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Doctoral Education in Technology-Enhanced Learning: The Perspective of PhD Candidates and Researchers

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Learning and Collaboration Technologies (HCII 2023)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14040))

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Abstract

The field of Technology Enhanced Learning (TEL) in recent years has drawn much attention and has been widely researched. Research has mainly focused on the theory, implementation in various disciplines and modes, and the role of TEL, especially in Higher Education. Researchers, however, are called upon to focus on the interdisciplinarity of TEL as well as on its potential in supporting doctoral students, one level above the usual research carried out on undergraduate courses. This paper aims at presenting part of the quantitative results yielded from an online survey which collected information on doctoral education in TEL from PhD candidates and researchers involved in doctoral education or carrying out research in TEL. The findings have shown that despite the increase in the availability of resources and materials as doctoral students move to more advanced stages of their studies, they need adequate support and training in academic writing and research methodologies. This has prompted the design and implementation of a training program for doctoral students by the Doctoral Education for Technology-Enhanced Learning project (DE-TEL), which aimed to improve and innovate the European doctoral education in TEL, by developing a new program and Open Education Resources in this field.

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Notes

  1. 1.

    Laia Albó, Mikhail Fominykh, María Victoria Soulé, Luis P. Prieto, Davinia Hernández-Leo, Anna Nicolaou, Androulla Athanasiou, Luis Pedro, Viktoria Pammer-Schindler, Carlos Santos, Lorena Azevedo de Sousa, Anastasios Economides, Maria Perifanou, Aurelio Ruiz García, Maren Scheffel, Christian Glahn, and Fridolin Wild (2022) Doctoral Education for Technology-Enhanced Learning in Europe: report. DETEL Consortium. https://ea-tel.eu/de-tel/detel-report https://doi.org/ 10.13140/RG.2.2.32762.98243.

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Acknowledgement

This work was partially supported by the European Commission under the Erasmus Program, as part of the DE-TEL project (Grant Agreement No. 2019-1-NO01-KA203-060280). This publication reflects the views of the authors only. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Authors and Affiliations

  1. Cyprus University of Technology, Limassol, Cyprus

    Anna Nicolaou, Maria Victoria Soule, Androulla Athanasiou, Elis Kakoulli Constantinou & Antigoni Parmaxi

  2. Norwegian University of Science and Technology, Trondheim, Norway

    Mikhail Fominykh

  3. University of Macedonia, Thessaloniki, Greece

    Maria Perifanou & Anastasios Economides

  4. University of Aveiro, Aveiro, Portugal

    Luís Pedro

  5. Pompeu Fabra University, Barcelona, Spain

    Laia Albó & Davinia Hernández-Leo

  6. Open University, Milton Keynes, UK

    Fridolin Wild

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  1. Anna Nicolaou
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Correspondence to Anna Nicolaou .

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  1. Cyprus University of Technology, Limassol, Cyprus

    Panayiotis Zaphiris

  2. Cyprus University of Technology, Limassol, Cyprus

    Andri Ioannou

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Nicolaou, A. et al. (2023). Doctoral Education in Technology-Enhanced Learning: The Perspective of PhD Candidates and Researchers. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2023. Lecture Notes in Computer Science, vol 14040. Springer, Cham. https://doi.org/10.1007/978-3-031-34411-4_23

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  • DOI: https://doi.org/10.1007/978-3-031-34411-4_23

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