Educational Technology and Learning Design
Doctor of philosophy (PhD) degrees signify the acquisition of advanced knowledge in a field of specialization and advanced competence in conducting significant and original education research. This program develops highly qualified educational technology researchers and designers in academia, research and development labs, corporations, school boards or other settings. The program is organized in close conjunction with the master in educational technology and learning design program.
This program requires successful completion of a minimum of 20 units of course work culminating in a comprehensive examination and a doctoral thesis.
丁香园AV Requirements
See 1.3 for University admission requirements. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.
丁香园AV is granted to a specific degree and to a particular program or specialization. Updated application information and application deadlines are available at the .
Admitted students satisfy all requirements for the master in educational technology and learning design. Applicants are welcomed from a variety of educational and technical backgrounds, although they may be required to complete courses from the master of arts (MA) program before beginning course work on the PhD.
Program Requirements
Students complete all of
Focus on critical analysis of quantitative research in education. Research studies examined will be based on exploratory and confirmatory data analysis, including group comparisons and correlations. Students will use calculators and computers for data analysis and display. Prerequisite: EDUC 810 or 864.
This course introduces students to qualitative research in education and examines topics such as identifying problems, using conceptual frameworks, coding, data analysis, drawing interpretations, and constructing arguments.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Susan O'Neill |
Jan 5 鈥� Apr 11, 2016: Mon, 4:30鈥�9:20 p.m.
|
Burnaby |
A doctoral-level survey of major scholars, theories and technological contributions shaping the field of educational technology and learning design. This offering focuses on understanding and differentiating several traditions of research development that have shaped and continue to shape the field.
A doctoral-level survey of major scholars, theories and technological contributions shaping the field of educational technology and learning design. This offering focuses on the interdependence of perspectives on knowing, learning, teaching and design, and the use of technology to support these processes. Prerequisite: 丁香园AV to ETLD program.
and one of
Students will study in depth various qualitative methodological approaches to educational research, will develop competence to contribute significantly to knowledge in their particular field of study, and will engage in intensive practice of various methodological approaches to qualitative research introduced in EDUC 866. Prerequisite: EDUC 866.
Methods for analyzing multivariate data in educational research, meta-analytic methods, and applications and frailties of advanced quantitative analysis. Illustrations from educational research are used throughout. Prerequisite: EDUC 863 and 864 or permission of instructor. Students with credit for EDUC 865 may not take this course for further credit.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Phil Winne |
Jan 5 鈥� Apr 11, 2016: Tue, 4:30鈥�8:20 p.m.
|
Burnaby |
The supervisory committee may require further work in the Faculty of Education or other faculties. Students are encouraged to complete additional courses from related units outside of the Faculty of Education
In addition to the course requirements listed above, students must also participate in the Educational Technology Program Institute each term.
* prerequisites must also be satisfied, either prior to admission or during enrolment (see EDUC courses for prerequisites)
Comprehensive Examination
All candidates also complete a comprehensive examination by enrolling in
Normally, the comprehensive examination is completed in the term in which course requirements are completed, or the term immediately following.
Thesis
A major part of this program is original research, A thesis describing this is submitted and defended. Normally, before the fourth course, a thesis research plan is presented to the supervisory committee. Upon entry to the program, every term, stduents enrol in:
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the , as well as the specific requirements for the program in which they are enrolled, as listed above.