phd in educational technology

Ph.D. in Education: Instructional Design and Technology Pioneer New Instructional Strategies

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100% online, 8-week courses

Transfer in up to 50% of the degree total

Become a Creative Leader in Education with a Doctorate in Instructional Design and Technology

Technology is a part of our everyday lives, making it an integral part of online and in-class education. Students from kindergarten through college rely on technology to complete assignments and learn critical skills needed for academic success.

Liberty University’s 100% online PhD in Education – Instructional Design and Technology (IDT) degree program will expand your knowledge, skills, and training in instructional design. You will complete advanced course content and in-depth research. You will study cognitive development, evaluation and assessment, and the design and implementation of distance learning programs and job aids.

You will examine the design, development, and implementation of new learning processes and products designed for student success. Throughout our online PhD in instructional design and technology, you can learn how to effectively communicate. You can learn to create effective and engaging learning programs for school administrators, teachers, and students through various mediums. Through research and innovative use of today’s educational technology, you can enhance your skills and market your abilities in this growing field.

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• Private Nonprofit University
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• 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 Educational Technology Online?

Liberty’s educational technology doctoral program online is designed to provide advanced training to instructional design specialists. This degree is for those who are seeking promotions, new opportunities, or a career change. In whatever capacity you plan to develop innovative learning management systems (LMS), our program can help you reach your career goals.

We designed our PhD in Instructional Design and Technology to be 100% online. This 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.

Liberty University’s mission is Training Champions for Christ . You will also receive training and instruction from professors who are grounded in their Christian faith.

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

Liberty University’s IDT courses enhance your knowledge of instructional design. This will allow you to develop support products and processes that enhance and increase the efficiency of learning. Our instructional design and technology courses provide training in the development of web-based courses as well as printed educational aids.

As you begin your PhD in instructional design and technology, you will improve your knowledge of the various styles of learning. You will also learn 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. You will also study new developments in technology and their possible implications for the future.

Potential Career Opportunities

• Director of e-learning
• Distance learning senior director
• Educational technology director
• Military education specialist
• Professor (higher education)
• Researcher (IDT)
• Senior instructional designer
• 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) .
• Students in the educational technology program can complete optional on-campus intensives . Most intensives are offered in a week-long course format, with a few being offered in a weekend format.
• An extensive final dissertation project is required for the doctor of education and instructional design.

Degree Completion Plan

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• 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

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Admission Information for Our Online PhD in Learning 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 master’s degree 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 doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s 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 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• 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] .

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

Who May Qualify?

• Active Duty
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• 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

What degree do you need for instructional design.

Whether you want career advancement or are just getting started in the field, you are probably wondering which instructional design program you should pursue. If you want to work in management or administration and be at the height of your education career, then consider a doctorate program.

We believe that Liberty offers one of the best instructional design PhD programs available. Here’s why:

• Flexibility to complete your doctorate 100% online
• Courses grounded in a biblical worldview to help you become a leader who values ethics and integrity
• Professors with doctorates and years of experiences who are excited to mentor you

Does this degree require any culminating project?

Our instructional design PhD program online includes an integrated dissertation process allowing you to work toward your final research project while completing your coursework. Completing your PhD gives you a terminal educational credential that shows employers you have reached the pinnacle of your field’s achievement.

Does this PhD have any campus requirements?

No, but you can meet your peers and professors in the PhD in instructional technology online program during optional on-campus intensives on our campus in Central Virginia.

What are the benefits of pursuing a program like this?

Our PhD in educational technology online will allow you to develop educational management skills and foster leadership in teachers and students. You can learn how to create and administer effective education environments.

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• Educational Technology

Doctor of Philosophy

• Programs at the University of Northern Colorado
• 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.

Degree Details

Credits required:, location/delivery:.

Cost Estimator

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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Doctor of Education in Educational Technology

100% online program.

The doctoral program in educational technology, leading to an EdD degree, has as its goal the development of innovative leaders in the field. You can explore the use of current and emerging technologies for effective and efficient teaching in a dynamic, global society. Areas of particular focus include online teaching and learning, technology integration, academic technology leadership, innovative teaching in K-12 and higher education, educational software development for the web and mobile platforms, and educational Games and simulations.

The EdD in Educational Technology program at Boise State University can be completed entirely online; there are no on-campus or in-person requirements. All courses and exams/defenses can be completed at a distance, though in some cases synchronous (same time) attendance is required.

About this Program

• Format : The EdD in Educational Technology program is 100% online.
• Official Degree Name:  Doctor of Education in Educational Technology
• Degree Type:  Doctor of Education

Note: Content on this page is provided as a quick reference for planning. All official course descriptions/degree requirements/admission standards/program learning outcomes/etc. are published on the Graduate College’s website  Graduate Catalog .

What can I do with this degree?

Graduates from our EdD program have opportunities in different areas. For example, some of our graduates work in higher education either as faculty or instructional designers helping faculty and students with the course design and technical support. Other graduates work as instructional designers in different environments such as schools, school districts, or other educational environments.

Our students do research in diverse areas in educational technology, such as professional development, online learning, learning analytics, data mining, games and simulations, and mobile technologies.

Degree Requirements and Advising Resources

Admission requirements.

Applicants are required to have earned at least a baccalaureate degree and a master’s degree from a regionally accredited U.S. college or university or a degree from a non-U.S. institution of higher education that is judged equivalent to a U.S. baccalaureate degree and master’s degree by the International Admissions office and have an undergraduate grade point average (GPA) of 3.00 (based on a 4-point scale) computed for all undergraduate credits from the applicant’s most recent baccalaureate degree and a graduate (GPA) of 3.50 (based on a 4-point scale) computed for all graduate credits.

A prospective student may apply at any time and should follow the general graduate application procedure for degree-seeking students (see Graduate Admission Regulations ). Admission to the program is based on:

• Official transcripts from all colleges attended.
• A letter of application that adheres to the guidelines linked from the EdD Program Application page.
• A current résumé or curriculum vitae.
• A writing sample.
• Three letters of recommendation.
• GRE Scores: The GRE is not required for an application, but can be submitted if the applicant desires to do so.

Learn more about our Admissions process by reading our  EdD Application Guidebook

Note: Ed.D. students can also earn a graduate certificate in one of the specializations: GAMES AND SIMULATIONS, ONLINE TEACHING, SCHOOL TECHNOLOGY COORDINATION, INSTRUCTIONAL TECHNOLOGY COACHING, TECHNOLOGY INTEGRATION, COMPUTER ASSISTIVE LANGUAGE LEARNING, ASSISTIVE TECHNOLOGY (STARTING FALL 2021), DIGITAL LITERACIES INSTRUCTION (STARTING FALL 2021), or DESIGNING ACCESSIBLE ONLINE EDUCATION (STARTING FALL 2021). In order to do so, please indicate the appropriate certificate on the Graduate Admissions application form. It is important for students to apply for a certificate before starting the course work.

Program Requirements

For course descriptions, please visit our  Course Information .

Students in the online Doctor of Education in Educational Technology program are not required to be physically present on campus for classes, presentations, etc. In most cases, students are required to be enrolled in seven graduate credit hours per semester for the first two years of the program (exceptions are made based on a plan of study that accounts for transfer credits). Students must be enrolled in at least one credit hour every semester thereafter until successfully defending the dissertation (even if all courses and thesis hours have been completed).

Application Deadlines

Submit application and admission materials well in advance of the deadline to ensure the application is complete by the deadline. Please note that all new cohorts start in the FALL semester.

• Early Review Deadline: No later than the first Monday of November*
• Regular Deadline: No later than before the first Monday of February

* At the early review deadline, selected applications will go through our review process. If an applicant is offered a place in the upcoming cohort (which starts the following fall semester), they can take class(es) in the upcoming spring and/or summer semesters related to the elective or cognate requirements, if so desired – there is no obligation to do so. If a completed application is ready by early November, but is not reviewed in the “early review” cycle, it will be reviewed again during the regular Spring review starting in February.

EdD Program Handbook

Advanced Graduate Programs Handbook

Estimated Costs

The cost per credit is $599 for courses numbered in at the 600 level, and $478 per credit for courses numbered at the 500-level. Doctoral students take a total of 60 credits with a mix of 500-level and 600-level courses.

To see an estimate of the other costs, please refer to our Tuition page .

The College of Education also offers a range of scholarship opportunities. 

Have questions or need more information? Contact us or explore related resources.

Request More Information

Edd application guidelines.

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Ph.D. in Educational Psychology and Educational Technology

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A Unique & Rich Combination in an Ed Psych and Ed Tech Doctoral Program

The  nationally ranked  Educational Psychology and Educational Technology (EPET) doctoral program produces scholars and leaders in the study of human learning and development and/or in the design and study of diverse technologies supporting learning and teaching. It emphasizes rigorous scholarship and diverse analytical perspectives on learning, development and technology embedded in culture and society.

The program prepares graduates to pursue careers in university research and teaching, research on and development of educational technologies and leadership roles in school systems and the private sector.

YOU’RE WELCOME AT MSU

The EPET doctoral program welcomes applicants from a wide variety of disciplinary backgrounds, educational and technological experiences, and social, economic, and cultural backgrounds. We enact our commitment to sustaining a community that is inclusive, and diverse through ongoing engagement in equity-focused learning and program reform, and systems for student representation and community accountability.

The flexibility of the EPET program allowed me to explore extant research in a variety of areas, which allowed me to bring multiple forms of expertise to project work and proposal development. —Katie Rich (2021) Senior Researcher, American Institutes for Research

I always thought that the faculty were invested in my growth and development, were themselves intellectually curious, held us to high standards, and helped us to meet those standards. —Amy Chapman (2019) Director, Teachers College, Columbia University

Students develop expertise in Ed Psych, Ed Tech, or the intersection of these emphasis areas

Educational psychology.

Investigate human learning, motivation, and development in schools, workplaces, communities and homes. Understand and improve educational practice. Students can base their inquiry in specific domains (e.g., mathematics, literacy, science) or age groups (e.g., adolescents, adults). In 2024, MSU was named #4 in the nation for educational psychology.

EDUCATIONAL TECHNOLOGY

Investigate and improve the use of technologies to support learning and teaching. Engage in research and development on the pedagogy, policy and design of media and technologies in support of learning in formal environments (e.g. face-to-face, online classes) and in informal settings (e.g. homes, after-school programs).

In EPET, especially with the mentorship of my co-advisors, I learned how to think and how to write. During my time in EPET, I was supported in exploring a wide range of research interests, methodologies, and tools for data analysis. I use these skills in research design and alignment every day as an assistant professor. — Bret Staudt Willet (2021) Faculty, Florida State University. Recently awarded a Sloan Foundation Grant , “Programming Language: How Descriptions of Graduate Programs Affect Student Outcomes at MSIs”

One program, two different modes

On-campus mode.

Designed for students willing and able to pursue their degree on a full-time basis. On-campus students typically complete three courses each semester, work 20 hours per week on paid teaching or research assistantships, and require four or more years to earn their degree.

Learn More ›

HYBRID MODE

Designed for students who are working full-time and want to pursue their degree on a part-time basis. Hybrid students typically enroll in two courses per semester and require five or more years to earn their degree. Hybrid students do not receive paid assistantships from the program.

My time in EPET gave me the research skills, broader career skills, and networks that made it possible for me to get this job and thrive in it. In addition to the excellent mentorship I got from my advisor, committee, and lab group, EPET’s brownbags, social events, and communications were so welcoming and helped me feel and become a part of the ed psych research community. I feel very lucky that I got my PhD training in such a collaborative, supportive program that gave me such confidence and joy in being part of this great group of scholars. — Kristy A. Robinson (2019) Faculty, McGill University

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We collectively acknowledge that Michigan State University occupies the ancestral, traditional, and contemporary Lands of the Anishinaabeg – Three Fires Confederacy of Ojibwe, Odawa, and Potawatomi peoples. In particular, the University resides on Land ceded in the 1819 Treaty of Saginaw. We recognize, support, and advocate for the sovereignty of Michigan’s twelve federally-recognized Indian nations, for historic Indigenous communities in Michigan, for Indigenous individuals and communities who live here now, and for those who were forcibly removed from their Homelands. By offering this Land Acknowledgement, we affirm Indigenous sovereignty and will work to hold Michigan State University more accountable to the needs of American Indian and Indigenous peoples. More information

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PhD Pathways in Education Technology

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Educational technology, commonly known as EdTech, refers to tools that facilitate active learning through collaboration, allowing educators to create interactive digital textbooks, gamify lessons, and more. Digital devices have increased education’s reach, enabling learning in remote areas and continuity through disruptions like pandemics.

Learn more about Ed Tech industry

• Check out EdSurge , the Ed Tech industry news source
• Overview of Education Technology
• Stanford Report: How technology is reinventing education?
• TED talks by Luis von Ahn (Duolingo’s CEO)

Key Career Opportunities

• Career Development in Education Technology, ISTE
• Job Board -EdSurge

Get Involved and Gain Experience

• Teaching Online at Yale-Poorvu Center for Teaching and Learning
• Participate in Tsai CITY programs to learn skills in innovation and entrepreneurship
• Digital Humanities Lab
• Go on information interviews with Yale alumni

Office of Career Strategy

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Education (PhD) – Instructional Design and Technology

Program at a glance.

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

The Instructional Design and Technology track in the Education PhD program prepares students for teaching and research in the field of instructional design and technology, instructional systems, educational technology, and e-learning in professions such as university professor, corporate directors of training and human resources, and corporate researchers.

The focus is on the design of conventional in-class, online and hybrid training and educational programs, and the application of appropriate instructional technologies to facilitate adult learner. For more information about the Instructional Design and Technology track, visit education.ucf.edu/insttech .

The Instructional Design and Technology track in the Education PhD program requires a minimum of 60 credit hours beyond the master's degree. Students must complete 24 credit hours of core courses, 9 credit hours of specialization courses, 9 credit hours of electives, 3 credit hours of internship, and 15 credit hours of dissertation. All students must also complete the candidacy examination.

Total Credit Hours Required: 60 Credit Hours Minimum beyond the Master's Degree

Application Deadlines

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Track Prerequisites

A master's degree in a closely related field.

Degree Requirements

Required courses.

• IDS7500 - Seminar in Educational Research (1 - 99)
• IDS7501 - Issues and Research in Education (3)
• EDF7475 - Qualitative Research in Education (3)
• EDF7403 - Quantitative Foundations of Educational Research (3)
• EDF7463 - Analysis of Survey, Record, and Other Qualitative Data (3)
• IDS7502 - Case Studies in Research Design (3)
• EDF7406 - Multivariate Statistics in Education (3)
• IDS 7502 - Case Studies in Research Design may be substituted with one of the approved research electives in Group A listed under Program Details EDF 7406 - Multivariate Statistics in Education may be substituted with one of the approved research electives in Group B listed under Program Details

Specialization

• IDS6504 - Adult Learning (3)
• IDS6503 - International Trends in Instructional Systems (3)
• EME7634 - Advanced Instructional Systems Design (3)

Elective Courses

• Earn at least 9 credits from the following types of courses: Cognate or elective; approved by adviser

Dissertation

• Earn at least 15 credits from the following types of courses: EME 7980 - Dissertation Research Doctoral students must present a prospectus for the dissertation to the doctoral adviser, prepare a proposal and present it to the dissertation committee, and defend the final research submission with the dissertation committee.

Required Internship

• EME7942 - Doctoral Internship in Educational Technology (3)
• To enter candidacy for the PhD, students must have an overall 3.0 GPA on all graduate work included in the planned program and pass all required examinations. Examinations will be scheduled by the student and major adviser. Students must be enrolled in the university during the semester an examination is taken. The following are required to be admitted to candidacy and enroll in dissertation hours: - Submission and completion of approved program of study, except for dissertation hours. - Successful completion of the candidacy examination. - The dissertation advisory committee is formed, consisting of approved graduate faculty and graduate faculty scholars. - Satisfactory progress toward the independent learning requirements as evidenced by the annual accomplishments and activities report.

Candidacy Examinations

• All PhD candidates will be required to complete two examinations. Please note that there may be variations in length of exam time and content based on the respective requirements of each track. - Research in the Specialization—8-hour written examination. - Specialization—3-hour oral examination.

Grand Total Credits: 60

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

• EDF 7406 - Multivariate Statistics in Education 3 Credit Hours
• EDF 7405 - Quantitative Methods II 3 Credit Hours
• EDF 7410 - Application of Nonparametric and Categorical Data Analysis in Education 3 Credit Hours
• EDF 7415 - Latent Variable Modeling In Education 3 Credit Hours
• EDF 7473 - Ethnography in Educational Settings 3 Credit Hours
• EDF 7474 - Multilevel Data Analysis In Education 3 Credit Hours
• EDF 7488 - Monte Carlo Simulation Research in Education 3 Credit Hours
• SPA 7495 - Doctoral Seminar II: Spoken and Written Language Disorders 3 Credit Hours (Communication Sciences Track students only)
• IDS 7938 - Research Cluster Seminar 3 Credit Hours

Independent Learning

During their program of study, PhD students are required to meet the following requirements for independent learning to enter candidacy, including:

• Submitting a manuscript that is deemed appropriate by at least one program faculty member for publication in a peer-reviewed journal.
• Presenting research in at least one international, national or state conference.
• Presenting at university and/or college research symposiums annually.
• Providing service to professional organization, community partner, and/or program.
• Documenting and presenting independent learning accomplishments and activities along with development of an individual research agenda deemed satisfactory by at least two or more program faculty on an annual basis.

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STEM Education, Ph.D.

Download the Curriculum for STEM Education, Ph.D.

Find out what courses you'll be taking

The PhD in STEM Education

The PhD in STEM Education is designed for those who seek to increase their competence in a selected area of STEM education (e.g., science education, mathematics education, educational technology), including competence in a particular STEM field (science, technology, engineering, mathematics). Recipients gain appropriate knowledge and skills for teaching, supervisory, research, and administrative positions in higher education, including college and university STEM Education programs, and programs in STEM fields in community and state colleges, liberal arts colleges, and universities.

There are three primary specializations within the PhD in STEM Education program: Science Education, Mathematics Education, and Educational Technology.

Who May Apply for This Program

Admission to this PhD program requires completion of a Master's degree. Program requirements include completion of:

• a major technical area (MTA), with 21 graduate credits in a STEM field beyond the Bachelor's degree; and
• a minimum of 42 credits of PhD coursework and research.

In addition, Master's graduates who have a strong background in their content field because of their Bachelor's degree and graduate coursework have been admitted into this PhD program. For example, doctoral students with a background and interest in Environmental Education have pursued their PhD studies in Science Education.

Although it is advisable that Master's students seeking to pursue a PhD complete a research experience, students with non-thesis research experience have been allowed to pursue PhD study in STEM Education.

There are three phases of study in this PhD program:

• Phase 1 consists of coursework, both for the MTA requirement and in educational theories and trends, research, and statistics. The coursework in Phase 1 is designed to broaden and deepen students' knowledge in their STEM field and in education, as well as prepare them for dissertation research. Upon completion of the coursework, PhD students take their doctoral comprehensive exams.
• Phase 2 involves the development and defense of a research proposal, with guidance from your major advisor and committee. The preparation and defense of a proposal ensures that each student is able to translate their knowledge into a coherent and feasible research plan.
• Phase 3 involves carrying out all aspects of the proposed study, collecting and preparing data, running analyses, and completing and defending a dissertation. Students enhance their understanding of what goes into the conduct and reporting of educational research in an area of STEM education.

Typically, Phases 1 - 3 require at least four years of full-time effort, but can require more time.

The knowledge and experience gained in this program are useful to graduates as teachers, consumers of research, researchers, and research advisors.

Do Cutting-Edge, Real-World Research

The PhD program in STEM Education is designed to emphasize coursework and research; unlike Bachelor's and Master's degrees, it does not include an internship opportunity. However, courses in educational theories, research, and statistics engage students in projects, and these can be as real-world as students wish. MTA coursework often includes lab and fieldwork.

In addition, although dissertation studies usually emphasize theory and research, many PhD students also design their study to address needs within a particular area of educational practice.

Internationally Recognized Faculty

Among the faculty who teach in this program, Dr. Thomas Marcinkowski has received the Walter E. Jeske Award (2010) and the award for Outstanding Contributions to Research in Environmental Education (1994), both from the North American Association for Environmental Education. His emphasis is on assessment, evaluation, and research studies in the areas of environmental literacy, responsible environmental behavior, and environmental quality. He has been involved in the development of assessment tools in these areas and, more generally, in program evaluation studies.

Samantha Fowler has received the Outstanding Position Paper Award (2013) from Southeastern Association for Science Teacher Education. She focuses on socio-scientific reasoning - how the general public uses scientific information in their day-to-day lives and how policy-makers use scientific evidence in their decisions. She is currently researching how social media effects socio-scientific reasoning, particularly regarding controversial issues. She also explores the effectiveness of new pedagogy styles in lecture and laboratory classes.

Career Benefits

This PhD degree is not designed to help doctoral students satisfy credentialing requirements - that is undertaken at the Bachelor's and Master's levels. However, from both an occupational and a professional perspective, one of the benefits of completing a PhD is to become more competitive career-wise, which is vital in today's challenging job environment. The research background and experience students gain in this PhD program adds depth to their teaching, and provides them with insights that aid them in their future research and research advisory work.

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10 Best Grad Schools with Online Doctorate in Education Technology

Reviewed by David Krug David Krug is a seasoned expert with 20 years in educational technology (EdTech). His career spans the pivotal years of technology integration in education, where he has played a key role in advancing student-centric learning solutions. David's expertise lies in marrying technological innovation with pedagogical effectiveness, making him a valuable asset in transforming educational experiences. As an advisor for enrollment startups, David provides strategic guidance, helping these companies navigate the complexities of the education sector. His insights are crucial in developing impactful and sustainable enrollment strategies.

Updated: July 18, 2024 , Reading time: 14 minutes

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In this article, we will be covering...

Online learning is not something new in education. In fact, the first online course was offered by the University of Phoenix in 1989. But since the COVID-19 pandemic, several students and institutions have shifted to online learning. One study found that 68% of students prefer to complete courses online, making it a clear indication that there is significant room for expansion in online education. 

Professionals who want to hop on the trend of online learning and find new ways to make online delivery formats more engaging will significantly benefit from a Doctorate in Education Technology. This doctorate program equips students with advanced abilities for positions in fast-growing fields.

Additional Information:

• Best Grad Schools with Online Doctorate in Education Leadership
• Best Grad Schools with Online Doctorate in Higher Education
• Best Online Doctor of Organizational Leadership Degrees

Numerous changes have been made to how teachers instruct, how students learn, and how the curriculum is constructed due to the quick advancements in educational technology. Online education is an excellent option if you cannot attend on-campus classes full-time due to work or other obligations. 

An online Doctorate in Educational Technology is an interdisciplinary program that follows the on-campus curriculum,  combining advanced studies in information technology, instructional design, and educational theory. By developing, putting into practice, and administering technology-driven solutions, experts in this discipline increase learning and enhance student performance through online education.

Quick audio summary:

Methodology

Each online doctoral program in Education Technology on this list possesses the following features:

• Offers online courses to allow busy working adult students to complete their doctoral courses at their convenience,
• Allow online students to learn from the same on-campus professors with years of experience in online education,
• Offers a curriculum that focuses on cutting-edge research, trends, and challenges in the industry,
• Offers optional and/or required on-campus visitations to give online students access to face-to-face learning and networking opportunities, 
• Offer potential financial aid opportunities to help doctoral students finance their education,
• Received proper accreditation to ensure that the doctoral degree will be valued in the workplace.

Please check out our Methodology for more about our ranking process.

Top 10 Grad Schools with Online Doctoral Programs in Education Technology

University of florida.

Doctorate in Education in Curriculum and Instruction: Educational Technology

The University of Florida’s online Doctor of Educational Technology program suits educational research professionals. Classes move in cohorts, which means that students are required to follow the suggested course pacing and sequencing and graduate together.

The program is built on a data-based iterative design that offers foundational learning about adult learning and online learning theories. All courses of the program, which include Issues and Trends in Educational Technology Research, Learning Analytics Concepts and Techniques, and Distance Teaching and Learning, are eight weeks in length. The minimum time required to complete the online EdD in Educational Technology is three years.

Interested students must possess a master’s degree from a regionally accredited higher education institution, letters of recommendation, a statement of purpose, and a writing sample.

Boise State University

Doctor of Education in Educational Technology

Boise State University offers one of the top online doctorates in educational technology programs, thanks to its 100% online delivery format with no required on-campus intensives. This educational technology degree is primarily pursued by busy working adult students since classes are asynchronous. Graduates can pursue educational leadership positions with technology integration tasks in various educational institutions, from elementary to postsecondary schools.

The program’s core courses include Global and Cultural Perspectives in Educational Technology, Leadership in Educational Technology, and Research Writing. Students of the program must conduct research in various fields related to educational technology. They can research trends and issues in learning analytics, professional development, online education, mobile technologies, game design and simulation, or data mining.

Candidates should possess a bachelor’s and master’s degree with a 3.0 or higher cumulative GPA from regionally accredited institutions.

Walden University

PhD in Educational Technology

Students looking to build research skills to improve online learning methods can consider Walden Univeristy’s PhD in Education with a major in Educational Technology. The program’s curriculum emphasizes teaching students about developing cutting-edge technological solutions to learning challenges, collaborating digitally to demonstrate awareness of local and global interrelationships and diverse perspectives, and honing their instructional design skills.

While some of the program’s coursework can be completed online, students must attend four 16-credit hour virtual and physical residencies. One of the best features of this doctorate is that it allows students to move slowly and graduate in eight years. Students can further petition for an extension of graduation.

Applicants should hold a master’s in education degree or higher.

Central Michigan University

Doctorate in Educational Technology

The online Doctorate in Educational Technology at Central Michigan University is open for students with graduate-level degrees who want to focus on implementing technology in learning. Like several doctorates, this degree moves in cohorts, allowing students to become part of a collaborative and friendly group of academic staff and alumni.

Specific instruction focuses on the newest educational technology’s theory, design, and implementation. Courses of the program involve Educational Technology Research, Differentiated Instruction in Online Learning, and Evolving Internet Learning, among others.

Furthermore, students can choose their own cognate courses. They can focus on Grant Writing, Motivation in Online and Blended Learning, Mobile Learning, Data-Driven Decision Making, or Higher Order Learning and New Literacies. Applicants must possess a master’s degree from a regionally accredited institution with a minimum 3.0 GPA on a 4.0 scale and three years of relevant experience.

Liberty University

PhD in Education: Instructional Design and Technology

Liberty Univeristy’s 60-credit hour online PhD in Education offers an Instructional Design and Technology concentration to increase students’ knowledge about integrating technology into the classroom. Students complete comprehensive courses and conduct in-depth research on cognitive development, evaluation and assessment, and creation and use of employment aids and distance learning programs.

Featured courses of the program include Instructional Design Theory, Issues and Trends in Learning Technologies, Principles of Human Performance Technology, and Instructional Systems Design. These courses allow students to learn how to design efficient and engaging learning programs for teachers, administrators, and students.

Prospective students must have an accredited master’s degree in education with a 3.0 or higher GPA.

University of North Texas

PhD in Learning Technologies

The University of North Texas offers an online PhD in Learning Technologies that provides students with an understanding of the relationship between technology and learning/instructional systems theory. Thanks to its interdisciplinary approach, students can pursue careers in teaching, research, instructional design, educational psychology, and other leadership positions.

Part of the coursework explores topics in the Philosophy of Computing in Learning Technologies, Analysis of Research in Education Computing, Emerging Technologies and Education, and more. Students will gain skills to help them exhibit competence in procedural and subject areas. To support student success, UNT offers free mentoring.

UNT has a strict selection process. Interested doctoral students should possess a master’s degree in education with a minimum 3.5 GPA, stellar letters of recommendation, and an impressive statement of goals.

Indiana University Bloomington

Doctor of Education in Instructional Systems Technology

The online EdD in Instructional Systems Technology at Indiana University Bloomington is a 60-credit hour program designed to equip graduates with the abilities to perform management and leadership roles in online learning. The program’s coursework can be completed online, but students must participate in the IST Annual Conference on campus.

Coursework includes Intermediate Statistics, Strategies for Educational Inquiry, and Qualitative Inquiry in Education. Students will learn how to use research findings in creating and testing test procedures, goods, and services for better educational materials. They’ll also develop expertise valuable in conducting target audience requirements analysis and evaluating the efficiency of educational products and solutions.

Applicants should hold a bachelor’s with a 2.75 or higher GPA and a master’s degree from an accredited institution. Additional requirements include a personal statement, resume, and letters of recommendation.

Old Dominion University

Doctor of Education in Instructional Design and Technology

Old Dominion Univeristy’s online EdD in Instructional Design and Technology is among the best doctorates for students seeking a Modeling and Simulation Certificate in Education & Training. Through the program’s intensive coursework, students will be able to learn how to use methods and designs for simulation and gaming in education. Graduates will have what it takes to take on challenges from the military, the healthcare industry, and teaching.

Students can pursue individual interests that align with their professional goals. They can focus on Instructional Design, Distance Education, Design of Technology-Mediated Instruction, Instructional Message Design, Evaluation & Assessment, Human Performance Technology, or Quantitative and Qualitative Research.

Applicants must hold a master’s degree or its equivalent and have previously taken statistics and instructional technology courses.

Sam Houston State University

Doctorate of Education in Instructional Systems Design and Technology

Sam Houston’s EdD in Instructional Systems Design and Technology is a 60-credit hour doctorate known for offering students several opportunities for financial assistance, such as scholarships. Students can complete all course materials online, with optional on-campus intensives. The program’s curriculum trains individuals to lead learning analysis in various contexts and integrate technology into various learning environments.

Educational Network Design, Issues in Instructional Tech, Instructional Planning, and Advanced Statistical Methods are a few of the program’s coursework. Because this is a PhD degree, it primarily trains students for careers as learning technologies researchers. Doctoral candidates will be equipped with the leadership skills to advance technology integration in training and continuing education initiatives.

In addition to a master’s degree, personal statement, and letter of recommendation, applicants must also submit a professional work sample. This includes an instructional technology/multimedia design product or a published article.

University of South Carolina

Doctorate of Education in Educational Practice and Innovation: Learning Design and Technologies

The University of South Carolina’s EdD program offers an online Learning Design and Technologies concentration. This online doctoral program is designed for education professionals seeking to shift careers from traditional learning to analyzing, designing, developing, implementing, and evaluating technology-based education and training. Courses can be completed in accelerated 8-week or normal-paced 15-week courses.

Students must collaborate with their adviser in developing plans for their dissertation in practice coursework. One-on-one mentoring will allow you to investigate crucial technology-enhanced teaching and learning topics. The curriculum will train you to employ research-based tools to maximize learning for various learners across various contexts before the dissertation process.

What To Expect in Online Doctoral Programs in Education Technology

Like other doctoral programs, online doctorates will begin with courses that build students’ core knowledge in education, technology, and research, typically lasting for two years. Core courses often include Application of Instructional Design, Instructional Technology, and Introduction to Online Teaching.

Upon completion of core courses, students must often choose focus courses or specialization. These requirements will help students get ready for their dissertation or independent research. But before starting a dissertation study, students might need to pass a comprehensive or qualifying exam, depending on the program.

Doctoral programs typically follow small cohorts to make it easier for students to get to know their classmates and professors. A faculty member and the student will collaborate closely on their dissertation research. 

Educational Technology Careers for Doctorate Degree Holders

Doctoral programs in educational technology are considerably more specialized in academic contexts. Graduates frequently look for work in K–12, higher education, and firms connected to academic industries. They can work as instructional coordinators or curriculum specialists, training and development professionals, school principals, or college professors, among other professions.

Educational Technologist

Technology-based learning solutions are designed and put into use by educational technologists. They collaborate with teachers, administrators, students, and other stakeholders to create and administer technology-based educational programs that support student accomplishment.

Median Annual Salary: $73,321

E-learning Developer

E-learning developers ensure that the course design, delivery, user interface, and learner interaction serve the participant’s learning style, pace, and goals. Additionally, the creator ensures that every part of an e-learning course is exciting and will run smoothly.

Median Annual Salary: $58,958

Instructional Coordinators/Curriculum Specialists

Curriculum experts or instructional coordinators create, distribute, and evaluate instructional materials and their learning-related efficacy in a learning environment. To improve the quality of education, they frequently offer workshops or teacher training. They also regulate school curricula and teaching standards. 

Median Annual Salary: $66,490

Training and Development Specialists

Doctoral degree holders in educational technology might work as training and development specialists who create and oversee training programs for clients to advance their skills and knowledge. Relevant professional experience is just as crucial for becoming a training and development specialist as a degree. 

Median Annual Salary: $63,080

Postsecondary Teachers

Postsecondary teaching is the most common profession pursued by PhD graduates. These education professionals are responsible for creating curricula and instructing courses in their areas of expertise. Moreover, they can also serve on academic and administrative committees that help define the institution’s mission and vision.

Median Annual Salary: $80,840

Elementary, Middle, and High School Principals

Graduates of educational technology doctorates can also serve as principals in various educational institutions. They are responsible for managing employees and running academic initiatives. Like instructional coordinators, a school principal implements curriculum and standard evaluation to raise educational standards.

Median Annual Salary: $101,320

Financial Aid and Scholarships Opportunities

While online programs are likely to cost less than traditional programs, enrollment in higher education has generally been rising. According to the Education Data Initiative, the average cost of a doctorate is $150,835 . On the other hand, online doctorates typically range from $20,000 and $79,000 , according to the US News and World Report.

Not all prospective doctoral students can afford these rates. Luckily, several online doctoral programs offer various financial support systems through FAFSA and private/public scholarships. 

Students who need financial aid typically begin by applying to the Federal Student Aid website. Applicants should have a solid academic background and a decent grade point average (typically 3.0 and higher) to be viewed as strong candidates for scholarships or grants. Most likely, there are extra qualifications for applicants to receive scholarships.

Professional Associations in Educational Technology

Modern professional associations allow students and educational technology professionals to network with like-minded people. These associations promote the sharing of ideas, best practices, and innovations. They also offer their members training opportunities and materials that disseminate current industry standards.

International Society for Technology in Education ( ISTE )

The International Society for Technology in Education, or ISTE, works to advance technology use in education. They provide tools, professional growth opportunities, conferences, and a thriving online community for tech-savvy educators.

Association for Educational Communications and Technology ( AECT )

AECT is a global organization focusing on learning, instructional design, and educational technology. They offer resources, books, conferences, and chances to network.

Consortium for School Networking ( CoSN )

CoSN is dedicated to empowering educational leaders to leverage technology for transformative learning. They offer resources, professional development, webinars, and events focused on the effective use of technology in K-12 education.

International Association for K-12 Online Learning ( iNACOL )

iNACOL is committed to developing online and hybrid learning in K–12 classrooms. They offer materials, seminars, studies, and events centered on successful online learning strategies and integrating educational technology.

Frequently Asked Questions

What is the difference between an edd and a phd in education technology.

Both an EdD and a PhD in education study theory, practice, and policy. While a Ph.D. stresses research and analysis, an EdD places more of an emphasis on leadership and practical abilities in educational settings.

Is an Online Doctorate in Education Technology Respected?

Yes, a doctorate earned online is respected. A doctorate student who is a distance learner undergoes the same training as an in-person student because online degree programs have a similar curriculum to in-person degree programs. Prospective students might still anticipate having to finish advanced coursework and go through the dissertation procedure.

Is distance learning better than onsite learning for Doctorate in Educational Technology?

Students with hectic job schedules or other obligations will benefit significantly from distance or online learning doctoral programs. 

Key Takeaways

• You can further your studies and balance your career in a flexible and comfortable learning environment with an online doctorate program in educational technology.
• Doctoral programs in educational technology sharpen students’ knowledge of software and hardware tools used in educational settings. Students investigate technology-based learning courses and how they may be applied to improve learning.
• In addition to the dissertation procedure, the degree program typically calls for students to finish an average of 60 academic credits, capstone projects, dissertations, and academic essays.

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Educational Technology, PhD

• Program description
• At a glance
• Degree requirements
• Admission requirements
• Tuition information
• Career opportunities
• Contact information

Teacher, approved for STEM-OPT extension, classroom, computers, design, edupltpe, teachers college

ASU is not currently accepting applications for this program. Prospective students might consider the Learning Design and Technologies, MEd .

The focus of the PhD program in educational technology is on the design, development and evaluation of instructional systems and on educational technology applications that support learning. The doctoral program emphasizes research using educational technology in applied settings.

This program may be eligible for an Optional Practical Training extension for up to 24 months. This OPT work authorization period may help international students gain skills and experience in the U.S. Those interested in an OPT extension should review ASU degrees that qualify for the STEM-OPT extension at ASU's International Students and Scholars Center website.

The OPT extension only applies to students on an F-1 visa and does not apply to students completing a degree through ASU Online.

• College/school: Mary Lou Fulton Teachers College
• Location: Tempe
• STEM-OPT extension eligible: Yes

84 credit hours, a written comprehensive exam, a prospectus and a dissertation

Required Courses (24 credit hours) EDP 540 Learning Theories and Instructional Strategies (3) EDP 552 Multiple Regression and Correlation Methods (3) EDP 554 Analysis-of-Variance Methods (3) LDT 501 Foundations of Learning Design and Technologies (3) LDT 502 Design and Development of Instruction (3) LDT 503 Design of Effective Communications (3) LDT 504 Modalities of Learning (3) LDT 506 Evaluation of Learning Systems (3) EDT 701 Research in Educational Technology (3)

Elective Courses (30 credit hours) Students select a minimum of 30 credit hours of elective coursework in consultation with a faculty advisor or doctoral committee chair.

Practicum Hours (6 credit hours and research) Students must earn at least 18 credit hours for practicum courses. Students complete three different practica while in the program: instructional design (typically EDT 780 Practicum for three credit hours), teaching (typically EDT 680 Practicum for three credit hours), and a research practicum.

Research (12 credit hours)

Culminating Experience (12 credit hours) EDT 799 Dissertation (12)

Applicants must fulfill the requirements of both the Graduate College and the Mary Lou Fulton Teachers College.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in any field from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.20 (scale is 4.00 = "A") in their first bachelor's degree program, or a minimum cumulative GPA of 3.20 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• three email addresses for professional recommendations
• personal statement
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency. The Mary Lou Fulton Teachers College requires a minimum score of 100 on the TOEFL iBT.

Scores of 500 or above on the verbal reasoning and quantitative reasoning sections of the GRE are required, as well as a score of four or greater on the analytical writing section of the GRE. ASU does not accept the GRE® General Test at home edition.

The program prepares students for a variety of professional positions. Graduates are employed as faculty, educational technologists or instructional designers in universities, community colleges and schools, or as training managers in corporate settings.

Educational Leadership & Innovation, Division | ED 118 [email protected] 480-965-5555

• 19 Best Online Doctorates in Educational Technology

By TED Staff November 2021

According to the Bureau of Labor Statistics, the field of educational technology is projected to grow at a rate of 10% between now and 2030 — a much faster rate than average for other occupations in the field of education. That makes this an ideal time to upgrade your master’s degree to a doctorate!

Currently, opportunities abound in the following areas: web-based learning manager, multimedia designer, web instructor, course  developer or designer, director of distance learning, online teacher, virtual reality specialist, coordinator of a computer learning lab, and educational software consultant, to name just a few.

Even without a degree in the field, if you teach, train, work as a human resource specialist, write or consult (and you have the appropriate educational background), it might be desirable to take a sideways journey into educational technology and put your skills to use in an innovative way.

Making such a change would likely be very lucrative since the salary of a technologist is often higher than that of a typical teacher. In fact, the field of educational technology earns some of the highest pay among educators. According to Payscale, the following average salaries were reported in 2020:

• Administrative Assistant: $40,294
• Learning and Development Specialist: $62,439
• Corporate Trainer: $57,056
• Director of Operations: $93,051

An educational technology specialist is in demand across many sectors of the economy–whether in the K-12 school system or inside corporations as trainers, consultants, and coordinators.

If attending classrooms full time is not possible for you at this time–because of work or other responsibilities–an online education is a wonderful solution. You can work and study at your own pace, and you can stay inside your own comfortable environment. The professors for your curriculum will be the same as those in traditional institutions. And, best of all, your degree will be authentic and exactly the same in appearance as if you had sat inside a brick-and-mortar classroom all those years.

Top Education Degrees has compiled a list of excellent online programs for doctorates in educational technology, with schools ranked by the criteria shown below. In cases of a tie, the advantage goes to the program with the lower tuition rate.

Annual Graduate Tuition:

Under $10,000: 5 points Under $20,000: 4 points Under $30,000: 3 points Under $40,000: 2 points Under $50,000: 1 point

US News & World Report  Best Graduate Education Ranking (2022):

Top 5: 5 points Top 10: 4 points Top 25: 3 points Top 50: 2 points Top 100: 1 point

Graduation Rate:

Above 95%: 5 points Above 90%: 4 points Above 80%: 3 points Above 65%: 2 points Above 50%: 1 point

20-Year Net Return on Investment (ROI):

Above 9%+: 5 points 7%-8%: 4 points 5%-6%: 3 points 3%-4%: 2 points 1%-2%: 1 point

Indiana University, Bloomington Online Doctor of Education in Instructional Systems Technology 

Bloomington, Indiana Annual Tuition: $9,786 (Indiana residents), $31,932 (out-of-state) Total Points: 8

Graduate students earning Indiana University’s online Ed.D. in Instructional Systems Technology have the same resources and support as traditional, on-campus students. Consisting of 60 credit hours, IU’s Doctor of Education degree covers the acquisition of knowledge and the best practices for augmenting this process in an educational setting. Uniquely, admission to this online degree program does not require a GRE score, though students are required to complete both a dissertation and a 9-12 credit complementary minor.

University of South Carolina Online Doctorate of Education in Education Systems Improvement 

Columbia, South Carolina Annual Tuition: $13,737 (South Carolina residents), $29,760 (out-of-state) Total Points: 9

The University of South Carolina online doctor of education in curriculum and instruction, educational technology specialization is also fully online and 60 instructional hours in duration. The program offers a discounted rate of tuition of $515 per hour for certified teachers who reside in the Palmetto State. Students in the University of South Carolina EdD in curriculum and instruction, educational technology specialization online can expect to be asked for: proof of a master’s degree; two letters of recommendation that speak to the applicant’s ability to operate at the doctoral level; a letter of intent that meets the guidelines spelled out at the above website; and a GRE or MAT score.

University of Florida Online Doctorate in Education in Curriculum & Instruction w/ emphasis on Educational Technology

Gainesville, Florida Annual Tuition: $10,770 (Florida residents), $27,335 (out-of-state) Total Points: 10

University of Florida offers an online Ed.D. in Curriculum & Instruction with an emphasis on educational technology. The 54-credit degree program follows the cohort model, and new cohorts begin every two years (the next cohort begins in fall 2022). Prospective doctoral students at University of Florida are able to transfer in a maximum of 15 credit hours from other accredited doctoral-level programs. Besides a master’s degree, admission to this doctoral educational technology degree program requires a recent GRE score, a statement of purpose, and multiple letters of recommendation.

Michigan State University Online Ph.D. in Educational Psychology and Educational Technology

East Lansing, Michigan Annual Tuition: $18,858 (Michigan residents), $37,056 (out-of-state) Total Points: 11

GRE scores are a required part of the admission process for the Michigan State University doctor of philosophy in educational technology online. Completed over five years, the 63 credit hour degree is comprised of coursework; preliminary and comprehensive examinations; annual reviews; and the dissertation process. Michigan State University’s online PhD in educational technology also asks for three letters of recommendation, a professional statement of goals, a writing sample, and a current resume or CV as part of the admissions packet.

Texas A&M University Online Ph.D. in Learning Design & Technology

College Station, Texas Annual Tuition: $6,775 (Texas residents), $19,048 (out-of-state) Total Points: 11

Texas A&M offers a Ph.D. in Learning Design & Technology which can be completed entirely online. Earning the doctoral degree requires completing 64 credit hours of specialization coursework and a series of educational psychology classes. A dissertation and a component on research design and methodology must also be completed before graduation. To apply, you will need to submit three letters of recommendation, a recent GRE score, and a statement of purpose.

Sam Houston State University Online Doctorate of Education in Instructional Systems Design and Technology

Huntsville, Texas Annual Tuition: $5,765 (Texas residents), $13,127 (out-of-state) Total Points: 11

The Sam Houston State University doctor of education in instructional design systems and technology online’s 60 units are offered 100% online with no on-campus component. The program follows a cohort model and asks a significant devotion of time, or the student will not progress. Sam Houston State University’s online EdD in instructional design systems and technology is looking for applicants who can provide evidence of: a master’s degree in IDT or a related field; a recent GRE score; a professional (preferably published) writing sample; three years of teaching experience; and three letters of recommendation as part of the admissions process.

Central Michigan University Online Doctorate of Educational Technology

Mount Pleasant, Michigan Annual Tuition: Total Points:

Central Michigan University online doctor of educational technology’s 54 credits are experienced by the student as two classes per semester, three terms per year, for two years, and then the dissertation process. The program operates with a cohort model and runs two cohorts per year. The Central Michigan University doctor of educational technology online offers a GRE or MAT waiver for qualified applicants and also requires three letters of recommendation and an essay to go with the other more traditional admissions requirements.

Old Dominion University Online Ph.D. in Education in Instructional Design and Technology

Norfolk, Virginia Annual Tuition: Total Points:

The Old Dominion University doctor of philosophy in education in instructional design and technology online requires a master’s degree, but not in any specified field. The 60 unit program assumes prior coursework in the field and in statistics. Old Dominion University’s online PhD in education in instructional design and technology is on the lookout for applicants with an acceptable GRE score, three recommendations, a 500-word essay on the degree’s necessity in the achievement of your professional goals, and a phone or Skype interview with faculty.

New Jersey City University Online Doctorate in Education in Educational Technology Leadership

Jersey City, New Jersey Annual Tuition: Total Points:

The New Jersey City University doctor of education in educational technology leadership online’s 60 credits are pursued with six credits in the spring, six credits in the fall, and 8 credits in the summer (plus a one-week on-campus session each summer) every year for three years. This cohort model program starts every summer. New Jersey City University’s online EdD in educational technology leadership wants a minimum one thousand word essay on the student’s professional goals, three letters of recommendation, an acceptable LSAT/GRE/MAT score, and a current CV or resume.

Johns Hopkins University Online Doctorate in Education in Instructional Design in Online Teaching and Learning

Baltimore, Maryland Annual Tuition: Total Points:

The Johns Hopkins University online doctor of education in technology integration in K-16 education requires 90 quarter graduate units of study. This is a four course specialization of the EdD and it runs on the cohort model. Applicants to the Johns Hopkins University EdD in technology integration in K-16 education online should be prepared to provide a graduate degree with at least a 3.0 GPA, a resume, a personal statement, and three signed letters of recommendation with their admissions materials.

University of West Florida Online Doctorate in Education in Instructional Design and Technology

Pensacola, Florida Annual Tuition: Total Points:

The University of West Florida offers an online doctor of education specializing in instructional design and technology degree that is 45 credit hours. The program’s focus is on learning how to use technology to improve productivity and performance in the workplace and to design and develop distance learning programs for an organization. All students in the University of West Florida’s online EdD specializing in instructional design and technology degree program complete a common core of foundational knowledge, in addition to electives. The dissertation is your final step, an 18 semester undertaking in which you’ll work independently but under the guidance of the dissertation committee.

University of North Texas Online Ph.D. in Learning Technologies 

Denton, Texas Annual Tuition: Total Points:

The University of North Texas offers a 60-69 credit hour, online doctor of philosophy in learning technology degree that equips graduates to be proficient in both content and process and prepares them to work at organizations or universities/colleges. New cohort classes start each summer semester, and classes run in 8-week formats with students taking 1-2 courses at a time. Program objectives of the University of North Texas’s online PhD in learning technology degree are six-fold: synthesize knowledge; create knowledge; communicate knowledge; think creatively and reflectively; engage in professional development, and participate actively in one’s profession.

Morehead State University Online Doctor of Education in Educational Technology Leadership 

Morehead, Kentucky Annual Tuition: Total Points:

Candidates for the online doctor of education in educational technology degree at Morehead State University must successfully complete and defend both a qualifying exam and their doctoral capstone. The 60 credit hour program devotes 18 core hours to the following courses: principles of leadership; understanding and conducting research; action research and grant writing; analysis and thesis; educational change; and legal and ethical issues and the exercise of judgment in education. Admission to Morehead State University’s online EdD in educational technology degree calls for a resume/c.v., goals statement, three letters of recommendation, and GRE/MAT/GMAT scores.

University of Memphis Online Doctor of Education in Instructional Design and Technology 

Memphis, Tennessee Annual Tuition: Total Points:

The University of Memphis offers a 54 credit hour,100% online doctor of education in instructional design and technology degree that is designed to produce scholars and researchers who will work in academic environments. Students must commit to studying with a cohort, and the course-rotation schedule is available well in advance so you can make plans. The University of Memphis’s online EdD in instructional design and technology degree will prepare you for several careers, including the following: instructional designer; corporate trainer; professor of higher education; director of professional development; researcher; director of human resource training; and director of curriculum and instruction.

Duquesne University Online Doctor of Education in Educational Technology

Pittsburgh, Pennsylvania Annual Tuition: Total Points:

The online doctor of education in instructional technology and leadership degree offered by Duquesne University is a 54 credit, three year program whose graduates will be able to hold positions in the higher reaches of education and business. First-year students must attend a two-day orientation on campus at the beginning of the fall semester. Three advanced level seminars are required to guide the dissertation student in the EdD in instructional technology and leadership online program. A Catholic university in the Spiritan tradition, Duquesne University maintains a very admirable student to faculty ratio of 14:1.

Kennesaw State University Online Doctor of Education in Instructional Technology

Carrollton, Georgia Annual Tuition: Total Points:

Kennesaw State University offers a 66 credit hour, online doctor of education in instructional technology online that has two tracks, initial or advanced. The initial track is for educators who wish to integrate technology into classrooms and to coach other educators. The advanced track is for educators who currently hold or aspire to hold a technology leadership position at the school, district, or state level. Both tracks of Kennesaw State University’s online EdD in instructional technology degree program require a 9 credit hour dissertation. Please visit the school’s state authorization site to make sure the online degree is available in your state.

Liberty University Online Ph.D. in Education in Instructional Design & Technology

Lynchburg, Virginia Annual Tuition: Total Points:

Liberty University examines relevant topics and current events in light of a Christian worldview. Their 60 credit hour, online doctor of philosophy in education, specialization in instructional design and technology, is delivered in 8-week courses and will take up to 3 years to complete. You’ll study core curriculum critical to leadership in K-12 and higher education settings. Liberty University’s online Ph.D. in education includes the following courses in the specialization in instructional design and technology: principles of human performance technology; and models for instructional design and technology. A dissertation is required, and up to 15 credit hours may be transferred in.

Boise State University Online Doctor of Education in Educational Technology

Boise, Idaho Annual Tuition: Total Points:

Boise State University offers a fully online doctor of education in educational technology degree that is 66 credit hours. No campus visits are required, and all courses are online, available at your pace, but in some cases they are synchronous, requiring attendance. Students will engage in research in various facets of educational technology, including learning analytics, games and simulations, professional development, online learning, mobile technologies, and data mining. Check out scholarship opportunities from the College of Education. The online EdD in educational technology degree at Boise State University features several graduate student resources, such as writing coaches, formatting labs, and dissertation help.

University of Texas Rio Grande Valley Online Doctor of Education in Curriculum and Instruction in Educational Technology

Edinburg, Texas Annual Tuition: Total Points:

The University of Texas Rio Grande Valley has a 60 credit hour, 100% online doctoral specialization in educational technology degree that is created to enable students to design, develop, and teach courses through Web-based instruction. You will be prepared to teach in colleges and universities. The cohort model courses in the University of Texas Rio Grande Valley’s online doctoral specialization in educational technology program include the following: theories and practices in effective online pedagogy; advanced instructional design; evaluation and assessment in instructional technology; course management and instructional systems in K-16; and trends in educational technology K-16.

More Rankings of Interest:

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• Top 35 Best Reading Specialist/Reading and Literacy Master’s Online

We have 283 education technology PhD Projects, Programmes & Scholarships

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education technology PhD Projects, Programmes & Scholarships

Doctorates in education and lifelong learning, funded phd programme (students worldwide).

Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.

Social Sciences Research Programme

Social Sciences Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

High Performance Analog and RF IC Design Technology Research

Phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Funded PhD Project (Students Worldwide)

This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Transforming Beef Farming Through Digital Twin Technology and Triple Bottom Line Balance

Self-funded phd students only.

This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

Man-machine collision detection algorithm

Monolithic integrated gan power devices with integrated gate drivers, mres - is there any creativity in stem (sas0199), fully-funded research study @ the hong kong university of science and technology (guangzhou) | unified hkust, complementary campuses, hong kong phd programme.

A Hong Kong PhD usually takes 3-4 years; the exact length may depend on whether or not a student holds a Masters degree. Longer programmes begin with a probation period involving taught classes and assessments. Eventually all students produce an original thesis and submit it for examination in an oral ‘viva voce’ format. Most programmes are delivered in English, but some universities also teach in Mandarin Chinese.

Creating Futures (Project 2) – Exploring young children’s perceptions of the creative industries and future careers in the field

Phd in design, architecture, technology and engineering.

The PhD opportunities on this programme do not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

PhD Research Programme

PhD Research Programmes present a range of research opportunities shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

Department of Health Technology and Informatics

Promoting the learning motivation of minority groups in technology firms through ai feedback, astrophysical sciences and technology ph.d., immersive technology (ar and vr) for heart surgery, competition funded phd project (students worldwide).

This project is in competition for funding with other projects. Usually the project which receives the best applicant will be successful. Unsuccessful projects may still go ahead as self-funded opportunities. Applications for the project are welcome from all suitably qualified candidates, but potential funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Blockchain-Enhanced Federated Learning for Dynamic Traffic Prediction

Exploring innovative clinical teaching strategies and their implementation through the use of technology enhanced leaning: a case study of two medical schools, in dundee and iraq.

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Technology Education (All Grades) Online

Master of science in education.

Bring a deeper understanding of technology into schools to help students apply technological understanding and processes of the present and the future. Oswego’s technology education program helps students gain a strong foundation in teaching, both theory and practice.

Quick Facts

Rolling Admission Apply Anytime

You Can Start Fall, Spring or Summer

Delivery Option Online

Cost Per Credit Hour $565

Credit Hours 30

Estimated Completion Time 14 months full time, 2-4 years part-time

This program, designed for those who have or are eligible for initial certification in technology education, is online and synchronous. Meeting together provides an opportunity to collaborate with others throughout the state and our dedicated professors to dig deeper into technology education content and pedagogy. Tailor your education to what suits your interests by choosing one of three tracks to complete your education. Options include a research project, a thesis or directed coursework.

20240419_king_spring24stock_431.jpg

A Leader in Tech Education

You’ll study in one of the largest technology education departments in the country. SUNY Oswego has been a consistent leader in developing technology curriculum, and every year hosts one of the largest technology education conferences in the Northeast.

Successful completion of this program provides the necessary degree requirements to obtain your New York State professional teaching certification to teach technology from kindergarten to grade 12.

Career Opportunities

• Technology education teacher

What attracted me to Oswego was not only the history and quality of their education programs, but also the investments made into getting the latest equipment to learn and teach others on. 

Tyler Morris

Technology Education, MSEd

Program Resources

Information Sessions

Learn about our graduate programs through our information sessions today!

SUNY Oswego adapts to local workforce needs by introducing a fully online master ’s program. Professor  Richard Bush shared insights on the virtual program.

Watch the Bridge Street segment>

SUNY Oswego offers a flexible and convenient master’s degree in technology education that is 100% online. Professor Karin Dykeman and student Akil Atiba shared more information about the program and outcomes.

AAQEP Accredited

This program has earned national accreditation by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement.

Diversity Graduate Fellowship Program

Prospective students may be eligible for an award which includes an annual stipend, in addition to fully-paid tuition for full-time study.

More than 120 Graduate Assistantships Offered

Assistantships  provide an opportunity to gain experience through professional work on campus.

in total awards given every year to our graduate students

The Power of SUNY Tuition

Achieving your long-term career goals shouldn’t come at the expense of your immediate financial security. Oswego offers low tuition compared to many private colleges. Never sacrificing quality for affordability, our graduate students are receiving a nationally accredited program that will translate into effective knowledge and opportunities.

Admission Requirements

A cumulative grade point average of 3.0 or better is  recommended for  applicants to be competitive in the application process. 

Graduate Record Examination (GRE) scores are optional for admission. For those students who have a GPA below a 3.0, it is highly recommended.

Possession of or eligibility for initial NYS teacher certification in technology education will be verified as part of the admission process.

In 500 words or less, describe your personal achievements relating to your academic interests, and detail your educational and professional objectives with reasoning for applying to SUNY Oswego. This statement will help the review team better understand and evaluate your application.

Include a professional resume or curriculum vitae that includes your academic history, professional background and any accomplishments of note. This document should provide details that support your admittance to the program.

Indicate two names with valid email addresses. We will send an email request directly to the references on your behalf. These references should be able to speak to your character, work ethic and abilities. (At least one of these recommendations must be from your school district.)

Prospective students are charged a non-refundable $65 fee for processing the application.

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The future of educational technology

Dan Schwartz is a cognitive psychologist and dean of the Stanford Graduate School of Education.

He says that artificial intelligence is a different beast, but he is optimistic about its future in education. “It’s going to change stuff. It’s really an exciting time,” he says. Schwartz imagines a world not where AI is the teacher, but where human students learn by teaching AI chatbots key concepts. It’s called the Protégé Effect, Schwartz says, providing host Russ Altman a glimpse of the future of education on this episode of Stanford Engineering’s The Future of Everything podcast.

Listen on your favorite podcast platform:

Related : Dan Schwartz , professor of educational technology

[00:00:00] Dan Schwartz: You know, the tough question for me is, should you let the kid use ChatGPT during the test? Right? And we had this argument over calculators, right? And finally they came up with ways to ask questions where it was okay if the kids had calculators. Because the calculator was doing the routine stuff and that's not really what you cared about. What you cared about was, could the kid be innovative? Could they take another, a second approach to solve a problem? Things like that.

[00:00:33] Russ Altman: This is Stanford Engineering's The Future of Everything, and I'm your host, Russ Altman. If you're enjoying The Future of Everything podcast, please hit the follow button in the app that you're listening to now. This will guarantee that you never miss an episode. 

[00:00:46] Today, Dan Schwartz will tell us how AI is impacting education. He studies educational technology and he finds that there's a lot of promise and a lot of worries about how we're going to use AI in the classroom. It's the future of educational technology. Before we get started, please remember to follow the show in the app that you listen to. You'll be alerted to all of our episodes and it'll make sure that you never miss the future of anything.

[00:01:16] You know, the rise of AI has been on people's minds ever since the release of ChatGPT. Especially the powerful one that started to do things that were scary good. We've seen people using it in business, in sports, in entertainment, and definitely in education. When it comes to education, there are some fundamental questions, however, are we teaching students how to use AI? Or are we teaching students? How do we assess them? Can teachers grade papers with AI? Can students write papers with AI? Why is anybody doing anything? Why don't we just have the AI talk to itself all day? These are real questions that come up in AI. 

[00:01:55] Fortunately, we're going to be talking to Dan Schwartz, who's a professor of education and a dean of the School of Education at Stanford University about how AI is impacting education.

[00:02:06] Dan, the release of ChatGPT has had an impact all over the world, people are using it in all kinds of ways. And clearly one of the areas that AI, especially generative AI has made impact is in education. Students are clearly using it, teachers are thinking about using it or using it. You're the Dean of Education at Stanford. What's your take on the situation right now for AI in education? 

[00:02:33] Dan Schwartz: Okay, so lots of answers to that, but, but, you know, the thing I've enjoyed the most is, uh, showing it to people and watching their reaction. So I'm a cognitive psychologist. I study creativity, learning, what it means to understand. And you show this to people and you just see them go, oh my lord.

[00:02:53] And then the next thing you see is they begin to say, uh, what's left for humans? Like what's left? And then they sort of say, wait a minute, will there be any jobs? And then finally they sort of say. Oh my goodness, education needs to change. And as a dean who raises money for a school, this is the best thing to ever happen. No, whether it's good or bad, it doesn't matter. Everybody realizes it's going to change stuff. And so it's really an exciting time. 

[00:03:22] Russ Altman: So that is really good news. I have to say going into this and I have to reveal a bias. I have often wondered if technology has any place in a classroom. And I think it's because I was, uh, I was injured as a youth.

[00:03:37] This is in the 1970s when some teachers tried to put a computer program in front of me and I was a pretty motivated student and I worked with this computer for about six minutes, and I should say, I'm not an anti-computer person. I literally spent all my time writing algorithms and doing computation work. But I just felt as a youth that I wanted to have a teacher in front of me, a human telling me things. Uh, and so that is clearly not the direction, I hear you laughing. So talk to me about the appropriate way to think about computers. Because I really have a big negative reaction to the idea of anything standing between me and a teacher.

[00:04:18] Dan Schwartz: You must have had very good teachers. 

[00:04:19] Russ Altman: I might have. 

[00:04:19] Dan Schwartz: So Russ, you sound like someone who doesn't play video games. 

[00:04:23] Russ Altman: I do not play video games. 

[00:04:24] Dan Schwartz: So there's this world out there where people can experience things they could never experience, uh, directly. And no teacher can deliver this immersive experience of you in the Amazon searching for anthropological artifacts. There's also something called social media that people use. 

[00:04:43] Russ Altman: I've heard about this. 

[00:04:43] Dan Schwartz: Yeah. Yeah. 

[00:04:44] Russ Altman: I think we disseminate the show using it. 

[00:04:46] Dan Schwartz: So back in the day. 

[00:04:47] Russ Altman: Okay. So I'm a dinosaur. 

[00:04:49] Dan Schwartz: Uh, back in the day, you got the Apple 2 maybe, and it's about 64 K, maybe. It's got a big floppy drive and it takes all its CPU power to draw a picture of a two plus two on the screen. So I think things have changed a little bit Russ. But I appreciate your desire to be connected to teachers. I don't think we're replacing them. 

[00:05:14] Russ Altman: I'm not going to give you a lecture about teaching. But I will say this one sentence that was reverberating through my brain when I was getting ready for our interview, which was when I'm in a classroom, and this has been since I've been in third grade. I am watching the teacher trying to understand, how they think about the information and how they struggle with it to like understand it and then try to relay it to me.

[00:05:34] And so it is, that's where I'm learning. I'm, it's not even what they're saying. It's they're painting a picture for their cognitive model of what they're talking about. And that's what I'm trying to pull out to this day. And so that's why I have such a negative reaction to anything standing between me and this other human who has a model that is more advanced than mine about the material that we're struggling with and I just, I'm trying to download that model. 

[00:06:01] Dan Schwartz: Wow. You're, you are a cognitive psychologist, Russ? 

[00:06:03] Russ Altman: I don't know. 

[00:06:05] Dan Schwartz: Like I had a buddy who sort of became a Nobel laureate. And he talked about how he loved take apart cars, and I'd say I love to watch you take apart cars, just to figure out what you're doing. No, so I think, let's separate this. There's the part where you think the interaction with the teacher is important. I don't know that you need it eight hours a day. You know, that's an awful lot of interaction. I'm not sure I want to be with my mom and dad for eight hours a day trying to figure out their thinking. So you don't need it all the time.

[00:06:34] On the other side, you know, we can do creative things with the computers. So for example, I wrote a program where students learn by teaching a computer agent. And so they're trying to figure out how to get the agent to think the way it should in the domain. Turns out it's highly motivating. The kids learn a lot. The problem was the technology quickly became obsolete. Because after kids used it for a couple of days, they no longer needed it, 'cause they'd figured out sort of how to do the kind of reasoning that we wanted them to teach the agent to do for reasoning. 

[00:07:06] Russ Altman: That's exactly what I was talking about before, about my relationship with my teacher. And you just flipped it, but it's the same idea, which is that there's a cognitive model that you're trying to transfer. And by doing that transfer, you get in, you introspect on it and you understand what it is that you're thinking about. 

[00:07:22] Dan Schwartz: I think that's right. You know, so the concern is the computer does all the work, right? And so I'm just sitting there pressing a button that isn't relevant to the domain I'm trying to learn. But you know, uh, one of the things computers are really good at, like as good as casinos, is motivation. So some computer programs, they gamify it. I'm not sure that's a great use of it. Because you, you know, you try and you learn to just beat the game for the reward. 

[00:07:49] Russ Altman: Right.

[00:07:49] Dan Schwartz: As opposed to learn the content. But things like having, teaching an intelligent agent how to think. There's something called the protege effect, which is you'll try harder to learn the content to teach your agent than you will to prepare for a test. Right? So we can make the computer pretty social. 

[00:08:08] Russ Altman: Okay. So you are clearly a technology optimist in education. And in addition to the amazing fundraising and like, there's so many questions to be answered. What I think a lot of people are worried about is, are we at risk of losing a gen. We've already lost a few generations of students, some people argue, because of the pandemic and the terrible impact it had, especially on, uh, on people who weren't privileged in society and in their education.

[00:08:34] Are we about to enter yet another shock to the system where, because of the ease of having essays written and having, and grading papers, that we really don't serve a generation of students well? Or do you think that's a overhyped, unlikely to happen thing? 

[00:08:51] Dan Schwartz: No, it's a good question. You know, that part of this is people's view about cheating, you know? And so it's too easy for students to do certain things. But there's another response that I want to hang on to. I want to ask you, Russ, are you using, you teach. 

[00:09:07] Russ Altman: Yeah. 

[00:09:07] Dan Schwartz: Are you like putting in all sorts of rules to prevent students from cheating, or are you saying, use it, do whatever you can. I'm going to outsmart your technique anyway.

[00:09:17] Russ Altman: It's a little bit more on the latter. So we, uh, I teach an ethics class, which is a writing class. And we allow ChatGPT because the, my fellow instructor and I decided, and this was the quote, we want to be part of the future, not part of the past. So we said to the students, 

[00:09:33] Dan Schwartz: Sorry, The Future of Everything, Russ.

[00:09:34] Russ Altman: Thank you. Thank you. Thank you. And thanks for the plug. So, uh, we allow it. We asked them to tell us what prompt they used and to show us the initial output that they got from that prompt. And then we, of course, have them hand in the final thing. And we instruct the TAs and ourselves, when we grade that we're grading the final product with or without a declaration of whether ChatGPT is used.

[00:09:56] We do have engineers as TAs, which means that they did a careful analysis. Students who used ChatGPT, and I don't think this is a surprise, got slightly lower grades, but spend substantially less time on the assignment. So if you're a busy student, you might say, I will make that trade off because the grades weren't a ton worse. It was like two points out of a hundred, like from a ninety to an eighty-eight, and they completed it in like half the time. 

[00:10:25] Dan Schwartz: Uh, do you think they learned less? 

[00:10:28] Russ Altman: So we don't know. We don't know. And, uh, the evaluation of learning is something that I'm looking to you, Dan. Uh, how do I tell? So, um, so we do try to use it. But we are stressed out. We have seen cases where people say they used ChatGPT, but tried to mislead us in how they use it. They said, I only used it for copy editing, but it was clear that they did more than copy editing with it. And so there's at the edges, there are some challenges. But in the end, we said motivated students who want to learn will use it as a tool and we'll learn. And the students who we have failed to motivate, and it is our failure, you could argue. They're just going to do whatever they do, and we're not going to be able to really impact that trajectory very much. 

[00:11:12] Dan Schwartz: Yeah, you know, you sort of see the same thing with video, video-based lectures. So I'm online. I've got this lecture. Do I really want to sit and listen to the whole thing? Not really. I'm going to skim forward to find the information. I skim back. I'm probably going to end up doing the minimum amount if it's not a great lecture. 

[00:11:29] Russ Altman: Yeah.

[00:11:29] Dan Schwartz: So I'm not sure this is a ChatGPT phenomenon. It's just, it's sort of an enabler. I think the challenge is thinking of the right assignment. So like, you can grade things on novel and appropriateness. So, are they novel? You know, if they use ChatGPT like everybody else, they won't be novel. They'll all produce the same thing. 

[00:11:48] Russ Altman: It's incredibly, yes. It, so it is, um, there's the most common type of, uh, moral theory is called common morality. And it turns out that ChatGPT does pretty well at that one because there's so many examples that it has seen. And it's terrible at Kant. Deontology, it really can't do. Okay, so let me. 

[00:12:07] Dan Schwartz: So let me get back to your question. 

[00:12:09] Russ Altman: Yeah. 

[00:12:09] Dan Schwartz: So here's what I see going on right now. There, there are like, uh, big industry conferences. Because they're going to, they're producing the technology that schools can adopt. Right? And there's a lot of money there. And twenty years ago, there were zero unicorns, and about, uh, I think last year, fifty-four billion dollar valuation companies in ed tech. So this is a big change. So what are they doing? They're basically creating things to do stuff to students, right? 

[00:12:42] So maybe they're marketing to the teachers, but it's, you know, it's, I'll make a tutor that, uh, is more efficient at delivering information to the students. Or, I will make a program that can correct their math very quickly. And so what's happening is the industry is sort of using the AI in the way that nobody else uses it.

[00:13:04] Because everybody who's got this tool wants to create stuff, right? Like, uh, my brother. It's my birthday, what does he do? He has ChatGPT to write me a poem about Dan Schwartz at Stanford. What he doesn't know is that there's a lot of Dan Schwartz's and so evidently I wear colorful ties, but this is what everybody wants to do. They want to create with it. Meanwhile, the field is trying to push towards efficiency. Can we get the kids done faster? Can we get them through the curriculum faster? Can we correct them faster? In which case the kids are going to optimize for being really efficient, right? As opposed to just trying to be creative, innovative, use it for deeper kinds of things. So this is my big fear. 

[00:13:42] Russ Altman: And so you're watching these companies and I'm guessing that they don't always ask your opinion about what's, what would you tell, so let's say a, one of these unicorn billion dollar or more companies comes to you and says, we want to do this right. We want to use the best educational research to create AI that can bring education to people who might otherwise not have quality education. What would you tell them? 

[00:14:04] Dan Schwartz: So this is a challenge, right? This is something we're actively trying to solve. So we've created a Stanford accelerator for learning to kind of figure out how to do this. 'Cause I've been in this ed tech position for quite a while. And the companies come in and they say, we really want your opinion. And then they present what they're doing. And I go, uh, have you ever thought of, and they go, wait, let me finish. And this goes on for fifty-five minutes. Where they're telling me what they want to do. And I'm trying to say, you know, if you just did this. And the way it ends is I say to them, look, you, if you do these three things, I'll consider being an advisor.

[00:14:42] Russ Altman: Right.

[00:14:42] Dan Schwartz: They never come back. 

[00:14:45] Russ Altman: So the message you're sending them is just not in their worldview. 

[00:14:50] Dan Schwartz: It's because they have a vision. Everybody wants to start their own school. 

[00:14:53] Russ Altman: Yeah. 

[00:14:53] Dan Schwartz: They have their vision of what it should be and they're urgent to get it done. And you know, it's a startup mentality. So trying to figure out how can we educate them? You know, I think we know a lot about how people learn that, uh, that we didn't know twenty years ago when they went to school. And the AI, you know, one of the things it can do is implement some of these theories of learning in ways that don't exist in textbooks and things like that.

[00:15:17] So that's the big hope. And the question is, how can you take advantage of industry? You know, education is a public good, but they still buy all their products. And so going through those companies is one way to sort of bring a positive revolution. But again, I'm a little worried that the companies are, and they're sort of optimizing for local minima.

[00:15:41] Russ Altman: Yeah. 

[00:15:41] Dan Schwartz: You know, to accommodate the current schools and things like that. 

[00:15:44] Russ Altman: Should we take, so what, should we take solace in the teachers? So many of us are fans of teachers, grammar school teachers, middle school teachers, high school teachers, but many of these folks are incredibly dedicated. Will they be a final, um, uh, a final filter that looks at these, uh, educational technologies and says, absolutely not. Or yeah, we'll use that, but we're going to use that in a way that makes sense for my way of teaching. Or are they not in a position to make those kinds of, what you could call courageous decisions, about kind of modifying the use of these tools to make them as good as possible in, uh, on the ground? 

[00:16:21] Dan Schwartz: So it's pretty interesting. The surveys I've seen, uh, sort of over the last year, the different groups do different surveys. It, it sort of, if I take the average, about sixty percent of K 12 teachers are using GenAI, right? And about thirty percent of the kids. If I go to the college level, about thirty percent of the faculty are using GenAI in teaching and about eighty percent of the kids are using it. So I do think in the pre K to 12 space, the teachers are making decisions. They do a lot of curriculum. There are, so a great application is, um, project-based learning. So project-based learning is a lot of fun. Kids learn a lot. They sort of develop a passion, a certain depth. As opposed to just mastering sort of the requirements, but it's really hard to manage. You know, when I was a high school teacher, I had a hundred and thirty kids, right?

[00:17:11] If all of them have a separate project, I have to help plan them and make them goal, you know, learning goal appropriate. So the GenAI can help me do that. It can help me, uh, have the kids sort of help use it to help them design a successful project. Uh, it can help me with a dashboard that helps manage them, hitting their milestones, things like that.

[00:17:31] And there, you know, it's, it, the, teacher is like, I can do something I just couldn't do before. 

[00:17:35] Russ Altman: Yeah. Yeah. 

[00:17:36] Dan Schwartz: It's different than the model where you put the kids in the back of the room who finished early and say, go use the computer. I think, you know, most schools, kids are carrying computers in classes. So it's a little different. It's more integrated than it used to be. 

[00:17:52] Russ Altman: This is the Future of Everything with Russ Altman. More with Dan Schwartz, next.

[00:18:06] Welcome back to The Future of Everything. I'm Russ Altman and I'm speaking with Dan Schwartz, professor of education at Stanford University. 

[00:18:12] In the last segment, Dan told us about AI, education, some of the promises and some of the pitfalls that he's looking at on the ground, thinking about how to educate the next generation.

[00:18:23] In this segment, I'm going to ask him about assessment, grading. How do we do that with AI and how do we make sure it goes well? Also going to ask him about physical activity, which turns out physical ness is an important part of learning. 

[00:18:39] I want to get a little bit more detailed, Dan, in this next segment, and I want to start off with assessment, grading. I know you've thought about this a lot. People are worried that um, AI is going to start to doing, be doing all the grading. Everybody knows that a high school teacher with a big, couple of big classes can spend their entire weekend grading essays. It is so tempting just to feed that into ChatGPT and say, hey, how good is this essay? How should we think about, maybe worry about, but maybe just think about, assessment in education in the future? 

[00:19:11] Dan Schwartz: Yeah, this was, uh, you remember the MOOCs? 

[00:19:14] Russ Altman: Yes. 

[00:19:14] Dan Schwartz: Massively online, open courses. And, uh, you're hoping you have ten thousand students, and then you gotta grade the papers for ten thousand students. So what do you do? You give a multiple-choice tests, which can be machine coded, right? So, so I think that's always there. I'm going to take it a slightly different direction, which is, uh, I'm interacting with a computer system and while I'm interacting with it, it's, it can be constantly assessing in real time, right?

[00:19:41] And so there's a field that's sometimes called educational data mining or learning analytics. And there's thousands of people who are working on, how do I get informative signal out of students interactions. Like, are they trying to game the system? Are they reflecting? And so forth. So this is something the computer can do pretty well, right?

[00:20:02] It can sort of track what students are doing, assess, and then ideally deliver the right piece of instruction at the moment. So yours, you could use the assessments to give people a grade, but really the more important thing is, can you use the assessments to make instructional decisions? So I think this is a big area of advancement, but here's my concern.

[00:20:25] We've gotten very good at assessing things that are objectively right and wrong. Like did you remember the right word? Did you get two plus two correctly? For most of the things we care about now, they're like strategic and heuristic, which means it's not a guaranteed right answer. And so what you really want to do is assess students choices for what to do. So for example, uh, creativity, it's just for the most part, it's a large set of strategies. Right? There's a bunch of strategies that help you be creative. The question is, do the students choose to do that or do they take the safe route? 'Cause creativity is a risk, right? 'Cause you're not sure.

[00:21:02] So I think this is where the field needs to go. Is being willing to say that certain kinds of choices about learning are better than others. Uh, and it's a, it becomes more of an ethical question now. Instead of saying two plus two equals four, there's no ethics to it. 

[00:21:16] Russ Altman: Are you going to be able to convince non educators who hold purse strings, let's call them the government, that these kinds of assessments are important and need to be included? Because my sense is that when it filters up to boards of education or elected leaders, a lot of that stuff goes out of the window. And they just want to know how good are they at reading comprehensive and can they do enough math to be competitive with, you know, country X? 

[00:21:43] Dan Schwartz: Yeah. Yeah. So different assessments serve different purposes. Like the big year end tests that kids take, those aren't to inform the instruction of that child. They're not even for that teacher. They're for school districts to decide are our policies working. And so it's really a different kind of assessment than me as a teacher trying to decide what should I give the kid next. So I think it's going to vary. You know, the tough question for me is should you let the kid use ChatGPT during the test? Right?

[00:22:14] And we had this argument over calculators, right? And finally they came up with ways to ask questions where it was okay if the kids had calculators. Because the calculator was doing the routine stuff. And that's not really what you cared about. What you cared about was, could the kid be innovative? Could they take a, another, a second approach to solve a problem? 

[00:22:34] Russ Altman: Yeah. 

[00:22:34] Dan Schwartz: Things like that. 

[00:22:34] Russ Altman: We, so I teach another class where it's a programming class, the students write programs, and we have switched, um, and we've actually downgraded the value. So as you know, very well, just as background, there is now an amazing, ChatGPT can also write computer code essentially. And so a lot of coding now is kind of done for you and you don't need to do it. We are trying to make sure that they understand the algorithms that we ask them to code. And so what we're doing is we're downgrading the amount of points you get for working code.

[00:23:04] You still get some, but we're upgrading the quiz about how the algorithm works. Do you understand exactly why this happened the way it did? Why is this data structure a good choice or a bad choice? And so it's forcing us, and you could have argued that we should have done this twenty years ago in the same class, but this is making it a more urgent issue, because if we don't, people can just get an automatic piece of code. They can run it. It'll work. They have no understanding of what happened. And so it's really a positive. It's putting more of a burden on us to figure out why the heck did we have them write this code in the first place? 

[00:23:39] Dan Schwartz: No, this was my point. It makes you sort of rethink what is valuable to learn. And you stop doing what was easy to grade. So I have an interesting one. This is a little nerdy. 

[00:23:51] Russ Altman: Okay. I love it. I love it. 

[00:23:52] Dan Schwartz: I teach the intro PhD statistics course in education. And lots of students say, I took statistics, right? And I'm sort of like, well, that's great. Let me ask you one question. And I say, I'm going to email you a question and you'll have five minutes to respond. You let me know when you're ready for it. And I ask them, uh, this is just for you, Russ. But why is the tail of the T distribution fat in small sample sizes? And I, what I get back usually is because they're small sample sizes.

[00:24:24] Russ Altman: Right. Or because it's the T distribution. 

[00:24:27] Dan Schwartz: Or it's, yes, even better. And then I come back and I sort of say, well, have you ever heard of the standard error? And I begin to get at the conceptual stuff, right? And, uh, I suspect if I gave it, uh, so there are ways to get conceptual questions that are really important. But you know, being able to prompt or write R code, you know, that's a good thing. You want them to learn the skills as well. 

[00:24:50] Russ Altman: Exactly. 

[00:24:51] Dan Schwartz: So I don't know, you know, when the calculator showed up, there's a big debate, right? What should students learn? Can they use the calculator? The apocryphal solution was you had to learn the regular math and the calculator now. You just had to learn twice as much. And so maybe that's what it's going to be. 

[00:25:08] Russ Altman: And that's a very likely transitional strategy and then we'll see where we end up. Okay. In the final few minutes, I, this seems like it's unrelated to AI, but I bet it's not. You've done a lot of work on physical activity and learning. You've even been on a paper recently where you talk about having a walk during a teaching session and whether you get better outcomes than if you were just standing or sitting. So tell me about that interest and tell me if it has anything to do with today's topic. 

[00:25:37] Dan Schwartz: I can make the bridge. I can do it, Russ. Right. So we did some studies. Um, I've done a lot of it. It's called embodiment where, yeah, there was, I got clued into this where, uh, I was asking people about why, about gears. And I say, you know, you have three gears in a line, and you turn the gear on the left clockwise. What does the gear on the right do? Far right. And I'd watch them, and they'd go like this with their hands. They'd model with their hands. And then I was sort of like, well, what's the basis of this? And I'd say well why? And they say because this one's turning that way that one, I go but why. And in the end, they just bottom out. They just show me their hands. They didn't say things like one molecule displaces another. 

[00:26:20] Russ Altman: Right. 

[00:26:21] Dan Schwartz: So that sort of clued me in. 

[00:26:22] Russ Altman: This pinky is going up and this other pinky is going down. 

[00:26:26] Dan Schwartz: Yes. 

[00:26:26] Russ Altman: What don't you understand about that? 

[00:26:28] Dan Schwartz: Pretty much. Well, it was nonverbal. 

[00:26:31] Russ Altman: Yeah. 

[00:26:31] Dan Schwartz: So we went on, you know, we discovered that the basis for negative numbers, right? Is actually perceptual symmetry. And we did some neuro stuff. And so the question is sort of how does this perceptual apparatus, which some people, we're just loaded with perception, right? The brain's just one giant perceiving. So how do you get that going? So part of the embodiment is my ability to take action, right? And so this is where we started, right? Right now, the AI feels very verbal, very abstract. Even the video generation, it's amazing, but it's pretty passive for me. So enter virtual worlds, they're still working on the form factor where I can move my hand in space. 

[00:27:16] Russ Altman: Yeah. 

[00:27:17] Dan Schwartz: And something will happen in the environment in response to that. You know, I think medicine is, you know, really been working on haptics so surgeons can practice. Uh, there was a great guy who made a virtual world for different heart congenital defects, and you could go in and practice surgery and see what would happen to the blood flow. So I think, uh, that embodiment where you get to bring all your senses to bear, it's not just words, but it's everything, can really do a lot for learning, for engagement, uh, not just physical skills. 

[00:27:49] Russ Altman: So that's a challenge to, I'm hearing a challenge to AI, which is as an educator, you know that this physicality can be an critical part of learning. And by the way, would this be a surprise? I mean, we're, we've been on earth evolving for several hundred million years. And, uh, you would be surprised if our ability to manipulate and look at three dimensional situations wasn't critical to learning, and yet that's not what AI is doing right now. So this is a clear challenge to AI among other things. 

[00:28:17] Dan Schwartz: Right. So, uh, I have a colleague, Renate Fruchter. And, uh, she teaches architecture, and she has students make a blueprint for the building, right? And then she feeds the blueprint to a CAD system that creates the building. She then takes the building and puts it into a physics engine, it can basically render the building and make walls so you can't move through them, and it has gravity and things like that.

[00:28:42] She then puts the, uh, original student who designed the building in a wheelchair and has them try to navigate through that environment. At which point they sort of understand, oh this is why you need so much space so they can turn around, so they can navigate near the door. I am sure that is an incredibly compelling experience that allows them to be generative about all their future designs.

[00:29:03] So yeah, this is a challenge and part of the co-mingling of the AI and the virtual worlds, I think this is a big challenge. It's computationally very heavy, but it will open the door for lots of ways of teaching that you just couldn't do before. 

[00:29:17] Russ Altman: Thanks to Dan Schwartz. That was the future of educational technology.

[00:29:21] You've been listening to The Future of Everything and I'm Russ Altman. You know what? We have an archive with more than 250 back episodes of The Future of Everything. So you have instant access to a wide array of discussions that can keep you entertained and informed. Also, remember to rate, review, and follow. I care deeply about that request. 

[00:29:41] And also, if you want to follow me, you can follow me on X @ @RBAltman, and you can follow Stanford Engineering @ StanfordENG.

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• Loyola Today

Mr. Kevin Solomowitz Wins 2024 Excellence in Innovation Award

We're excited to congratulate Kevin Solomowitz, a graduate of Loyola's Educational Technology Program, on being selected as the recipient of this year's Excellence in Innovation Award. This prestigious award recognizes Kevin's outstanding work in integrating technology to create innovative and engaging learning experiences.

Before starting the program, Kevin admittedly lacked confidence in using technology for virtual teaching after having to adopt new tools rapidly during the pandemic. However, through the rigorous coursework and hands-on training in the Ed Tech Program, Kevin's technological skills and self-assurance have skyrocketed. He has become a creative force, seamlessly blending tools like Google Workspace, Kahoot!, video content, and interactive Hebrew lessons to craft dynamic and student-centered lessons. For example, he found that projecting maps and videos sparked his students' curiosity far more than textbooks alone. His Hebrew keyboard projection exercise is an ingenious way to get students practicing vocabulary at their own pace.

Beyond his own classroom, Kevin has taken a leadership role in providing professional development and mentoring colleagues at his religious school. He has guided teachers in using the school's learning management system and introduced them to user-friendly tools that quickly got them excited about tech integration.

The Learning Design & Technology Program (formerly Educational Technology) is proud to have such a gifted and creative leader among its students. Once again, congratulations to Kevin on this outstanding achievement! 

To learn more about the Learning Design & Technology Program, visit our website .

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New Ph.D. programs welcome students this fall

Rit now offers doctoral programs in cognitive science and physics.

Scott Hamilton

RIT is beginning two new doctoral programs in cognitive science and physics. Both programs offer diverse research opportunities, including soft matter physics research.

Sophia Caruana was seeking an interdisciplinary doctoral program where she could pursue her interests in data ethics, AI, and human-centered computing. Kaitlin Boedigheimer was interested in exploring possible research opportunities in soft-matter physics. 

Both of them found their niche within two of RIT’s newest Ph.D. programs: cognitive science and physics.

The cognitive science Ph.D. program is jointly delivered by faculty experts from six colleges within the university: College of Liberal Arts ; College of Science ; Golisano College of Computing and Information Sciences ; Kate Gleason College of Engineering ; College of Engineering Technology ; and National Technical Institute for the Deaf . The physics Ph.D . is offered by the College of Science .

An interdisciplinary approach to cognitive science

RIT’s cognitive science Ph.D. program provides an interdisciplinary study of the human mind that combines insights from psychology, computer science, linguistics, neuroscience, augmented reality, and philosophy. Students will gain the skills and abilities needed to analyze data, grasp complex concepts, and interpret and communicate concepts for a wider audience.

Matt Dye , professor and director of the cognitive science program and NTID’s Sensory, Perceptual, and Cognitive Ecology (SPACE) Center , explains that the joint offering between the six colleges is a unique asset for graduate students.

“Cognitive science itself is inherently interdisciplinary. It requires this kind of marriage of liberal arts, engineering, and technical thinking,” said Dye. “One of the advantages we have at RIT is that students can learn from experts from across six different colleges, so they can acquire a range of skills and abilities that they might not get at other universities.”

The multidisciplinary approach means students from all undergraduate backgrounds can apply for the program, provided it matches their academic and career interests. Four students were accepted into the program this year.

Sophia Caruana said she has a deep interest in interdisciplinary research and education, which made RIT’s cognitive science doctoral program a perfect fit for her. Here, she presents a previous research project, “How faculty and students at Nazareth University perceive and use chat bots.”

Caruana, from Rochester, N.Y., graduated this past May from Nazareth University with a bachelor’s degree in ethical data science and minors in psychology, philosophy, and math. When she made the decision to pursue her Ph.D., she wanted to find an interdisciplinary program that would work well with her current expertise.

In 2023, she met with Professor Cecilia Alm , who would become her Ph.D. faculty advisor at RIT, to learn more about Alm’s Computational Linguistics and Speech Processing (CLASP) lab . That meeting was the final push Caruana needed to apply to RIT.

“Professor Alm explained that my role in her lab as a cognitive science student would focus on using biologically-inspired systems to model human emotions with artificial intelligence. The questions surrounding that are really intriguing, and something I was already thinking about with my own research,” said Caruana. “I think the work in the CLASP lab is going to be monumental for ethical, human-centered AI, and I knew I wanted to be a part of it.”

Steadily growing opportunities in physics

Boedigheimer earned her bachelor’s degree in physics from University of Minnesota – Twin Cities and her master’s degree in physics from University of Minnesota – Duluth. But she realized there were more job opportunities in her field for Ph.D’s. Once she heard about RIT Professor Shima Parsa ’s soft matter research at a colloquium, her interest in RIT was piqued. After she visited the campus in March, she was convinced.

Kaitlin Boedigheimer believes she’ll have better job prospects with a Ph.D. in physics. She will be researching the filtration methods of nanoplastics to expand her interest in soft matter physics.

“The state-of-the-art technology here really impressed me,” said Boedigheimer.

She is one of seven students in the first class of physics Ph.D. students at RIT. The program offers a wide array of research areas including atomic/molecular/optical physics, multi-messenger astrophysics, photonics and the next quantum revolution, and physics for sustainable/renewable energy. Boedigheimer will be focusing on the filtration methods of nanoplastics, working closely with Parsa.

The new physics program had nearly 120 applicants in its first year. The recently announced National Science Foundation Research Traineeship Program (NRT) gives RIT the resources to grow the program by a few students each year in the future.

“Since the NRT is a highly prestigious fellowship, this allows us to actively recruit the very best and brightest graduate students into our new Ph.D. program,” said Seth Hubbard , program director and professor in the School of Physics and Astronomy.

These two new programs bring RIT’s total doctoral programs to 15. RIT’s other programs include astrophysical sciences and technology , biomedical and chemical engineering , business administration , color science , computing and information sciences electrical and computer engineering , imaging science , mechanical and industrial engineering , microsystems engineering , and sustainability .

RIT’s priority in building doctoral research programs is integral to the university’s future. These programs attract top-tier faculty who generate research funding and support teams of graduate student researchers. In turn, the faculty and research opportunities recruit Ph.D. students to the university.

More information is available on the cognitive science doctoral program website , or by emailing Matt Dye at [email protected] .

Go to the physics Ph.D. program website for more information.

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Designed by LaBella Associates, this $25 million expansion almost doubles the size of RIT’s business college, adding more than 35,000 square feet of renovated classrooms, applied research and case analysis labs, a state-of-the-art auditorium and café, and more.

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RIT aids in global climate solution initiatives

The Exchange plans to build a 400,000-square-foot campus on Governors Island, in the West River, next to the Statue of Liberty. One of the new facilities will be a state-of-the-art building with a serpentine roof that resembles a roller coaster with a solar canopy.

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RIT Press publishes new title in its Arts and Crafts Movement series

Women, Enterprise, Craft: Chicago’s Atlan Ceramic Art Club , 1893–1923, written by Sharon S. Darling, revisits the Atlan Ceramic Art Club, one of the leading studios of hand-painted china, or “china painting,” in the Midwest. The publication is part of the RIT Press Arts and Crafts Movement Series.

• Study Protocol
• Open access
• Published: 26 August 2024

Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial

• Rie Raffing 1 ,
• Lars Konge 2 &
• Hanne Tønnesen 1  

BMC Medical Education volume  24 , Article number:  927 ( 2024 ) Cite this article

123 Accesses

Metrics details

The disruption of health and medical education by the COVID-19 pandemic made educators question the effect of online setting on students’ learning, motivation, self-efficacy and preference. In light of the health care staff shortage online scalable education seemed relevant. Reviews on the effect of online medical education called for high quality RCTs, which are increasingly relevant with rapid technological development and widespread adaption of online learning in universities. The objective of this trial is to compare standardized and feasible outcomes of an online and an onsite setting of a research course regarding the efficacy for PhD students within health and medical sciences: Primarily on learning of research methodology and secondly on preference, motivation, self-efficacy on short term and academic achievements on long term. Based on the authors experience with conducting courses during the pandemic, the hypothesis is that student preferred onsite setting is different to online setting.

Cluster randomized trial with two parallel groups. Two PhD research training courses at the University of Copenhagen are randomized to online (Zoom) or onsite (The Parker Institute, Denmark) setting. Enrolled students are invited to participate in the study. Primary outcome is short term learning. Secondary outcomes are short term preference, motivation, self-efficacy, and long-term academic achievements. Standardized, reproducible and feasible outcomes will be measured by tailor made multiple choice questionnaires, evaluation survey, frequently used Intrinsic Motivation Inventory, Single Item Self-Efficacy Question, and Google Scholar publication data. Sample size is calculated to 20 clusters and courses are randomized by a computer random number generator. Statistical analyses will be performed blinded by an external statistical expert.

Primary outcome and secondary significant outcomes will be compared and contrasted with relevant literature. Limitations include geographical setting; bias include lack of blinding and strengths are robust assessment methods in a well-established conceptual framework. Generalizability to PhD education in other disciplines is high. Results of this study will both have implications for students and educators involved in research training courses in health and medical education and for the patients who ultimately benefits from this training.

Trial registration

Retrospectively registered at ClinicalTrials.gov: NCT05736627. SPIRIT guidelines are followed.

Peer Review reports

Medical education was utterly disrupted for two years by the COVID-19 pandemic. In the midst of rearranging courses and adapting to online platforms we, with lecturers and course managers around the globe, wondered what the conversion to online setting did to students’ learning, motivation and self-efficacy [ 1 , 2 , 3 ]. What the long-term consequences would be [ 4 ] and if scalable online medical education should play a greater role in the future [ 5 ] seemed relevant and appealing questions in a time when health care professionals are in demand. Our experience of performing research training during the pandemic was that although PhD students were grateful for courses being available, they found it difficult to concentrate related to the long screen hours. We sensed that most students preferred an onsite setting and perceived online courses a temporary and inferior necessity. The question is if this impacted their learning?

Since the common use of the internet in medical education, systematic reviews have sought to answer if there is a difference in learning effect when taught online compared to onsite. Although authors conclude that online learning may be equivalent to onsite in effect, they agree that studies are heterogeneous and small [ 6 , 7 ], with low quality of the evidence [ 8 , 9 ]. They therefore call for more robust and adequately powered high-quality RCTs to confirm their findings and suggest that students’ preferences in online learning should be investigated [ 7 , 8 , 9 ].

This uncovers two knowledge gaps: I) High-quality RCTs on online versus onsite learning in health and medical education and II) Studies on students’ preferences in online learning.

Recently solid RCTs have been performed on the topic of web-based theoretical learning of research methods among health professionals [ 10 , 11 ]. However, these studies are on asynchronous courses among medical or master students with short term outcomes.

This uncovers three additional knowledge gaps: III) Studies on synchronous online learning IV) among PhD students of health and medical education V) with long term measurement of outcomes.

The rapid technological development including artificial intelligence (AI) and widespread adaption as well as application of online learning forced by the pandemic, has made online learning well-established. It represents high resolution live synchronic settings which is available on a variety of platforms with integrated AI and options for interaction with and among students, chat and break out rooms, and exterior digital tools for teachers [ 12 , 13 , 14 ]. Thus, investigating online learning today may be quite different than before the pandemic. On one hand, it could seem plausible that this technological development would make a difference in favour of online learning which could not be found in previous reviews of the evidence. On the other hand, the personal face-to-face interaction during onsite learning may still be more beneficial for the learning process and combined with our experience of students finding it difficult to concentrate when online during the pandemic we hypothesize that outcomes of the onsite setting are different from the online setting.

To support a robust study, we design it as a cluster randomized trial. Moreover, we use the well-established and widely used Kirkpatrick’s conceptual framework for evaluating learning as a lens to assess our outcomes [ 15 ]. Thus, to fill the above-mentioned knowledge gaps, the objective of this trial is to compare a synchronous online and an in-person onsite setting of a research course regarding the efficacy for PhD students within the health and medical sciences:

Primarily on theoretical learning of research methodology and

Secondly on

◦ Preference, motivation, self-efficacy on short term

◦ Academic achievements on long term

Trial design

This study protocol covers synchronous online and in-person onsite setting of research courses testing the efficacy for PhD students. It is a two parallel arms cluster randomized trial (Fig.  1 ).

Consort flow diagram

The study measures baseline and post intervention. Baseline variables and knowledge scores are obtained at the first day of the course, post intervention measurement is obtained the last day of the course (short term) and monthly for 24 months (long term).

Randomization is stratified giving 1:1 allocation ratio of the courses. As the number of participants within each course might differ, the allocation ratio of participants in the study will not fully be equal and 1:1 balanced.

Study setting

The study site is The Parker Institute at Bispebjerg and Frederiksberg Hospital, University of Copenhagen, Denmark. From here the courses are organized and run online and onsite. The course programs and time schedules, the learning objective, the course management, the lecturers, and the delivery are identical in the two settings. The teachers use the same introductory presentations followed by training in break out groups, feed-back and discussions. For the online group, the setting is organized as meetings in the online collaboration tool Zoom® [ 16 ] using the basic available technicalities such as screen sharing, chat function for comments, and breakout rooms and other basics digital tools if preferred. The online version of the course is synchronous with live education and interaction. For the onsite group, the setting is the physical classroom at the learning facilities at the Parker Institute. Coffee and tea as well as simple sandwiches and bottles of water, which facilitate sociality, are available at the onsite setting. The participants in the online setting must get their food and drink by themselves, but online sociality is made possible by not closing down the online room during the breaks. The research methodology courses included in the study are “Practical Course in Systematic Review Technique in Clinical Research”, (see course programme in appendix 1) and “Getting started: Writing your first manuscript for publication” [ 17 ] (see course programme in appendix 2). The two courses both have 12 seats and last either three or three and a half days resulting in 2.2 and 2.6 ECTS credits, respectively. They are offered by the PhD School of the Faculty of Health and Medical Sciences, University of Copenhagen. Both courses are available and covered by the annual tuition fee for all PhD students enrolled at a Danish university.

Eligibility criteria

Inclusion criteria for participants: All PhD students enrolled on the PhD courses participate after informed consent: “Practical Course in Systematic Review Technique in Clinical Research” and “Getting started: Writing your first manuscript for publication” at the PhD School of the Faculty of Health and Medical Sciences, University of Copenhagen, Denmark.

Exclusion criteria for participants: Declining to participate and withdrawal of informed consent.

Informed consent

The PhD students at the PhD School at the Faculty of Health Sciences, University of Copenhagen participate after informed consent, taken by the daily project leader, allowing evaluation data from the course to be used after pseudo-anonymization in the project. They are informed in a welcome letter approximately three weeks prior to the course and again in the introduction the first course day. They register their consent on the first course day (Appendix 3). Declining to participate in the project does not influence their participation in the course.

Interventions

Online course settings will be compared to onsite course settings. We test if the onsite setting is different to online. Online learning is increasing but onsite learning is still the preferred educational setting in a medical context. In this case onsite learning represents “usual care”. The online course setting is meetings in Zoom using the technicalities available such as chat and breakout rooms. The onsite setting is the learning facilities, at the Parker Institute, Bispebjerg and Frederiksberg Hospital, The Capital Region, University of Copenhagen, Denmark.

The course settings are not expected to harm the participants, but should a request be made to discontinue the course or change setting this will be met, and the participant taken out of the study. Course participants are allowed to take part in relevant concomitant courses or other interventions during the trial.

Strategies to improve adherence to interventions

Course participants are motivated to complete the course irrespectively of the setting because it bears ECTS-points for their PhD education and adds to the mandatory number of ECTS-points. Thus, we expect adherence to be the same in both groups. However, we monitor their presence in the course and allocate time during class for testing the short-term outcomes ( motivation, self-efficacy, preference and learning). We encourage and, if necessary, repeatedly remind them to register with Google Scholar for our testing of the long-term outcome (academic achievement).

Outcomes are related to the Kirkpatrick model for evaluating learning (Fig.  2 ) which divides outcomes into four different levels; Reaction which includes for example motivation, self-efficacy and preferences, Learning which includes knowledge acquisition, Behaviour for practical application of skills when back at the job (not included in our outcomes), and Results for impact for end-users which includes for example academic achievements in the form of scientific articles [ 18 , 19 , 20 ].

The Kirkpatrick model

Primary outcome

The primary outcome is short term learning (Kirkpatrick level 2).

Learning is assessed by a Multiple-Choice Questionnaire (MCQ) developed prior to the RCT specifically for this setting (Appendix 4). First the lecturers of the two courses were contacted and asked to provide five multiple choice questions presented as a stem with three answer options; one correct answer and two distractors. The questions should be related to core elements of their teaching under the heading of research training. The questions were set up to test the cognition of the students at the levels of "Knows" or "Knows how" according to Miller's Pyramid of Competence and not their behaviour [ 21 ]. Six of the course lecturers responded and out of this material all the questions which covered curriculum of both courses were selected. It was tested on 10 PhD students and within the lecturer group, revised after an item analysis and English language revised. The MCQ ended up containing 25 questions. The MCQ is filled in at baseline and repeated at the end of the course. The primary outcomes based on the MCQ is estimated as the score of learning calculated as number of correct answers out of 25 after the course. A decrease of points of the MCQ in the intervention groups denotes a deterioration of learning. In the MCQ the minimum score is 0 and 25 is maximum, where 19 indicates passing the course.

Furthermore, as secondary outcome, this outcome measurement will be categorized as binary outcome to determine passed/failed of the course defined by 75% (19/25) correct answers.

The learning score will be computed on group and individual level and compared regarding continued outcomes by the Mann–Whitney test comparing the learning score of the online and onsite groups. Regarding the binomial outcome of learning (passed/failed) data will be analysed by the Fisher’s exact test on an intention-to-treat basis between the online and onsite. The results will be presented as median and range and as mean and standard deviations, for possible future use in meta-analyses.

Secondary outcomes

Motivation assessment post course: Motivation level is measured by the Intrinsic Motivation Inventory (IMI) Scale [ 22 ] (Appendix 5). The IMI items were randomized by random.org on the 4th of August 2022. It contains 12 items to be assessed by the students on a 7-point Likert scale where 1 is “Not at all true”, 4 is “Somewhat true” and 7 is “Very true”. The motivation score will be computed on group and individual level and will then be tested by the Mann–Whitney of the online and onsite group.

Self-efficacy assessment post course: Self-efficacy level is measured by a single-item measure developed and validated by Williams and Smith [ 23 ] (Appendix 6). It is assessed by the students on a scale from 1–10 where 1 is “Strongly disagree” and 10 is “Strongly agree”. The self-efficacy score will be computed on group and individual level and tested by a Mann–Whitney test to compare the self-efficacy score of the online and onsite group.

Preference assessment post course: Preference is measured as part of the general course satisfaction evaluation with the question “If you had the option to choose, which form would you prefer this course to have?” with the options “onsite form” and “online form”.

Academic achievement assessment is based on 24 monthly measurements post course of number of publications, number of citations, h-index, i10-index. This data is collected through the Google Scholar Profiles [ 24 ] of the students as this database covers most scientific journals. Associations between onsite/online and long-term academic will be examined with Kaplan Meyer and log rank test with a significance level of 0.05.

Participant timeline

Enrolment for the course at the Faculty of Health Sciences, University of Copenhagen, Denmark, becomes available when it is published in the course catalogue. In the course description the course location is “To be announced”. Approximately 3–4 weeks before the course begins, the participant list is finalized, and students receive a welcome letter containing course details, including their allocation to either the online or onsite setting. On the first day of the course, oral information is provided, and participants provide informed consent, baseline variables, and base line knowledge scores.

The last day of scheduled activities the following scores are collected, knowledge, motivation, self-efficacy, setting preference, and academic achievement. To track students' long term academic achievements, follow-ups are conducted monthly for a period of 24 months, with assessments occurring within one week of the last course day (Table  1 ).

Sample size

The power calculation is based on the main outcome, theoretical learning on short term. For the sample size determination, we considered 12 available seats for participants in each course. To achieve statistical power, we aimed for 8 clusters in both online and onsite arms (in total 16 clusters) to detect an increase in learning outcome of 20% (learning outcome increase of 5 points). We considered an intraclass correlation coefficient of 0.02, a standard deviation of 10, a power of 80%, and a two-sided alpha level of 5%. The Allocation Ratio was set at 1, implying an equal number of subjects in both online and onsite group.

Considering a dropout up to 2 students per course, equivalent to 17%, we determined that a total of 112 participants would be needed. This calculation factored in 10 clusters of 12 participants per study arm, which we deemed sufficient to assess any changes in learning outcome.

The sample size was estimated using the function n4means from the R package CRTSize [ 25 ].

Recruitment

Participants are PhD students enrolled in 10 courses of “Practical Course in Systematic Review Technique in Clinical Research” and 10 courses of “Getting started: Writing your first manuscript for publication” at the PhD School of the Faculty of Health Sciences, University of Copenhagen, Denmark.

Assignment of interventions: allocation

Randomization will be performed on course-level. The courses are randomized by a computer random number generator [ 26 ]. To get a balanced randomization per year, 2 sets with 2 unique random integers in each, taken from the 1–4 range is requested.

The setting is not included in the course catalogue of the PhD School and thus allocation to online or onsite is concealed until 3–4 weeks before course commencement when a welcome letter with course information including allocation to online or onsite setting is distributed to the students. The lecturers are also informed of the course setting at this time point. If students withdraw from the course after being informed of the setting, a letter is sent to them enquiring of the reason for withdrawal and reason is recorded (Appendix 7).

The allocation sequence is generated by a computer random number generator (random.org). The participants and the lecturers sign up for the course without knowing the course setting (online or onsite) until 3–4 weeks before the course.

Assignment of interventions: blinding

Due to the nature of the study, it is not possible to blind trial participants or lecturers. The outcomes are reported by the participants directly in an online form, thus being blinded for the outcome assessor, but not for the individual participant. The data collection for the long-term follow-up regarding academic achievements is conducted without blinding. However, the external researcher analysing the data will be blinded.

Data collection and management

Data will be collected by the project leader (Table  1 ). Baseline variables and post course knowledge, motivation, and self-efficacy are self-reported through questionnaires in SurveyXact® [ 27 ]. Academic achievements are collected through Google Scholar profiles of the participants.

Given that we are using participant assessments and evaluations for research purposes, all data collection – except for monthly follow-up of academic achievements after the course – takes place either in the immediate beginning or ending of the course and therefore we expect participant retention to be high.

Data will be downloaded from SurveyXact and stored in a locked and logged drive on a computer belonging to the Capital Region of Denmark. Only the project leader has access to the data.

This project conduct is following the Danish Data Protection Agency guidelines of the European GDPR throughout the trial. Following the end of the trial, data will be stored at the Danish National Data Archive which fulfil Danish and European guidelines for data protection and management.

Statistical methods

Data is anonymized and blinded before the analyses. Analyses are performed by a researcher not otherwise involved in the inclusion or randomization, data collection or handling. All statistical tests will be testing the null hypotheses assuming the two arms of the trial being equal based on corresponding estimates. Analysis of primary outcome on short-term learning will be started once all data has been collected for all individuals in the last included course. Analyses of long-term academic achievement will be started at end of follow-up.

Baseline characteristics including both course- and individual level information will be presented. Table 2 presents the available data on baseline.

We will use multivariate analysis for identification of the most important predictors (motivation, self-efficacy, sex, educational background, and knowledge) for best effect on short and long term. The results will be presented as risk ratio (RR) with 95% confidence interval (CI). The results will be considered significant if CI does not include the value one.

All data processing and analyses were conducted using R statistical software version 4.1.0, 2021–05-18 (R Foundation for Statistical Computing, Vienna, Austria).

If possible, all analysis will be performed for “Practical Course in Systematic Review Technique in Clinical Research” and for “Getting started: Writing your first manuscript for publication” separately.

Primary analyses will be handled with the intention-to-treat approach. The analyses will include all individuals with valid data regardless of they did attend the complete course. Missing data will be handled with multiple imputation [ 28 ] .

Upon reasonable request, public assess will be granted to protocol, datasets analysed during the current study, and statistical code Table 3 .

Oversight, monitoring, and adverse events

This project is coordinated in collaboration between the WHO CC (DEN-62) at the Parker Institute, CAMES, and the PhD School at the Faculty of Health and Medical Sciences, University of Copenhagen. The project leader runs the day-to-day support of the trial. The steering committee of the trial includes principal investigators from WHO CC (DEN-62) and CAMES and the project leader and meets approximately three times a year.

Data monitoring is done on a daily basis by the project leader and controlled by an external independent researcher.

An adverse event is “a harmful and negative outcome that happens when a patient has been provided with medical care” [ 29 ]. Since this trial does not involve patients in medical care, we do not expect adverse events. If participants decline taking part in the course after receiving the information of the course setting, information on reason for declining is sought obtained. If the reason is the setting this can be considered an unintended effect. Information of unintended effects of the online setting (the intervention) will be recorded. Participants are encouraged to contact the project leader with any response to the course in general both during and after the course.

The trial description has been sent to the Scientific Ethical Committee of the Capital Region of Denmark (VEK) (21041907), which assessed it as not necessary to notify and that it could proceed without permission from VEK according to the Danish law and regulation of scientific research. The trial is registered with the Danish Data Protection Agency (Privacy) (P-2022–158). Important protocol modification will be communicated to relevant parties as well as VEK, the Joint Regional Information Security and Clinicaltrials.gov within an as short timeframe as possible.

Dissemination plans

The results (positive, negative, or inconclusive) will be disseminated in educational, scientific, and clinical fora, in international scientific peer-reviewed journals, and clinicaltrials.gov will be updated upon completion of the trial. After scientific publication, the results will be disseminated to the public by the press, social media including the website of the hospital and other organizations – as well as internationally via WHO CC (DEN-62) at the Parker Institute and WHO Europe.

All authors will fulfil the ICMJE recommendations for authorship, and RR will be first author of the articles as a part of her PhD dissertation. Contributors who do not fulfil these recommendations will be offered acknowledgement in the article.

This cluster randomized trial investigates if an onsite setting of a research course for PhD students within the health and medical sciences is different from an online setting. The outcomes measured are learning of research methodology (primary), preference, motivation, and self-efficacy (secondary) on short term and academic achievements (secondary) on long term.

The results of this study will be discussed as follows:

Discussion of primary outcome

Primary outcome will be compared and contrasted with similar studies including recent RCTs and mixed-method studies on online and onsite research methodology courses within health and medical education [ 10 , 11 , 30 ] and for inspiration outside the field [ 31 , 32 ]: Tokalic finds similar outcomes for online and onsite, Martinic finds that the web-based educational intervention improves knowledge, Cheung concludes that the evidence is insufficient to say that the two modes have different learning outcomes, Kofoed finds online setting to have negative impact on learning and Rahimi-Ardabili presents positive self-reported student knowledge. These conflicting results will be discussed in the context of the result on the learning outcome of this study. The literature may change if more relevant studies are published.

Discussion of secondary outcomes

Secondary significant outcomes are compared and contrasted with similar studies.

Limitations, generalizability, bias and strengths

It is a limitation to this study, that an onsite curriculum for a full day is delivered identically online, as this may favour the onsite course due to screen fatigue [ 33 ]. At the same time, it is also a strength that the time schedules are similar in both settings. The offer of coffee, tea, water, and a plain sandwich in the onsite course may better facilitate the possibility for socializing. Another limitation is that the study is performed in Denmark within a specific educational culture, with institutional policies and resources which might affect the outcome and limit generalization to other geographical settings. However, international students are welcome in the class.

In educational interventions it is generally difficult to blind participants and this inherent limitation also applies to this trial [ 11 ]. Thus, the participants are not blinded to their assigned intervention, and neither are the lecturers in the courses. However, the external statistical expert will be blinded when doing the analyses.

We chose to compare in-person onsite setting with a synchronous online setting. Therefore, the online setting cannot be expected to generalize to asynchronous online setting. Asynchronous delivery has in some cases showed positive results and it might be because students could go back and forth through the modules in the interface without time limit [ 11 ].

We will report on all the outcomes defined prior to conducting the study to avoid selective reporting bias.

It is a strength of the study that it seeks to report outcomes within the 1, 2 and 4 levels of the Kirkpatrick conceptual framework, and not solely on level 1. It is also a strength that the study is cluster randomized which will reduce “infections” between the two settings and has an adequate power calculated sample size and looks for a relevant educational difference of 20% between the online and onsite setting.

Perspectives with implications for practice

The results of this study may have implications for the students for which educational setting they choose. Learning and preference results has implications for lecturers, course managers and curriculum developers which setting they should plan for the health and medical education. It may also be of inspiration for teaching and training in other disciplines. From a societal perspective it also has implications because we will know the effect and preferences of online learning in case of a future lock down.

Future research could investigate academic achievements in online and onsite research training on the long run (Kirkpatrick 4); the effect of blended learning versus online or onsite (Kirkpatrick 2); lecturers’ preferences for online and onsite setting within health and medical education (Kirkpatrick 1) and resource use in synchronous and asynchronous online learning (Kirkpatrick 5).

Trial status

This trial collected pilot data from August to September 2021 and opened for inclusion in January 2022. Completion of recruitment is expected in April 2024 and long-term follow-up in April 2026. Protocol version number 1 03.06.2022 with amendments 30.11.2023.

Availability of data and materials

The project leader will have access to the final trial dataset which will be available upon reasonable request. Exception to this is the qualitative raw data that might contain information leading to personal identification.

Abbreviations

Artificial Intelligence

Copenhagen academy for medical education and simulation

Confidence interval

Coronavirus disease

European credit transfer and accumulation system

International committee of medical journal editors

Intrinsic motivation inventory

Multiple choice questionnaire

Doctor of medicine

Masters of sciences

Randomized controlled trial

Scientific ethical committee of the Capital Region of Denmark

WHO Collaborating centre for evidence-based clinical health promotion

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Acknowledgements

We thank the students who make their evaluations available for this trial and MSc (Public Health) Mie Sylow Liljendahl for statistical support.

Open access funding provided by Copenhagen University The Parker Institute, which hosts the WHO CC (DEN-62), receives a core grant from the Oak Foundation (OCAY-18–774-OFIL). The Oak Foundation had no role in the design of the study or in the collection, analysis, and interpretation of the data or in writing the manuscript.

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Contributions

RR, LK and HT have made substantial contributions to the conception and design of the work; RR to the acquisition of data, and RR, LK and HT to the interpretation of data; RR has drafted the work and RR, LK, and HT have substantively revised it AND approved the submitted version AND agreed to be personally accountable for their own contributions as well as ensuring that any questions which relates to the accuracy or integrity of the work are adequately investigated, resolved and documented.

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Correspondence to Rie Raffing .

Ethics declarations

Ethics approval and consent to participate.

The Danish National Committee on Health Research Ethics has assessed the study Journal-nr.:21041907 (Date: 21–09-2021) without objections or comments. The study has been approved by The Danish Data Protection Agency Journal-nr.: P-2022–158 (Date: 04.05.2022).

All PhD students participate after informed consent. They can withdraw from the study at any time without explanations or consequences for their education. They will be offered information of the results at study completion. There are no risks for the course participants as the measurements in the course follow routine procedure and they are not affected by the follow up in Google Scholar. However, the 15 min of filling in the forms may be considered inconvenient.

The project will follow the GDPR and the Joint Regional Information Security Policy. Names and ID numbers are stored on a secure and logged server at the Capital Region Denmark to avoid risk of data leak. All outcomes are part of the routine evaluation at the courses, except the follow up for academic achievement by publications and related indexes. However, the publications are publicly available per se.

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Raffing, R., Konge, L. & Tønnesen, H. Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial. BMC Med Educ 24 , 927 (2024). https://doi.org/10.1186/s12909-024-05915-z

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DOI : https://doi.org/10.1186/s12909-024-05915-z

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• NTNU Norwegian University of Science and Technology
• Posted on: 30 August 2024

PhD candidate in Hydropower Technology

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Offer description.

This is NTNU

NTNU is a broad-based university with a technical-scientific profile and a focus in professional education. The university is located in three cities with headquarters in Trondheim.

At NTNU, 9,000 employees and 43,000 students work to create knowledge for a better world.

You will find more information about working at NTNU and the application process here.

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For a position as a PhD Candidate, the goal is a completed doctoral education up to an obtained doctoral degree.

The Norwegian Research Centre for Renewal of Hydropower Technology, RenewHydro. has a vacancy for a PhD Candidate. HydroCen is hosted by the Department of Energy and Process Engineering at NTNU in Trondheim, Norway, and it is funded by the Research Council of Norway and the Norwegian hydropower industry. The research is both theoretical and experimental and it is mainly focused on hydropower technology. However, the market, environmental impact and social acceptance is also part of the research.

The candidate will work with pump-turbines for future flexible operation. It involves both numerical and experimental work in the Waterpower Laboratory. The work will be part of the research program about the future hydropower plants in the new centre for renewable energy, RenewHydro. More information can be found here: www.ntnu.edu/renewhydro

The project aim to enhance efficiency and performance through advancement of hydropower technology. This includes hydropower technology through innovative approaches, including turbine, generator and converter design, storage solutions, and operational enhancements. Pump-storage schemes in existing hydropower plants can increase the storage capacity by increased utilization of the reservoir volume.  

The research will focus on how pump-turbines will operate under highly flexible operation. The submergence of the pump-turbine and its cavitation performance will be the focus in this PhD-work. However, it will require close collaboration with team members who work with the head loss in the tunnels, surge shaft oscillation, generator performance, variable speed operation, fish behaviour, etc. 

The position reports to Professor Ole Gunnar Dahlhaug at the Department of Energy and Process Engineering.  

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• Plan and execute comprehensive, independent research under supervision.
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Required selection criteria

• You must have a professionally relevant background in mechanical engineering, fluid mechanics or equivalent education.
• Your education must correspond to a five-year Norwegian degree program, where 120 credits are obtained at master's level.
• You must have a strong academic background from your previous studies and an average grade from the master's degree program, or equivalent education, which is equal to B or better compared with NTNU's grading scale. If you do not have letter grades from previous studies, you must have an equally good academic basis. If you have a weaker grade background, you may be assessed if you can document that you are particularly suitable for a PhD education.
• Master's students can apply, but the master's degree must be obtained and documented by 15.12.2024.
• You must meet the requirements for admission to the faculty's doctoral program in Engineering, Doctoral Programme - PhD - Faculty of Engineering Science - NTNU.
• Programming skills in LabView, MATLAB, Python, or similar.
• Strong theoretical background in fluid mechanics, mathematics and physics.
• Experience from laboratory work and/or prototype experiments on hydro turbines.
• Experience from numerical analysis (CFD-analysis) of hydro turbines.
• Good written and oral English language skills.

The appointment is to be made in accordance with  Regulations on terms of employment for positions such as postdoctoral fellow, Phd candidate, research assistant and specialist candidate and  Regulations concerning the degrees of Philosophiae Doctor (PhD) and Philosodophiae Doctor (PhD) in artistic research national guidelines for appointment as PhD, post doctor and research assistant 

Preferred selection criteria

•    Experience from programming design and optimization algorithms. •    Practical experience from working at hydro power plants.

Personal characteristics

• Strongly motivated and ambitious.
• Able to work efficiently in a team.
• Be structured, targeted and solution oriented.
• Have motivation to work interdisciplinary.
• The successful candidate should be creative and actively contribute in the team he/she will be part of.
• Have good dissemination skills.
• Personal skills like a positive and friendly attitude, and contributing to a sustainable social environment will also be valued.
• Open-minded and tolerant, able to work in a highly multicultural environment and collaborate equally well regardless of colleagues’ cultural background, religion, gender, sexual orientation, or nationality.  

Emphasis will be placed on personal and interpersonal qualities.

• Exciting and stimulating tasks in a strong international academic environment.
• An open and  inclusive work environment with dedicated colleagues.
• Favourable terms in the Norwegian Public Service Pension Fund .
• employee benefits

Salary and conditions

As a PhD candidate (code 1017) you are normally paid from gross NOK 532 200 per annum before tax, depending on qualifications and seniority. From the salary, 2% is deducted as a contribution to the Norwegian Public Service Pension Fund.

The period of employment is 3 years. Appointment to a PhD position requires that you are admitted to the PhD programme in Engineering, Doctoral Programme - PhD - Faculty of Engineering Science - NTNU  within three months of employment, and that you participate in an organized PhD programme during the employment period.

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The engagement is to be made in accordance with the regulations in force concerning State Employees and Civil Servants , and the acts relating to Control of the Export of Strategic Goods, Services and Technology. Candidates who by assessment of the application and attachment are seen to conflict with the criteria in the latter law will be prohibited from recruitment to NTNU. After the appointment you must assume that there may be changes in the area of work.

The position is subject to external funding. The position is fully funded by the Norwegian Research Centre for Renewal of Hydropower Technology, RenewHydro.

It is a prerequisite you can be present at and accessible to the institution daily.

About the application

The application and supporting documentation to be used as the basis for the assessment must be in English.

Publications and other scientific work must be attached to the application. Please note that your application will be considered based solely on information submitted by the application deadline. You must therefore ensure that your application clearly demonstrates how your skills and experience fulfil the criteria specified above.

The application must include: 

• CV and certificates.
• transcripts and diplomas for bachelor's and master's degrees. If you have not completed the master's degree, you must submit a confirmation that the master's thesis has been submitted.
• A copy of the master's thesis. If you recently have submitted your master's thesis, you can attach a draft of the thesis. Documentation of a completed master's degree must be presented before taking up the position.
• Candidates are required to submit a one-page sketch on how they plan to use their scientific background and research ambitions to address the research challenges of this position. 
• Name and contact information of three referees.
• If you have publications or other relevant research work.

If all, or parts, of your education has been taken abroad, we also ask you to attach documentation of the scope and quality of your entire education, both bachelor's and master's education, in addition to other higher education. Description of the documentation required can be found  here . If you already have a statement from  Norwegian Directorate for Higher Education and Skills , please attach this as well.

We will take joint work into account. If it is difficult to identify your efforts in the joint work, you must enclose a short description of your participation.

In the evaluation of which candidate is best qualified, emphasis will be placed on education, experience and personal and interpersonal qualities. Motivation, ambitions, and potential will also count in the assessment of the candidates. 

NTNU is committed to following evaluation criteria for research quality according to The San Francisco Declaration on Research Assessment - DORA.

General information

Working at NTNU

NTNU believes that inclusion and diversity is our strength. We want to recruit people with different competencies, educational backgrounds, life experiences and perspectives to contribute to solving our social responsibilities within education and research. We will facilitate for our employees’ needs.

NTNU is working actively to increase the number of women employed in scientific positions and has a number of resources to promote equality.  

Department of Energy and Process Engineering has established EPT Women in Science. The group is focused on supporting female PhD Candidates, Postdoctoral Fellows, Research Assistants and permanent academic employees within the Department. This support aims to help develop the careers of female PhD Candidates, Postdocs and Research Assistants, and is also made visible to our student body to encourage them to consider an academic path. As part of the EPT Women in Science initiative we are building an international network, inviting prominent female academics within and beyond the field of Engineering to speak at our events.

The city of Trondheim is a modern European city with a rich cultural scene. Trondheim is the innovation capital of Norway with a population of 200,000. The Norwegian welfare state, including healthcare, schools, kindergartens and overall equality, is probably the best of its kind in the world. Professional subsidized day-care for children is easily available. Furthermore, Trondheim offers great opportunities for education (including international schools) and possibilities to enjoy nature, culture and family life and has low crime rates and clean air quality.

As an employee at NTNU, you must at all times adhere to the changes that the development in the subject entails and the organizational changes that are adopted.

A public list of applicants with name, age, job title and municipality of residence is prepared after the application deadline. If you want to reserve yourself from entry on the public applicant list, this must be justified. Assessment will be made in accordance with current legislation . You will be notified if the reservation is not accepted.

If you have any questions about the position, please contact Professor Ole Gunnar Dahlhaug , telephone: +47 91897609 , email: [email protected] . If you have any questions about the recruitment process, please contact Ingrid Wiggen, e-mail: [email protected] .

If you think this looks interesting and in line with your qualifications, please submit your application electronically via jobbnorge.no with your CV, diplomas and certificates attached. Applications submitted elsewhere will not be considered. Upon request, you must be able to obtain certified copies of your documentation.  

Application deadline: 22.09.24

NTNU - knowledge for a better world

The Norwegian University of Science and Technology (NTNU) creates knowledge for a better world and solutions that can change everyday life.

Department of Energy and Process Engineering

We conduct research and teaching covering the entire energy chain, from resources to the end-user. We look at how energy is produced and used by humans and machines in a sustainable way with regard to health, climate change and the resource base. The Department of Energy and Process Engineering is one of eight departments in the Faculty of Engineering.

Where to apply

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news Education

College boom in D-FW: new campuses, technology, programs

Texas universities are expanding their footprint in north texas through new buildings and programs aimed at meeting industry needs..

Staff writer

7:00 AM on Aug 29, 2024 CDT

An empty space on his mother’s wall motivates Jonathan Alexander to finish his bachelor’s degree.

Six classes away from graduation, the Fort Worth resident aims to have a diploma from Tarleton State University displayed in his mother’s house by May, in a spot reserved for it alongside his brother’s and sister’s degrees.

The 40-year-old is not a traditional college student. Alexander stopped attending classes 20 years ago to support his young family. When he was ready to go back to school and classes were offered six minutes from home, Alexander did not think twice.

“Once I found that Tarleton State built a new Fort Worth location, I was like ‘I’m there’,” he said. “It was much more feasible for me to go to Tarleton.”

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Tarleton is part of the Texas A&M System and has long served many rural families on its main campus in Stephenville. It is part of a North Texas college boom where systems are pouring in hundreds of millions of dollars to serve additional tens of thousands of students, particularly in the Fort Worth area.

A handful of university systems — including Texas A&M, University of Texas, North Texas, Texas Woman’s and Texas Tech — are broadening their reach in the area through new campuses, buildings or programs aimed at meeting the needs of students and businesses.

Colleges have faced steady enrollment declines since 2010, including a dramatic drop during the pandemic.

This expansion comes at a time when the region has grown to more than 8 million residents and is expected to top 10 million by 2040, according to the Texas Demographic Center.

Students say they want affordable options closer to home while business leaders want to hire recent graduates with specialized skills.

“These institutions are coming in because the labor market data in DFW tells them that there’s an opportunity there,” said Michael Wood, vice president of education and workforce at the Dallas Regional Chamber. “They’re actively exploring how they can create programming that’s aligned with industry needs.”

Colleges and industry officials say they want to ensure schools offer students the skills and degrees necessary to meet workforce needs, especially in healthcare and technology.

“Computer science, software development, and a lot of the programming languages are things that we see a lot in job applications but not as much in candidate resumes,” Wood said.

In a time when only 36% of Americans have significant confidence in higher education , students want careers that will pay off in the future.

Having more options closer to home allows students to pick the programs that meet their needs, especially those who might have family and employment responsibilities.

By opening new sites in North Texas, schools increase enrollment and name recognition even if their main campuses are on the other side of a state, said Tom Harnisch, vice president of government relations at the State Higher Education Executive Officers Association.

“They might not be creating residence halls, but they’re establishing a foothold in an area in order to serve the local economy,” Harnisch said. “The metro area is big and going from one side to the other can be time-consuming. Students want to have options that are close to them and that are high-quality and affordable.”

Alexander left Prairie View A&M University halfway through his studies. Now the husband and father of four is a configuration analyst at Lockheed Martin, but he needs a four-year degree for advancement.

“There’s a glass ceiling for certain jobs,” he said. A bachelor’s degree is a “gateway to higher-paying jobs within the company.”

Alexander’s college journey has gone beyond getting a promotion.

Since he started his business degree, Alexander has been applying everything he learns into his own catering company. Alexander’s Cuisine serves “Southern, comfort foods” like gumbo, smoked chicken and mac n’ cheese.

And he is already thinking of an MBA. “I can’t stop here,” he said. “Your master’s is the new bachelor’s.”

Focus on Fort Worth

Along the Fort Worth skyline, an Aggie flag flies from a construction crane working on a new Texas A&M downtown campus.

City leaders often tout the educational options of Texas Christian University, Texas Wesleyan University and Tarrant County College but some have lamented the lack of a Tier One institution. That coveted classification is given to universities providing doctorate-level programs and producing significant academic research — which can attract talent and lead to innovation.

That’s the gap A&M leaders hope to fill.

Business and school officials envision the new campus as a space for public and private innovation in a range of areas, such as engineering, aerospace, defense, energy, agriculture, transportation, telecommunications and emergency response.

They say they are designing academic and professional development programs to tap the Tier One prestige of the system so the city has a stronger talent pipeline.

“This is no longer where they just throw up different programs and hope students enroll in them,” Fort Worth Mayor Mattie Parker said. “They’re really trying to meet students not only where they are, but importantly, where they need to be in the future.”

The new campus started when investor John Goff was asked to work on an effort to get the city through the pandemic economically stronger.

He learned Fort Worth was the only large city in the nation without a Tier One university.

“UT already had Arlington, and they had Dallas,” Goff said, noting those schools have the status. “A&M had this land and then the foothold with the law school. And they definitely needed a new law school building, so it only made sense.”

The law school in downtown Fort Worth, originally part of Texas Wesleyan, was purchased by the A&M System in 2013.

Goff met with A&M Chancellor John Sharp to propose expanding in Fort Worth, some 175 miles north of the flagship campus in College Station. The result is hundreds of millions of dollars in three new buildings planned for the southeast corner of downtown, the first of which broke ground last year.

Meanwhile, Tarleton is opening its second Fort Worth building. University officials are planning a third as they expect enrollment to surge beyond their current 2,500 students.

The campus on the southwest edge of Fort Worth has attracted predominantly working adults since it opened in 2019, President James Hurley said. Ensuring social mobility for students is key, he said.

An enrollment projection shows that site could reach more than 10,000 students by 2030.

The A&M System is not the only one expanding options for students near Cowtown.

This summer, UT System regents approved purchasing 51 acres for a new “UTA West” campus along the western edge of Fort Worth — not too far from the A&M and Tarleton sites.

UTA West will open in fall 2028, and its projected enrollment is 10,000 students.

Related: UTA receives approval for a new Fort Worth campus

Building a new system

In the 1950s, Texas Woman’s University began training future nurses in Dallas in partnership with Parkland Hospital.

Now, the historically women’s institution based in Denton is building on that legacy with the goal of opening campuses across the state.

The Legislature approved Texas Woman’s becoming a system in 2021. In January, Monica Christopher was named TWU Dallas’ first president. In July, the system named Monica G. Williams inaugural president of the Houston school.

“Our goal is really to grow the Dallas campus as well as TW Houston campus to a point where they can be standalone universities within the TW System,” Christopher said.

Both campuses are leaning into their health programs.

TWU opened its Dallas site in the Medical District in 2011. It includes a pro-bono clinic that serves community patients who have had a stroke and traumatic brain injury.

TWU is recognized for its efforts to graduate nurses, battling persistent state shortages.

The state could be short as many as 57,000 nurses by 2032, according to a 2022 report by the Texas Department of Health and Human Services.

TWU, which was founded in 1901, accepts men but is still 90% women.

“Our focus, and certainly part of our name and our mission, have always been around educating and empowering women,” Christopher said.

It not only focuses on fields often dominated by women, such as nursing, but in areas where they are underrepresented, such as in CEO positions. TWU recently received a $30 million gift to grow its new business programs.

Related: BuzzBallz CEO makes historic $30M donation to TWU

Recently, TWU partnered with Dallas College, A&M-Commerce and UNT-Dallas to create the Dallas Transfer Collaborative — an initiative to streamline the transfer process among the schools.

The collaboration includes an online tool – the Transfer Hub – where students can find guidance and resources about transferring credits.

Focus on affordability

Bringing classes closer to North Texas students — allowing many to attend school while living at home or working — is just one way schools are making college more affordable for families.

For example, Texas Tech University launched “$10K Degree Completion Program” in May aimed at transfer students who already have an associate’s degree or 70 to 80 credit hours.

Students’ work or life experiences can be considered for additional credits to minimize the number of classes they must take, Texas Tech Provost Ron Hendrick said.

The program is available through the Lubbock-based system’s Irving site, which has been reopened after renovations and offers hybrid programs with online and in-person components.

“People who’ve been, for example, in managerial experience positions, people who have been in leadership roles, perhaps in the military,” Hendrick said. “These are relevant skills that they have gained and learned on the job that they might otherwise be taught in the classroom.”

Meanwhile, the UNT System is offering a program called “North Texas NOW!” aimed at helping high school students earn college credit through its Frisco site.

It’s a dual-credit program focused on hands-on learning in areas such as logistics and supply chain management, project design and data science.

The Frisco building is industry-oriented and focused on encouraging networking and collaboration, said Audhesh Paswan, the school’s vice provost and dean of the College of Applied and Collaborative Studies.

Paswan noted multiple degree programs combine a variety of disciplines focused on workforce needs. The industrial distribution program, he said, “teaches students some combination of supply chain distribution, logistics and engineering.”

Another is a minor in brewing. Students learn about wine and beer production and distribution. “That’s a combination of chemistry, merchandising and social science,” Paswan said.

UNT Frisco was built after that city, as part of its economic plans, donated 100 acres to the system to attract companies to the area. They picked UNT because they wanted a Tier One research school, Paswan said.

The location opened in January 2023 and has more than 3,000 students.

Flexible and hybrid programs attract adult students, said David Attis, managing director of research at the education consulting company EAB.

About 10 to 15 years ago, Attis said, leaders thought we wouldn’t need more campuses with the rise of online learning. But students want face-to-face instruction and support, he said.

“Working adults are place-bound. Having more sites in strategic locations can make a big difference,” he added.

The DMN Education Lab deepens the coverage and conversation about urgent education issues critical to the future of North Texas.

The DMN Education Lab is a community-funded journalism initiative, with support from Bobby and Lottye Lyle, Communities Foundation of Texas, The Dallas Foundation, Dallas Regional Chamber, Deedie Rose, Garrett and Cecilia Boone, The Meadows Foundation, The Murrell Foundation, Solutions Journalism Network, Southern Methodist University, Sydney Smith Hicks and the University of Texas at Dallas. The Dallas Morning News retains full editorial control of the Education Lab’s journalism.

Marcela Rodrigues , Staff writer . Marcela is a reporting fellow for the Education Lab at The Dallas Morning News. She has previously reported for The Chronicle of Higher Education, Chalkbeat, and The New York Times.

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I am hoping to spend some time in Stavropol' (the city itself) to conduct research for my graduate degree. I am having a hard time figuring out very much about the city, however. Is it a safe place to stay for a young woman? Is it far enough away from some of the more dangerous areas of the Northern Caucasus to be safe for travel? Any advice about the city is much appreciated, thanks!

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Stavropol Krai - Graduate doctoral students in reporting year

Number of graduate doctoral students per reporting year. Doctoral student is the person who has academic degree of candidate of science and who is assigned to doctorate for the preparation of dissertation for competition for academic degree of doctor of science.

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