a school-cum-out-of-school environment. Taken as a whole, these studies provide an adequate grounding concerning the types of support that youth may require for digital fluency and media making, but leave open an opportunity to more fully capture social support provision as a holistic, dynamic, learning context-spanning phenomenon. The present study seeks to address this gap by investigating how adolescents navigate relationships in a variety of settings—including their home, school, and afterschool environments—to recruit and leverage the kinds of support they need to further their digital media making interests. Through a qualitative, interview-based study of teenagers recruited from out-of-school technology-oriented programs in New York City, I provide descriptive and explanatory evidence to (1) characterize how youth conceptualize the array of resources and supportive adults and peers available to them—their social learning ecology, (2) identify signaling practices they have utilized to recruit and leverage this support, and (3) explain how youth’s support-generating signaling practices and aspects of their social learning ecologies may have implications for continued engagement in interest-driven learning activities. Such information may inform the design of more equitable learning environments that facilitate the development of long-term learning trajectories through involvement of a wider circle of potential resource providers.

Gabriela Richard, Ph.D. 2014

Understanding Gender, Context and Game Culture for the Development of Equitable Digital Games as Learning Environments

The study proposes that in order to design educational games that address equitable learning outcomes, we need to understand contextual factors that can have differential effects on achievement across gender, ethnicity, culture and sexuality. Research on social identity formation, stereotype threat, school climate and the digital identity divide all underscore the importance of social context in shaping identification with, as well as confidence and performance in learning content areas, particularly math, science and technology (which includes computers and gaming). Past literature highlights that females and ethnic minorities are the most vulnerable to bias and negative stereotypes in these domains. Gender and its intersections with ethnicity and sexuality were investigated in game culture through an exploratory mixed-methods study. It consisted of a multi-year ethnography of online gaming activities in the greater gaming culture and a female-supportive online gaming community (with members across gender), as well as surveys developed from ethnographic themes. Ethnographic findings confirm that harassment is a pervasive gatekeeping practice that particularly targets and affects females and ethnic minorities in game culture and leads to silencing and marginalizing female game play; female gamers continuously wrestle with competing gendered expectations that undermined their play, particularly in co-ed environments, though also in female-supportive ones; and the female-oriented "clan" creates learning opportunities and access to female role models (that defy stereotypes) in ways that help level the playing field. Survey results demonstrate that stereotype threat, which has implications for learning and long-term outcomes through lowered confidence, performance and interest in a domain, can occur in game culture, and that females and ethnic minorities are statistically significantly more vulnerable to it. However, latent internalized gender schema (or one's internalized sense of masculinity or femininity) significantly interacts with vulnerability. Male and female members of a female-supportive clan scored significantly higher in their gaming identification and self-concept, and females of that clan were more likely to play frequently online, helping to demonstrate the positive role of supportive communities in mitigating the potential negative effects of bias and stereotype threat. The dissertation further makes recommendations for the design of efficacious and equitable educational games and learning environments.

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Home > Dissertations and Theses > Education (PhD) Dissertations

Education (PhD) Dissertations

Below is a selection of dissertations from the Attallah College of Educational Studies. Additional dissertations from years prior to 2019 are available through the Leatherby Libraries' print collection or in Proquest's Dissertations and Theses database.

Dissertations from 2024 2024

Rising from the Abyss: A Grounded Theory Exploration on How Afghani and Ukrainian Mothers Navigate Major Milestones Following the Onset of Political Conflict , Rabab Atwi

Investigating Factors Influencing Chinese Private College Students’ Engagement in Emergency Online Learning , Limei Cao

“Caught in the Continuum”: How Special Educators Facilitate Access for Students With Extensive Support Needs , Megan Doty

Exploring Community College Faculty and Administrators Work Providing Educational Opportunities for Students with Intellectual and Developmental Disabilities (IDD): An Integral Framework for Inclusive Postsecondary Education , Stacy Eldred

Leading Towards Racial Justice: Counterstories of TK-12 Latinx Men Administrators , Pedro Espinoza

Experiences of Latine LGBTQ+ High School Students in California , Michael Gorse

Shattering the Glass Ceiling: A Grounded Theory Exploration of Barriers and Facilitators to Women Leaders’ Career Advancement Within Private Universities in China , Xiuying Han

Peacing it Together: Post 9/11 Enlisted Student Veterans’ Awakening to Peace Leadership , Nicholas J. Irwin

The Experiences of Postsecondary Students with Disabilities Utilizing One Stop Student Services: A Grounded Theory Approach , Ivan Noe

Personalized Learning for Art Major Students Based on Learner Characteristics , Jiayu Shao

Influences of Cultural Capital and Internationalization on Global Competence: Evidence from China’s Higher Vocational Education , Yiying Teng

Visit the Imprisoned: A Heuristic Inquiry into the Experiences of Catholic Detention Ministry Volunteers , Christopher Tran

Factors Influencing College Students’ Learning Satisfaction With Educational Videos , Fei Wang

A Positive Psychology Perspective on Chinese EFL Students’ Well-Being, Language Mindset, and English Performance , Qian Wei

Becoming and Thriving as an EFL Instructor: Exploring Key Factors Contributing to Positive Identity Construction , Weiyi Xia

Fair or Unfair? Chinese Undergraduates’ Perceptions of College Classroom Assessments , Ying Zhu

Dissertations from 2023 2023

All Things Weird and Wonderful: A Creative Exploration of Disability Representation , Lara Ameen

Generalizability of the Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC) to School Psychologists , Abraham Aryadad

Understanding the Relationship Between Organic Chemistry Misconceptions and Students’ Chemistry Self-efficacy in Higher Education Organic Chemistry Courses , Lauren A. Dudley

Women’s Pornography Use and Sexuality Education in U.S. Public Schools , Julie Fraumeni-McBride

Educator Professional Development in Universal Design for Learning and Social-Emotional Learning: A Collective Case Study , Sara Morgan

Phenomenological Study on Veteran Resource Center (VRC) in California Community Colleges , Darl Park

Equipped for Change: A Grounded Theory Study of White Antiracist School Leaders’ Attitudes and Perceptions of Racial Consciousness in Educational Leadership , Thomas Joseph Peterson

A Discourse Analysis of Parents' and Teachers' Social Constructions of School Readiness and Transition to Kindergarten for Children With Disabilities , Ronica Senores Toyota

How Market-Driven Policies Impact a Private Vocational College Department in China , Huiru Zhu

Dissertations from 2022 2022

Disabled IDF Veterans in Israeli Higher Education: Disability Identity and Use of Support , Einat Ben Dov

A Critical Discourse Analysis of Teacher Preparation Standards within Inclusion-Intensive States , Kay Lynn Ceja

Beta Drift: Forecasting the Manifold Relationships between Students and their Pursuit of STEM Careers , Douglas D. Havard

Radical Belonging: School as Communion of Peoples, Place, and Power , Joey Yung-Jun Liu

“I Just Learn Differently”: The Experiences of Dis/abled Students of Color Interpreting and Resisting Normalizing Forces in the Mathematics Classroom , Dina Mahmood

The Efficacy of a Key Word Signing Workshop , Krista McMorran-Maus

The Relationship Among Social and Psychological Inclusion, Marginalized Group Membership, and Student Outcomes , Katheryn Munguia

Higher Education Housing Professionals and Disability: A Grounded Theory Exploration of Resident Directors’ Understandings of Disability , Christopher Toutain

Dissertations from 2021 2021

Understanding First-Generation Latinx Students' Experiences in a Predominantly White Private Institution: A Grounded Theory Study , Jacqueline Aparicio

Constructing Critical Change: Learning from Elementary Teachers' Engagement with Inclusive Critical Education , Courtney Beatty

Fighting An Uphill Battle: Black Undergraduate Women Navigating Higher Education While Acknowledging and Challenging Media Portrayals of Black Women , Kandace Branch

Community College Success of Students with Disabilities , Shayne Brophy-Felbab

Searching for Balance: The Reading Choices, Experiences, and Habits of Women in Higher Education Leadership Roles , Laura Burns

Leading Climate Action Planning: A Case Study of Local Community Practices , Mackenzie Crigger

Bidimensional Assessment of Youth Mental Health: Evaluation of the California Healthy Kids Survey as a Measure of Youth Subjective Well-Being , Michael Doria

Exploring the Relationship Between Religion and Resilience Among Latina Academics in Higher Education , Rocio Garcia

Special Education Parent Perceptions of Involvement and Parent–Educator Relationships During IEP Meetings at Nonpublic Schools , Alex Huynen

Systemic Functional Linguistics in the Community College Composition Class: A Multimodal Approach to Teaching Composition Using the Metalanguage of SFL , Jennifer James

School Psychologists as Leaders in Professional Practice: An Examination of Leadership Roles and Perceived Support , Jodi LaChance

An Examination of Chinese Private College Students’ Intercultural Competence , Li Li

Relationships Among Mentoring Support and Student Success in a Chinese First-Year Experience Program , Tianxiang Liu

Contributing to Engineering Colleges Students' Development Through Out-of-Class Involvement: A Survey of Chinese Private Colleges' Engineering Students , Wanlu Li

Understanding the Lived Experiences of Autistic Adults , Sneha Kohli Mathur

Using a Dual-Factor Model to Understand the Mental Health of Students with School Refusal Behavior , Zachary D. Maupin

The Effects of Internationalization Activities on Undergraduates' Global Competence: An Exploratory Study at A Chinese Private University , Haiying Meng

Resilience and Mental Health of Students Attending California's Continuation High Schools , Brianna Meshke McLay

'Training' the Body Politic: Essays on the School Reform Orthodoxy , Jahan Naghshineh

Mitigating Risks for Youth in At-Risk Living Conditions Through School-Based Protective Factors , Cora Palma

Seeing the Tress For the Forest: An Analysis of Novice and Experienced Teachers' Self-Efficacy and Stress , Allison Serceki

An Examination of Chinese Undergraduates’ Contemplativity and Academic Stress , Ran Tao

Teachers’ Experiences of a District’s Transformational Leadership Design Program: A Qualitative Study , Jarit Unrau

California Elected City Council Women of Color: Building a Collaborative Vision With Inclusive Voice , Beatriz T. Valencia

Equality of Educational Opportunity in China: Factors from Family, School, and Shadow Education , Qin Xiang

An Examination of Chinese Adolescents’ Resilience and Their Perceptions of Parental and Peer Attachment , Jingwen Xing

Do Academic Characteristics Predict Chinese Private University Students’ Success in English Language Testing? , Feijun Yu

Empathy Among Nursing Undergraduates at a Chinese Private University , Yuanyuan Zhang

A Study of Critical Thinking Dispositions of Undergraduates in Foreign Language Discipline at One Private College in Mainland China , Yuanyuan Zheng

Dissertations from 2020 2020

Hidden Power: Journalistic Representations of Mental Health Labels , Elise Anguizola Assaf

Finding Voice from the Inside: How Postsecondary Education Impacted Perceptions of Higher Education for Long-Term Incarcerated Juveniles , Gregory Barraza

Experienced Pediatric Oncology Nurses Using Self-Reflective Practices in the Clinical Setting: A Descriptive Phenomenological Investigation , Daniel Josue Bonilla

The Labyrinth of Autism: Heuristic Journeys of Fathers Who Have a Child on the Autism Spectrum , Lisa Boskovich

Developing Trust in a Cross-Functional Workgroup: Assessing the Effectiveness of a Communication Intervention , Scott De Long

A Place of Yes? Experiences of Educators Participating in Site-based Teacher-led Reform , Elizabeth Hind

Vietnamese Resilience Assessment: Exploratory and Confirmatory Factor Analysis for Scale Validation , Loan Le

School Psychologists and School Counselors’ Perceptions of Preparation Received for the Provision of School-Based Mental Health Services , Sherika McKenzie

The Perceived Effectiveness of School-Based Accommodations for Students with Systemic Lupus Erythematosus , MaryAnn Seng

Secondary Traumatic Stress in Teachers and School Communities Impacted by the Opioid Epidemic , Anne Steketee

Performative Possibilities in the Development of Protagonistic Agency Among Graduate Students in China , Yan Wang

Dissertations from 2019 2019

Laughing Back: A Phenomenological Study of Disability Humor Using Culturally Responsive Methodologies , Kinda Abujbarah

Women’s Right and Education in Saudi Arabia: Raising Critical Consciousness in Arabic Studies Courses in Female High Schools in Saudi Arabia , Eman Almutairi

Exploring Gender Roles and Gender Equality within the Evangelical Church , Christopher Bishop

Minding the Gap: A Grounded Theory Exploration of Transition from Secondary School to Community College for Students Identified with Autism , Douglas Highlen

#BLACKQUEERLIVESMATTER: Understanding the Lived Experiences of Black Gay Male Leaders in Los Angeles , Christopher Jackson

The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs , Amanda M. Lozolla

The Intersection of Speech-Language Pathologists’ Beliefs, Perceptions, and Practices and the Language Acquisition and Development of Emerging Aided Communicators , Margaret Vento-Wilson

On the Move: Storying the Authentic Leadership Development of Millennial Gay Men , Kyle Williams

The Media, Education, and the State: Arts-Based Research and a Marxist Analysis of the Syrian Refugee Crisis , Meng Zhao

Dissertations from 2018 2018

Collegiate Women in Saudi Arabia: Leading Collectively for the Development of Self, Others, and Society , Miznah Alomair

Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis , Pamela Ezell

Practitioner Research in Schools: Revealing the Efficacy Agency Cycle , Edward Resnick

An Analysis of Mentoring and Job Satisfaction in Public and Private College and University Academic Libraries in California , Kevin M. Ross

Dissertations from 2017 2017

Queer Teachers in Catholic Schools: Cosmic Perceptions of an Easter People , Kevin Stockbridge

Dissertations from 2016 2016

Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood , Charlotte Achieng-Evensen

Inside/Outside/In-between: Understanding how Jewish Identity Impacts the Lives and Narratives of Ashkenazi Female Public School Educators , Mindi Ellen Benditson

The Repatriation Experiences of American Third Culture Kids , Nicole Mazzo Bennett

Academic Factors that Predict Community College Students’ Acceptance of Evolution , Meredith Anne Dorner

Operation Transition: Post-9/11 Combat Marines Transitioning to Civilian Life and the Role of Higher Education in their Identity Formation , Jamie M. Fenton

Towards a New Understanding: Complex Familial Constructs of Autism , Joanne Kim

The Development of the Scale of Contemplative Practice in Higher Education , Maryann Krikorian

Bridgers in the Third Space: An In-Country Investigation of the Leadership Practices of US-Educated Chinese Nationals , Maria L. Martinez

The Experiences of Siblings of Individuals with Disabilities: A Holistic View , Ashley Mc Adams

¿Dónde Pertenecemos? Narrative Analysis of Afro-Boricua Women’s Experiences of Belonging Within and Beyond College , Marie Nubia-Feliciano

Nontraditional Student Risk Factors and Gender as Predictors for Enrollment in College Distance Education , Tammy Crews Pao

The Glass Ceiling is Not Broken: Gender Equity Issues among Faculty in Higher Education , Jillian Wood

Dissertations from 2015 2015

A Narrative and Poetic Exploration into Self-Defining Asperger’s: Ceasing to be X-1 , Lisa Boskovich

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PhD in E-Research and Technology Enhanced Learning

Join our part-time Doctoral Programme in E-Research and Technology Enhanced Learning to carry out your own research and achieve a PhD. (Undertaken over a minimum of four years).

We have designed this programme for anyone in the world who wants to develop their research practice in this area. Although you will mainly learn online, you will also benefit from two short face-to-face residential meetings (one in the first year and one in the second year) where you will get to know your tutors and fellow students, and take part in a range of interactive sessions. These are valuable core elements of the programme.

Download the TEL Enquiry Handbook (2025)

Key information

The programme is purpose-built for professionals responsible for educating or training others in any sector. You will want to study to an advanced level and carry out a piece of research of the highest possible standard in an aspect of your professional practice. We have been running this pioneering programme for 15 years and have had students from a whole spectrum of backgrounds - from computing to law, nursing to higher education. We have found it is very relevant for people wanting to develop distance or blended learning in programmes they manage.

Whatever your background, you will be eager to work towards a PhD and focus on researching educational uses and practices of technology enhanced learning in educational settings and sectors. You’ll finish the programme with new insights, new opportunities, and new career possibilities.

Meet some of our Alumni on the Centre for Technology Enhanced Learning People webpages.

This is not an online version of an existing programme. Our programme was developed as an online programme for part-time professionals who will be studying mainly at a distance. You will be part of a cohort which means you’ll join our online learning community, receiving ongoing feedback from tutors and other students.

We have designed a two-year structured set of modules which introduce research themes in educational uses and practices of technology enhanced learning.

You will decide the focus of your research, but we will be here to advise you every step of the way. For example, past students have researched the use of a virtual learning environment for legal training, technology to assist the elderly at home, and the use of Twitter for early career researchers.

‘Technology enhanced learning' (TEL) encompasses all uses of information and communications technologies in learning and teaching. It is also sometimes referred to as 'e-learning', 'online learning' and 'advanced learning technology'. Many other terms are used around the world to describe this quickly growing and highly impactful phenomenon.

Our programme focuses on 'networked learning' – connections within an online learning community on the Internet. Joining us, you will explore human aspects of technology in learning, the values underpinning the use of technology, and how technology and learning shape each other.

E-Research is an emerging field which involves applying advanced technologies to existing research methods and approaches. Our programme examines trends in this field and explores how to use technologies for research into technology enhanced learning.

E-Research aims to advance and augment rather than replace traditional research methodologies. Improving knowledge in this area helps researchers perform research more creatively, efficiently and collaboratively across long distances, and share their research outcomes.

Although you will join us predominantly online, the residentials are compulsory, and they are an important part of your study. There are two four-day residential meetings in Part One of the programme, one in the first year and another in the second.

You will join us on campus in Lancaster to get to know your tutors and meet other students. At the same time, we will introduce you to wider thinking about e-Research and TEL research, as well as discussing modules, the virtual learning platform and associated technologies.

The first year residential dates for our 2025 intake are 31st March - 3rd April, 2025 The second year residential dates for our 2025 intake are still to be confirmed

The first year residential dates for our 2024 intake are 8th - 11th April 2024 The second year residential dates for our 2024 intake are 1st - 4th April 2025

Further information about timetables, accommodation, travel and visas is available on our Residentials web page.

How to Apply

The next start date is January 2024 (CH17).

Entry requirements

Apply online.

For admission to this programme applicants should normally have:

• a good honours degree from a British university or CNAA, and a good taught Master's degree; or
• qualifications of a comparable standard from a university or recognised degree awarding body in another country.

Preference will be given to applicants who have degrees in cognate areas (normally social science).

Language proficiency

Applicants will need to have an acceptable fluency in written and spoken English.

For students whose first language is not English, an English Language Test Certificate will be required, that is, IELTS Academic with an overall score of 6.5 with at least 6.0 for reading and writing.

Further information can be found at: English Language Requirements .

Please apply using the online system .

The next start date is 1st January, 2025.

Typical Cohort Number: 30

As this is a PhD by coursework and thesis we do not require a research proposal at this stage, but you should explain why you wish to join the programme and how you hope to benefit from it.

Please contact the admissions team if you have any questions about applying to study at Lancaster University.

Fees and funding

The fee for each cohort is set annually by the University and represents the part-time fee for that academic year. Once a student is on the programme the fee will be increased in line with inflation for each subsequent year of the course.

The course fee for:

• 24/25 is £5,410 per academic year, for four years minimum, for UK students and £9,670 per academic year, for four years minimum, for international students.

Fees are subject to a small increase each academic year.

To help finance your postgraduate study at Lancaster, you can apply for funding from charities and other funders: further details are available on the Fees and Funding webpage.

Applicants from the European Union can read more information about Research Fees (from Lancaster University) following the 2016 Referendum.

When you apply you will need to indicate your likely source of funding for your fees. If you are not self-funding you should investigate possible sources of finance as soon as you can for the full period of your study. Many students have been supported by their employing institutions.

Find out what our graduates say about studying on our PhD programmes

Several students have published journal articles arising from their module assignments and theses.

Structure and modules

The programme is divided into two parts and has a modular structure in Part 1. All modules are compulsory and they are assessed along with the thesis proposal and the final thesis.

• Part One (years 1 and 2) consists of four modules that offer participants guided study in key areas of technology enhanced learning research.
• Part Two (year 3 Onwards) - participants carry out an original piece of research under the supervision of a member of staff and produce a thesis with a maximum limit of 50,000 words.

View a list of some of the PhD theses from the TEL programme.

Online and Distance learning

The Educational Research Department has considerable experience of supporting online and distance learners and we aim to make all our students feel that they are full members of the Department and part of the postgraduate community. Wherever possible we facilitate online participation at events and seminars organised by the Department.

All students have access to Moodle which is our Virtual Learning Environment. Many resources, for example, journal articles; required for postgraduate study, will be available online through the OneSearch facility offered by the Library . Additionally, the Library provides extra services for Distance Learners.

Visit our Computer requirements for studying online page for further information.

Rebecca Marsden is the Online Learning Support Officer for the Department of Educational Research and she can be contacted with queries about online learning.

The Academic skills webpages provide a wide range of online study opportunities across a range of topics. These include digital skills, referencing, research training and critical thinking.

Current Programme staff

The staff who teach and supervise programmes and modules can vary due to staff changes including research and other types of leave.

Click to expand list

• Selected letter: All

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Dr Brett Bligh

Centre for Higher Education Research and Evaluation, Centre for Technology Enhanced Learning

Dr Kathy Chandler

Centre for Technology Enhanced Learning

Dr Bethan Garrett

Centre for Social Justice and Wellbeing in Education

Dr Katy Jordan

Dr Philip Moffitt

Professor Don Passey

Centre for Social Justice and Wellbeing in Education, Centre for Technology Enhanced Learning

Dr Julie-Ann Sime

If you have any questions, or would like further information about this programme, please contact the Programme Co-ordinator, Alice Jesmont. Tel: +44 (0) 1524 592893 Email: a.jesmont@lancaster.ac.uk

PhDs in Educational Research

PhD - Traditional Route

PhD Education and Social Justice

PhD Educational Research - Higher Education

PhD Higher Ed: Research, Evaluation & Enhancement

PhD Advanced Education Studies – Instructional Design Crafting the Blueprint of Tomorrow’s Education

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 39 credits

Go Beyond Your Doctor of Education in Liberty’s Instructional Design and Technology Program

Do you have your Doctor of Education (Ed.D.), but you find yourself needing a degree that helps you move into the realm of research to make valuable contributions to your field? Liberty University has designed a unique opportunity for you to transfer in up to 39 credits of your conferred Ed.D. credit into a PhD in Advanced Educational Studies – Instructional Design and Technology.

Our 100% online PhD in instructional design and technology (IDT) degree program will expand your knowledge, skills, and training in instructional design. You can learn through advanced course content and in-depth research on cognitive development, evaluation and assessment, and the design and implementation of distance learning programs and job aids.

With advanced insight into the ways students learn, you will develop new learning processes and products designed for student success. Throughout our PhD in instructional design and technology, you can learn how to effectively communicate with school administrators, teachers, and students through various mediums as you create effective and engaging learning programs. Use the valuable knowledge and insight you have already gained in your Ed.D. to sharpen and refine your skills in research and publication.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s PhD in Advanced Educational Studies Degree Focusing on Instructional Design and Technology?

Because your time is valuable, we have created this degree to give graduates from Ed.D. programs the opportunity to add a specialization and pursue a PhD degree without starting at the beginning of a doctoral program. Start Liberty’s PhD in Advanced Educational Studies – Instructional Design and Technology online degree today to expand on your Ed.D. research or capstone project by focusing a PhD dissertation on a similar research topic.

Furthermore, the PhD in instructional design and technology is 100% online, which means you are not required to attend courses on campus at any time as you pursue your degree. We are committed to helping you obtain your degree in a way that is most convenient for you. You will also receive training and instruction from professors who are grounded in their Christian faith and ready to equip you to utilize biblical principles in the education field.

What Will You Study in Liberty’s PhD in Instructional Design and Technology?

Liberty University’s IDT courses seek to enhance your knowledge of instructional design so you can develop support products and processes needed to enhance the efficiency of learning. Our instructional design and technology courses provide training on how to develop web-based courses for online learning as well as printed educational aids for use in both the classroom and the workplace.

As you begin our PhD in education technology degree online, you will improve your knowledge of the various styles of learning and how instructional design and technology play a part in reaching the unique needs of students and teachers. From there, you can learn advanced techniques using existing technologies for web-based learning as well as new developments in technology and their possible implications for the future.

In addition, you will be conducting research and working on your dissertation to contribute to the field of instructional design and technology. This shift in course emphasis will allow you to take what you’ve gained in your professional degree and apply it to a more focused, research-based doctorate.

Potential Career Opportunities

• Academic dean
• Chief learning officer
• Director of e-learning
• Distance learning senior director
• Educational researcher
• Educational technology director
• Military education specialist
• Professor (higher education)
• Researcher (IDT)
• Senior instructional design specialist
• Senior training specialist

Featured Courses

• EDUC 730 – Issues and Trends in Learning Technologies
• EDUC 731 – Instructional Design Theory
• EDUC 732 – Principles of Human Performance Technology
• EDUC 733 – Instructional Systems Design

Degree Information

• This program falls under our School of Education .
• View the Graduate Education Course Guides (login required) .
• An extensive final dissertation project is required.

Degree Completion Plan (PDF)

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Our Online PhD in Advanced Educational Studies – Instructional Design and Technology

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited Ed.D. or PhD in Education with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your PhD degree after the last day of class for your EdD or PhD in Education degree.
• Complete a Doctoral Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 9 credit hours of completion for an EdD or PhD in Education program.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

Ready to Apply?

Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

Does this degree require any culminating project.

You will complete your PhD with an integrated dissertation, giving you a terminal educational credential that shows employers you have reached the pinnacle of your field’s achievement.

Does this program allow transfer credit?

Our PhD online allows you to transfer in up to 39 credit hours so you can turn your EdD into a PhD quickly – depending on your transfer credit.

What are the benefits of pursuing a program like this?

Our Doctor of Philosophy in Advanced Educational Studies program will allow you to develop educational management skills and foster leadership in teachers and students. Additionally, you can learn how to create and administer effective education environments.

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Theses and Dissertations (Science and Technology Education)

• UnisaIR Home
• College of Education
• Department of Science and Technology Education
• By Issue Date

Search within this collection:

The copyright of all items in this collection belongs to the University of South Africa.

Recent Submissions

• Developing and implementing a strategic framework to enhance the teaching and learning of science in science centres : a case study of the National Zoological Garden in Pretoria  Bilankulu, Hasani Justice ( 2023-08-31 ) This study investigates the development and implementation of a strategic framework aimed at enhancing the teaching and learning of science within the context of a unique educational setting, specifically the National ...
• Developing Isindebele scientific language register for natural sciences and its classroom applications in Siyabuswa 2 circuit, South Africa  Ntuli, Thuli Gladys ( 2022 ) South Africa is a multilingual country with 11 official languages recognised by constitution. Out of the eleven official languages nine are Indigenous languages: isiNdebele; seTswana; sePedi; seSotho; tshiVenda; siSwati; ...
• Informal science education practices and views of further education and training (FET) teachers : a UNIZULU Science Centre case study  Gumede, Lungile Philisiwe ( 2023-11 ) Visiting informal learning environments, such as science centres is a widely employed teaching strategy worldwide to support science education in schools. However, there is insufficient knowledge regarding the specific ...
• The use of open distance e-learning (ODeL) to support life sciences teachers in the use of visual models to teach genetics  Moyo, Sifiso ( 2023-05-10 ) Covid-19 has brought in a lot of innovative changes in people’s lives, especially in the teaching and learning of Life Sciences. Visual models have helped to improve effective teaching and learning of Life Sciences, ...
• The relationship between visual literacy and science literacy among English second language pre-primary school learners  Ramulumo, Moleboheng Malekoa ( 2023-12-01 ) Early exposure to science-related content through visual literacy has the potential to enhance the interest in science among South African learners, particularly those who find the subject complex. Visual representation ...
• Gender-based challenges of female teachers in the teaching of civil technology in selected secondary schools in Gauteng Province  Ngakane, Herriata Mmaphake ( 2023-03-02 ) Civil Technology is a specialised Technology subject in the Further Education and Training Band focusing on the concepts and principles in the built environment and on the technological process. The subject requires teachers ...
• Perceptions of teachers and learners on solid waste management in Umlazi District schools  Mzobe, Princess Farida ( 2023-07 ) This study looked at how teachers and learners in secondary schools perceived solid waste management. There is not much research on the extent to which learners in South Africa are aware of, knowledgeable about or practise ...
• The incorporation of education for sustainable development in Technology Education for an indigenous context  Blose, Princess ( 2023-02-10 ) The United Nations Conference on “Environment and Development” emphasised the significance of the concept of sustainable development (SD). The concept's development has revealed difficulties with implementation in schools. ...
• The effects of an inquiry-based teaching approach on the Grade 10 learners' conceptual understanding of chemical change topic in Physical Sciences  Nkosi, Nkosinathi Willy ( 2022-12-09 ) The study used both quantitative and qualitative methods to collect data. The quantitative part of the study used quasi-experimental design, involving pretest and posttest non-equivalent groups to determine the effects of ...
• Factors influencing secondary school teachers’ behavioural intentions to accept the use of WhatsApp for emergency remote teaching in Mopani District Limpopo Province  Mangena, Thersy ( 2023-07-28 ) Using WhatsApp for emergency remote teaching has proven to be effective in emergency remote teaching pandemic. However, some teachers are hesitant to accept and use WhatsApp for emergency remote teaching for reasons arising ...
• Exploring the integration of indigenous knowledge in the life science classroom : a case study of three senior secondary schools in the Gert Sibande district in Mpumalanga province of South Africa  Elekwa, Chinenye Constance ( 2022-02 ) The amended Curriculum and Assessment Policy Statement (CAPS) for Life Sciences promotes the idea of grounding knowledge in local contexts in South African schools. However, as inspired as the CAPS may be, it still remains ...
• Teachers’ experiences of teaching natural sciences in a second language : a case of primary schools in Mopani East District  Chauke, Basambilu ( 2023-02-03 ) This study explored teachers’ experience of teaching Natural Science in second language in primary schools of the Mopani East District. The study was conducted in four primary schools within four out of five circuits of ...
• Developing and using the Tshivenda scientific register for Physical Science  Netshivhumbe, Ndivhuwo Prudence ( 2022-11 ) In South Africa, most learners use mother tongue which is different with the language of learning and teaching which is English. Hence, these learners encounter difficulties in their learning environment. Learners in the ...
• The influence of indigenous knowledge on chemistry metacognition : a focus on pre-service science teachers in Zimbabwe  Tawanda, Tavonga ( 2020-11-23 ) The teaching and learning of Chemistry concepts are detached from the socio-economic daily life experiences of pre-service science teachers. Pre-service science teachers find Chemistry difficult and challenging as they ...
• The effectiveness of an animation on Grade 10 learners’ understanding of Mitosis in Tembisa, South Africa  Moyo, Dudrah Martha Nokuthula ( 2019-07-29 ) Science education has seen an increase in the use of computer-based models for improving learners‘ conceptual understanding. However, the effectiveness of these models remains a subject for much debate, particularly given ...
• The effects of virtual reality and physical models on grade 11 learner understanding of geometric shapes in the chemistry classroom  Nkosi, Thobile Precious ( 2019-09-30 ) With the abstract nature of Chemistry, teaching tools can be used to interpret symbols, molecular nature and geometric structures/spatial structures, which are essential skills students need for solving problems in ...
• Using climate change interventions adopted by indigenous maize farmers as a strategy for developing primary school agriculture teachers’ competences for disaster risk reduction preparedness in Eswatini  Dlamini, David Dambuza ( 2022-04-25 ) This study investigated the role of local indigenous agricultural practices prevalent among Eswatini indigenous farmers in the Wet and Dry Middle-veld selected areas in disaster risk reduction preparedness for maize ...
• Assessing visualisation skills of molecular biology first year students in a language diverse lecture room, South Africa  Ramulumo, Moleboheng Malekoa ( 2020-11-11 ) Students require visualisation skills to effectively interpret external representations of abstract scientific information. Despite the fact that the mother tongue of most science students is not English, the language ...
• The effectiveness of a recycling project on natural science learner’s perceptions, attitudes and the understanding of scientific knowledge of recycling  Mkhonto, Busisiwe P. ( 2019-08-07 ) The last few decades have seen increased calls for integrated waste management practices which could lessen the impact of global warming and other environment degrading practices. As part of these efforts, recycling has ...
• The relationship between learning styles, modes of content presentation and visuo-semiotic reasoning in Biology  Masikane, Khanyisile ( 2019-11-28 ) In the 21st century, acquiring knowledge of the life sciences, particularly in the discipline of biology, requires attaining a set of visualisation skills among students. These skills include the ability to interpret, ...

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Digital Commons @ USF > Theses and Dissertations

Educational Leadership and Policy Studies Theses and Dissertations

Theses/dissertations from 2023 2023.

Crossing Schools, Language, and Migration Borders: The Experiences of Latinx and Caribbean Emergent Multilingual Mothers in K-12 Public Schools , Michelle Angelo-Rocha

Understanding Graduation Rates by Sex by Evaluating the Quality of Student Interactions with Faculty and Academic Advisors , Michael John Bolen

The Relationship between First-Year Expectations and Persistence for Students who Self-Identify as Having Not Declared a Major , Shane Combs

Policy and Leadership Accountability on Black Special Education Teacher Persistence , Brittany M. Holmes

Restorative Practices Interrupted , Celeste Kellar

“So, I Am Back”: Adjudicated Youths’ School Reentry Experiences , Inita S. Knox

The Redesign and Evaluation of a Higher Education Online Instructor Certification Program , Lindsey W. Mercer

Theses/Dissertations from 2022 2022

Remnants of Educational Leadership and Desegregation Etched in the Memories of Black Educational Leaders: An Oral History , Janice Barge Clarke

Community Heritage: A Source of Health/Medical Aspirational Capital for Black Males , LaFrance Clarke Jr.

Educational Language Policy: An Examination of Race and Language in Policy Discourse , Dionne L. Davis

Color Defined: An Autoethnographic Exploration of How Race, Trauma, Gun Violence, and Grief Connect for a Black Mother , Kokita Dirton Wilson

Passion to Purpose: An Autobiographical Narrative Inquiry into the Development of the Summer ACE Program , Owen Hooper

Male Student Experiences in Community-Based Federal Work-Study (CBFWS): Exploring the Relationship of CBFWS to Academic Performance, Career Readiness, and Social Support , Dustin Krein

Academic Resource and Social Emotional Advisory Period: Promoting Communities of Care and an Equitable Learning Environment , Mary Jane Lucas

African American Males' Perception of Factors that Contribute to Success in Higher Education , Gary D. Oliver

Designation, Stagnation, and Representation: A Qualitative Exploration of the Self-Perception of Power Among NCAA Division I Senior Woman Administrators , Tayler M. Onion

Exploring Engagement and Persistence Through the Lens of Student Experiences in a Sonography Program , Josephine Elizabeth Peck

A Principal's Story of Leadership: The Evolution of School Culture in a School for Gifted Education , Lori Wiley

Theses/Dissertations from 2021 2021

A Critical Exploration of the Enactment of Successful Leadership Practices Used to Achieve Increasing Academic Achievement in a High Poverty Urban School With High Percentages of Students of Color , LaTeesa A. Allen

Poetic Justice: A Counter-Narrative of the First Black Male Principal in a Coastal Community Since the Desegregation Era , Adrian Anthony

Comprehensive Leadership Development: Principal Characteristics, Experience and Performance , Gregory Basham

Principal Preparation for The Bahamas: A Partnership Approach , Raquel R. Edgecombe

Problematizing Florida’s Extended Reading Time Policy: A Critical Investigation of Place, Demographics, and Curricula , Carrie L. Gentner

Walking the Line: Understanding the History and Development of the NHTSA Standardized Field Sobriety Tests , Jon D. Gurney

A Program Evaluation of the Effectiveness of a University’s Student Persistence Model , Anthea Daniels Henderson

A Study of the Implementation of Technology in the Elementary Setting , Matthew J. Hoff

Success and Sustainability of Sponsored International Development Programs in Education: A Narrative Inquiry , Sara Beth Leikin

Ethical Leadership and Decision Making: Learning from the Perspectives of Experienced High School Administrators , Samuel A. Mclain

The Differential Effects of Navigational Aids on Adults with Intellectual Disabilities , Virginia Morash-Macneil

ESOL Educational Programs for Secondary SLIFE: Planning for Educational Equity , Terri L. Mossgrove

Blaine Amendments and the Judiciary: An Analysis of Government Aid to Religious Schools , Dustin A. Robinson

Do I Belong? What Students Teach Us About Belonging to a New University , Jennifer Ann Scaia

Charter School Management: MO Interaction with Educational Inputs and Outcomes , Joseph C. Simmons

An Evaluation of Student Participation in the Student Alumni Association Program at the University of South Florida , LaToya Wider

Theses/Dissertations from 2020 2020

Fostering Success Through Coaching: Perspectives of Help Seeking Within a Coaching Relationship with Post-Secondary Students from Foster Care , Jamie L. Bennett

To Cross the Ocean in Full View of the Sun: The Chinese Government’s Grand Strategy to Influence Academic Freedom and American University Culture , Chris Crandall

School District Responses to Food Insecurity and Poor Nutrition in High Poverty Communities , Richard Grayes

A Narrative Inquiry into a Principal’s Understanding of School Culture and Its Influences on Principal Leadership , Robert M. Holby

Male and Female Students’ Persistence in STEM Fields in Community Colleges: A Secondary Analysis of NCES BPS:12/14 Data , Ying Hu

A Case Study: School Professionals’ Perspectives on Students Exiting Middle School Entering An Achievement High School , Joy Davis Lee

Transformational School Leadership and Students' Gaokao Performance in China: A Multilevel Mediation Analysis , Yanzheng Li

Latino/a Student Success in Higher Education: A Study in Persistence , Ronald K. MacCammon

The Evolution of ESEA: A Language and Four-Dimension Analysis , Ann M. Meggs

K–12 Teachers’ Experiences “with or without” Breastfeeding/Pumping Policy in the School Workplace , Michelle Mae Phillips

Making Meaning of a Whole School Transformation Model: A Policy Ethnography of a Schools of Hope Legislation Implementation , Adam Charles Rea

Community College Students’ Perceptions of the Effects of Peer Mentoring on Their Sense of Belonging , Bryan K. Sullins

Theses/Dissertations from 2019 2019

Disciplinary D/discourses: Navigating and Negotiating Disciplinary Paradigms , Michael R. P. Bailey

Leadership Advocacy, Ethical Negotiations, and Resignations to High-Stakes Assessment: A Pilgrimage , Jennifer Galbraith Canady

A Study on the Influence of Instructional Mentors on Novice Teachers in High-Needs Schools , Dodi Palkovic Davenport

Education in the Settler Colony: Displacement, Inequality, and Disappearance via Charter Schools , David R. Fisher

“I Can’t Complete This Template”: The Complexities of Using Asset-Based Discourse in Schools , Anthony P. Jones

Educators' Perceptions of Students' Academic and Social Growth in a Collegiate High School Program. , John Matthew Legg

Reducing Underrepresentation: Promising Practices in Florida , Catherine A. Mullins

Weaved Journeys: Life Writings of Leading and Engagement in Science Education , Tara M. Nkrumah

Building a Collaborative Culture in a Middle School: A Case Study , Andrew Olson

An Autobiographical Narrative of a Principal's Personal Journey with Autonomy , Delilah Rabeiro

Exploring Preservice Teachers’ Perspectives on Dual Language Education , Kylie Ross

A Family Histories Study of Parents Engaging Issues of Race and Racism , Omar J. Salaam

A Cross-Case Analysis of Strategies Used by Novice Elementary School Principals to Understand School Culture , Shane Silpe

An Evaluation of the Effects of the Hillsborough County Public Schools (HCPS) Principal Induction Program on Principal Performance , Gloria Waite

Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization , George R. Young II

Theses/Dissertations from 2018 2018

Behavioral Interventions and Positive Systems of Support in a Culture of Care , Olayinka Alege

Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks , Cynthia B. Bauman

Student Employment during Senior Year of Undergraduate Study , Christina A. Brown-Wujick

Academic Stress, Depression, and Social Support: A Comparison of Chinese Students in International Baccalaureate Programs and Key Schools , Wenjun Chen

School-based Health Centers in High Poverty Schools , Felicia Davis

The Relationship between First Year Student Expectations and Persistence into the Second Year of College , Ashley Baltuch Dees

Money Matters: An Examination of Special Education Characteristics in Efficient and Inefficient Texas School Districts , Pakethia Harris

High Expectations and Teacher Implicit Biases in a Culture of Care , Jacqueline K. Haynes

Building Capacity and Sustainability through Teachers Leading Teachers , William Woodland Johnson

Enrollment and Disenrollment in Voluntary Prekindergarten: A Study of Educational Leaders’ Decision-Making , Angela Cherie Passero Jones

School Leadership and Appreciative Inquiry in Culture of Care , Anthony Jones

Variations in Experience and Meaning: Accounts of Leadership Involvement and Identities with Special Education and Disability , Roderick James Jones

Union Representatives’ Stories: From Leading the Classroom to Leading a District , Holly Magaditsch

Social and Emotional Learning and Student Achievement in a Culture of Care , Odalys G. Pritchard

Leading and Learning: Principal and Instructional Leadership Team Implementation of a District Multi-Tiered System of Support Initiative , Jennifer Rinck

Leader Self-Renewal: Mind, Body, Spirit Connection Inherent in Sustainable Leadership , LaSonja Roberts

Power To Transform: Teaching In Educational Leadership Preparation Programs , Ericka L. Roland

Developing Teacher Efficacy in High Poverty Schools , Dawn Stites

Culturally Relevant Curriculum and Instruction in a Culture of Care , Johan Von Ancken

Supporting a Culture Where Teachers Are Leading Teachers , Gloria Waite

Theses/Dissertations from 2016 2016

The Debt Burden of Entry-Level Physical Therapists in Florida , Steven Benton Ambler

Community College Student-Athletes' Perspectives on the Transfer Process to a Four-Year Institution , Jodie Kim Heinicka Libadisos

The Elusiveness of Inclusiveness: A Discursive Analysis of Inclusion in a District Level Exceptional Student Education Leadership Team , Karen Ramlackhan

White Teachers’ Experiences of Working with Black Students within a Response to Intervention Framework: The Role of Racialized Deficit Thinking , Sujay Sabnis

Examining Content Validity of the Nurse Competence Scale in the United States , Jessica B. Shearer

Theses/Dissertations from 2015 2015

The Efficacy of Child Parent Relationship Therapy when Conducted in an Online Format on Levels of Parental Acceptance , Brenna Michele Hicks

Theses/Dissertations from 2014 2014

Perceptions of Latino Students who enrolled in the Adult Basic Education/Under-aged General Education Development Program: Searching a Caring High School Experience , Carlos Joseph Diaz

Principal Experiences In A School Consolidation , Claudius Bassey Effiom

Can a One-Size-Fits-All Parental Involvement Framework Be Applied to an Entire School District? A Comparative Case Study of a District Magnet Program , Bradley Wayne Finkbiner

I Demand. . . Sorry, I Apologize: Power, Collaboration, and Technology in the Social Construction of Leadership across Diversity , Heather Sadler Jones

Theses/Dissertations from 2013 2013

Faculty Perceptions of the Importance of Internationalizing the General Education Curriculum in the Florida College System , Bonnie M. Clark

A Descriptive Study of Four Principals' Experiences in Leading , Lewis Curtwright

How Does a Principal Use Intention and Strategy in the Enactment of Advocacy Leadership , Lisa Marie Grant

Marginalized African American Grandmothers Raising their School-Aged Grandsons: Perspectives on Parental Involvement , Felita Grant Lott

The Man Behinf the Mask: A Principal's Search For a Moral Leaderhip Purpose , James Franklin Lane

Negotiating Race-Related Tensions: How White Educational Leaders Recognize, Confront, and Dialogue about Race and Racism , Amy Jo Samuels

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Home > School, College, or Department > College of Education > ELP > Dissertations and Theses

Educational Leadership and Policy Dissertations and Theses

Theses/dissertations from 2024 2024.

A Qualitative Study on the Persistence of Seasoned Student Affairs Professionals , Russell Taylor Jones (Dissertation)

Sustainable Leadership During Turbulent Times , Paul Marietta (Dissertation)

Theses/Dissertations from 2023 2023

The Double Dutch Retention Framework: A Grounded Theory Study on Increasing Racial Staff Diversity at Pacific Northwest Community Colleges , Dominique S. Austin (Dissertation)

Local Voices: Counterstorytelling and Retention of Faculty of Color in Oregon's Community College System , Kristin Christophersen (Dissertation)

Understanding the Experiences of Latino Medical Students in a Learning Medical Environment , Leslie García (Dissertation)

An Exploration of the Relationship Between Disability Status Disclosure, Accommodation Use, and Student Success: Curricular and Co-Curricular Implications , Kaela Marie Parks (Dissertation)

The Radical Relationality of Complex Partnerships: Community-Member Experiences in Critical Community-Based Learning , Amie Riley (Dissertation)

Theses/Dissertations from 2022 2022

Transformative Ecoliteracy Development in Postsecondary Education: Cultivating Intentional Relationships Through Garden-Based Learning , Shevawn Armstrong (Thesis)

Perspectives of Students with Intellectual and/or Developmental Disability in College Inclusion Programs on their Preparation for Working in Competitive Integrated Employment , Eva R. Blixseth (Dissertation)

Improvement Science: Improving Employee Engagement , Ryan S. Carpenter (Dissertation)

Must Be Present to Win: Principals' Perspectives on Exclusionary Discipline , William Jeremy Cohen (Dissertation)

Culture of Care and Prosocial Leadership: Autoethnography of an Elementary School Principal Navigating Covid-19 , Ashley Marie Davis (Dissertation)

Radical (Re)Positioning of Students as Cocreators of Curriculum: A Participatory Action Research Study of Undergraduate Student-Instructor Partnerships in Online Learning Environments , Kari Eleana Goin (Dissertation)

Amplifying Arab American Heritage Language Students' Voices: A Multiple Case Study on Translanguaging Practices and Identity Negotiation in University Arabic Classrooms , Lina Gomaa (Dissertation)

Silos in Higher Education Institutions: Shifting from Organizational Phenomena to a Practical Framework for Equitable Decision-making , Mandi Sue Mizuta (Dissertation)

Higher Education Futures: The Transformative Potential of Using Critical Foresights Practices & Arts Based Research in Our Brittle, Anxious, Non-Linear, and Incomprehensible (BANI) World , Sheila Christine Mullooly (Dissertation)

Professional Development for Special Education Paraeducators: How to Effectively Train Classroom Staff to Support Students with Complex Instructional and Behavioral Needs , Cara Olson-Sawyer (Dissertation)

Keeping in Touch While Sheltering in Place: A Comparative Case Study on the Complex Emotions Experienced by Older Adults When Introduced to ICTs and Video Conferencing Services , Marisa Susan Soltz (Dissertation)

Increasing Collaboration to Improve Student Outcomes: Improvement Science , Cassandra Diane Thonstad (Dissertation)

In Their Own Words: Examining the Educational Experiences, Expectations, and Values of Oregon Low-Income, Single Black Mothers , Reiko Mia Williams (Dissertation)

Theses/Dissertations from 2021 2021

Walking as a Way of Knowing: An Autoethnography of Embodied Inquiry , Lauriel-Arwen Amoroso (Dissertation)

Creativity in Science, Engineering, and the Arts: A Study of Undergraduate Students' Perceptions , Dildora F. Beaulieu (Dissertation)

Creating Systems of Shared Accountability for Early Leaver Students: Perspectives of Principals , Lorna Kay Fast Buffalo Horse (Dissertation)

Developing Social Work Skills in Online Environments: What Online MSW Graduates Tell Us , Samuel W. Gioia (Dissertation)

Emotional Intelligence and Resonant Leadership: Investigating School Principals' Preparation and Professional Development in Response to Covid-19 and Other Challenges , Ashlie Kaye Miller (Dissertation)

Diffusion of Innovation: Investigations of Technology Advances on a University Campus , Melissa Shaquid Pirie (Dissertation)

An Exploratory Study of Adjunct Faculty Professional Growth Experiences , Bethany Ann Potts (Dissertation)

Women's Work: a Feminist Standpoint Theory Study of Scholarship, Voice, and Resistance in the Academic Generation of Knowledge , Linnea Angelica Spitzer (Dissertation)

Impacts of Nontraditional Admissions Criteria on the Admittance and Retention of Academically At-Risk Student Populations , Kristen Marie Winter (Dissertation)

Theses/Dissertations from 2020 2020

An Inquiry into Developing College Student Socially-Responsible Leadership: Ethics of Justice and Care in the Midst of Conflict and Controversy , Jill Frances Childress (Dissertation)

Where's the Learning in On-Campus Student Employment? An Inquiry into the Experiences of Undergraduate Student Employees , Patricia Ann Dorman (Dissertation)

Residence Life as Learning Organizations: an Inquiry Into Organizational Elements that Support Integration of the Residential Curriculum , Heather Kropf (Dissertation)

#AdultingWhileBlack: Encountering in the Campus Climate and the Formation of Racialized Adult Identity Among Traditional-Age Black College Students , Sarah Nana Kutten (Dissertation)

Faculty Use of Collaborative Online International Learning (COIL) for Internationalization at Home , Sally Strand Mudiamu (Dissertation)

Sense of Belonging from a Distance: How Online Students Describe, Perceive, and Experience Belonging to the Institution , Marleigh Luster Perez (Dissertation)

Cultural Wealth and the Racialized Experiences of Persisting Latinx Business Students in a Predominantly White Institution: a Study on Sense of Belonging , Rebecca Sue Sanchez (Dissertation)

Untangling the Factors that Affect Student Retention: a Quantitative Study of the Relationships among First-Year Seminar Program Characteristics and Instructor Type (Full-Time and Part-Time) , Christina Marie Shafer (Dissertation)

In Search of a Third Place on Campus: an Exploration of the Effects of Built Space on Students' Sense of Belonging , Kimberly S. Stave (Dissertation)

Medical Faculty Engagement in Curricular Revisions: an Inquiry into Individual and Organizational Factors that Support Participation , Tomoko Tanikawa (Dissertation)

The Experiences of Teachers Successfully Teaching Reading to Black Students , Kevin Michael Walker (Dissertation)

Theses/Dissertations from 2019 2019

Student Sustainability Leadership Development at Portland State University: Developing Holistic Sustainability Leaders , Megan Suzanne Schneider (Thesis)

Theses/Dissertations from 2018 2018

Dual Immersion Leadership: a Case Study of Three K-5 Principals Who Show Success with Emergent Bilinguals , Ivonne Karina Dibblee (Dissertation)

Online Learners: a Study of their Advising Attitudes, Experiences, and Learning , Stephen Philip Jenkins (Dissertation)

Campus Sexual Assault and (In)Justice: an Inquiry into Campus Grievance Professionals' Roles, Responsibilities, and Perspectives of Justice , Liane Kehaulani O'Banion (Dissertation)

Does AVID Higher Education (AVID HE) Increase Student Term-to-Term Progression, Persistence Toward Credited Classes and Social Capital for First-Generation College Students Placing Into Developmental Education: a Mixed Methods Study , Christie M. Plinski (Dissertation)

Principal and Teacher Beliefs About the Impact of CBAs on School Performance: Five High Performing High Schools in Oregon , Kevin Jon Ricker (Dissertation)

A Million Piece Jigsaw Puzzle: Transition Experiences of Foster Youth Accessing Higher Education through Community College , Karen A. Sullivan-Vance (Dissertation)

Perception of the Online Degree by Accounting Hiring Gatekeepers of Mid-Size Firms in the Northwestern U.S. , Domanic Thomas (Dissertation)

Theses/Dissertations from 2017 2017

Development of the Global-Self Through Collegiate Recreational Sports , Alexander Rocco Accetta (Dissertation)

Preparing Historically Underserved Students for STEM Careers: the Role of an Inquiry-based High School Science Sequence Beginning with Physics , Jon P. Bridges (Dissertation)

An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies , Aylin Bunk (Dissertation)

Faculty Job Satisfaction and Morale in Biomedical Research , Richard John Goranflo III (Dissertation)

Sustaining the Human Spirit of the High School Principal Leading for Equity , Ryan David Richardson (Dissertation)

Rural Interprofessional Health Care Education: a Study of Student Perspectives , Curt Carlton Stilp (Dissertation)

Culturally Responsive School Leadership For Latino/a Students Success , Victor H. Vergara (Dissertation)

Theses/Dissertations from 2016 2016

"Like Drinking Water Out of a Fire Hydrant" Medical Education as Transformation: A Naturalistic Inquiry Into the Physician Assistant Student Experience , Patricia Kenney-Moore (Dissertation)

Theses/Dissertations from 2015 2015

Principal Leadership Practices in High Poverty K-5 Model Schools in Oregon , Janice Marie Adams (Dissertation)

The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years , Jennifer Elizabeth Basham (Thesis)

Effective Technology Implementation in Schools: Differing Perceptions of Teachers, Administrators, and Technology Staff , Joseph Stephen Morelock (Dissertation)

Leadership and Decision-Making Skills of High Poverty Elementary School Principals in an Era of Reduced Resources , Kevin Eugene Spooner (Dissertation)

Theses/Dissertations from 2014 2014

Understanding Male Nursing Student Perceptions of the Influence of Gender: A Qualitative Case Study Approach of Students, Faculty, and Administration in a Pacific Northwest Nursing Program , Jennifer Anne Anderson (Dissertation)

Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction , Carol L. Campbell (Dissertation)

Guiding the Work of Professional Learning Communities: Perspectives for School Leaders , Daniel Paul Draper (Dissertation)

School District Bond Campaigns: Strategies That Ensure Successful Outcomes , Linda L. Florence (Dissertation)

From the Whiteboard to the Web: Equipping Administrators to Recruit, Hire, and Induct Top Quality K-12 Online Teachers , Daniel Keith Huld (Dissertation)

Designing the Plane While Flying It: A Case Study on Nursing Faculty Development during Academic Electronic Health Records Integration in a Small Liberal Arts College , Karen Elizabeth Maxwell (Dissertation)

Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis , Debora Kay Nelli (Dissertation)

The Impact of School-Level Factors on Minority Students' Performance in AP Calculus , Phillip Bruce Pearson (Dissertation)

Teaching and Learning for Intercultural Sensitivity: A Cross-Cultural Examination of American Domestic Students and Japanese Exchange Students , Yoko Hwang Sakurauchi (Dissertation)

Bridging the Future to Postsecondary Readiness , Brian Patrick Sien (Dissertation)

Keeping Equity in Mind: Strategies for Continuing Equity Work Once Formal Training Has Ended , Teri Lynn Tilley (Dissertation)

Theses/Dissertations from 2013 2013

Improving Assessment Practice at the Course and Programmatic-Levels in Community Colleges: Developing The Guidebook For Student Learning Outcomes & The Assessment Loop , Steven George Beining (Dissertation)

Nursing Student Anxiety in Simulation Settings: A Mixed Methods Study , Mary Louise Cato (Dissertation)

Shaping School Culture: to Support Moving from a Targeted-Assistance to Schoolwide Title I Program , Paul Edward Coakley (Dissertation)

Facilitating Master's Student Success: A Quantitative Examination of Student Perspectives on Advising , Sarah Brooks Drummond Hays (Dissertation)

Designing Innovative Alternatives to Traditional High Schools: What Leaders Need to Know , Chester Roy Edwards (Dissertation)

Global Learning Outcomes of a Domestic Foreign Language Immersion Program , Kathleen Ann Godfrey (Dissertation)

Evaluating Alternative High Schools: Program Evaluation in Action , Drew Samuel Wayne Hinds (Dissertation)

Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students , Jolina Jade Kwong Caputo (Dissertation)

State Need-Based Aid and Four-Year College Student Retention: A Statewide Study , Kara Lynn McFall (Dissertation)

Academic Advising Structures that Support First-year Student Success and Retention , Brett Leland McFarlane (Dissertation)

Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education , Akiko Ota (Dissertation)

Exploring Online Community Among Rural Medical Education Students: A Case Study , Ryan Tyler Palmer (Dissertation)

A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention , Danielle Angelina Sheldrake (Dissertation)

A Case Study of After-School Activities in one School that is Making Progress in Closing the Achievement Gap , Susan Robin Shugerman (Dissertation)

Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach , Peter N. Siamoo (Dissertation)

Short-Term International Service-Learning: Faculty Perceptions of and Pedagogical Strategies for the Design and Implementation of Successful Learning Experiences , Thomas Jacob Van Cleave (Dissertation)

The Retention Puzzle Reconsidered: Second Year Student Attitudes and Experiences with Advising , Michael Edward Walsh (Dissertation)

Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments , Shannon Timm Watson (Dissertation)

Theses/Dissertations from 2012 2012

Assessing the Relationship Between Intercultural Competence and Leadership Styles: An Empirical Study of International Fulbright Students in the U.S. , Chris Taylor Cartwright (Dissertation)

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States , Amy Katrina Miller Juve (Dissertation)

Oral Health Knowledge, Attitudes, and Behaviors: Investigation of an Educational Intervention Strategy with At-Risk Females , Susan Romano Rustvold (Dissertation)

Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications , Janelle De Carrico Voegele (Dissertation)

Engaging Community Food Systems through Learning Garden Programs: Oregon Food Bank's Seed to Supper Program , Denissia Elizabeth Withers (Thesis)

First-Generation Student Success After Academic Warning: An Exploratory Analysis of Academic Integration, Personal Adjustment, Family and Social Adjustment and Psychological Factors , Gabrielle Shoshana Zeisman (Dissertation)

Theses/Dissertations from 2011 2011

Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University , Emily Erin Bowling (Thesis)

Faculty of Color and Scholarship Redefined: Teaching and Learning for Intercultural Competence , Peng Fu (Dissertation)

Youth Voices of Bounty and Opportunity: High School Students' Experiences With Food and Community , Kara Marie Gilbert (Thesis)

Transforming the Soul of Education: Sustainability at the Center of Teaching and Learning in Secondary Schools , Thomas Eugene Kane (Dissertation)

Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching , Shaojuan Lin (Dissertation)

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Graduate Education

Office of graduate and postdoctoral education, phd defense by lingkai kong, june 3, 2024.

Subject:  [Phd-coc-announce] CSE Ph.D. Thesis Announcement

Title:  Optimizing Decision-making under Uncertainty: A Data-driven Perspective

Date:  June. 3rd , 2024

Time : 2 PM – 4 PM EST

Location : Virtual (Zoom)  https://gatech.zoom.us/j/3996903091?omn=98003172648

Lingkai Kong

School of Computational Science and Engineering

College of Computing

Georgia Institute of Technology

https://lingkai-kong.com/

Dr. Chao Zhang - School of Computational Science and Engineering, Georgia Institute of Technology (Advisor)

Dr. B Aditya Prakash - School of Computational Science and Engineering, Georgia Institute of Technology

Dr. Bo Dai - School of Computational Science and Engineering, Georgia Institute of Technology

Dr. Yao Xie - School of Industrial and Systems Engineering, Georgia Institute of Technology

Dr. Tuo Zhao -  School of Industrial and Systems Engineering, Georgia Institute of Technology

Decision-making processes are fundamental to many aspects of daily life, from allocating educational resources and optimizing logistics routes to scheduling renewable energy generation and distributing vaccines. These complex problems are typically framed as mathematical optimization problems, where decision-makers seek the best action from a set of alternatives under given constraints. However, unique challenges arise: (1) How can we handle unknown and uncertain parameters of the optimization objective? (2) How can we address the misalignment between predictive models' learning objectives and the true costs of decision-making? (3) How can we manage constraints when their analytical expressions are unavailable? This thesis leverages the vast data available in modern systems alongside algorithmic innovations to improve the accuracy, speed, and resilience of decision-making against uncertainty. The main contributions are three-fold:

(1) Efficient Uncertainty Quantification for DNNs : We propose SDE-Net, an efficient method for uncertainty quantification in DNNs through the lens of dynamical systems. The central idea is to interpret DNN transformations as the state progression of a Stochastic Differential Equation (SDE), incorporating a Brownian motion term to capture epistemic uncertainty.

(2) Accelerating and Generalizing Decision-Focused Learning (DFL): We introduce SO-EBM, which fuses uncertainty-aware deep models for enhanced decision-making via DFL. Unlike existing methods, our approach, grounded in energy-based models, is general and not confined to convex objectives. Additionally, it offers superior computational efficiency.

(3) Optimization under Unknown Constraints with Diffusion Models : We propose DiffOPT to perform optimization within the data manifold using diffusion models to address unknown constraints. To constrain the optimization process to the data manifold, we reformulate the original optimization problem as a sampling problem from the product of the Boltzmann distribution defined by the objective function and the data distribution learned by the diffusion model.

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Center for Environmental Research and Technology

We Engineer Excellence

Join us for a presentation and defense by Afsara Tasnia, as she defends her Ph.D. thesis at the Center for Environmental Research and Technology (CE-CERT).

Details: May 31st, 2024 @ 1:30 PM, CE-CERT RM 105