PhD Doctoral Programme in E-Research and Technology Enhanced Learning
Director of Studies: TBC. Duration: 48 - 60 months part-time via online learning and residential teaching. Entry Requirements: An upper second class honours degree, or its equivalent, in a relevant discipline and a taught Masters degree. At least three years experience of teaching, research or administration in a higher education institution, a further education college or comparable institution. Assessment: Combination of assessed coursework and thesis. IELTS: 6.5 Funding: ESRC and Departmental Bursaries - see also page 213.
Further Information:
www.lancs.ac.uk/fass/edres
This part-time Doctoral Programme combines residential teaching with online learning for motivated, self- managing individuals who work in positions of influence in any sector of education and who wish to develop their e-learning research and practice.
You will receive training in research methodologies and practice combined with a period of intensive individual research which is supervised by an expert in the field of advanced learning technologies and networked e-learning.
STAFF RESEARCH INTERESTS
Dr Paul Ashwin: Approaches to teaching and learning in higher education, phenomenographic research methodology, academic development in higher education, critical pedagogy in higher education, and peer learning in further and higher education.
Dr Sondra Cuban: Adult learning and literacy among women and immigrants, health literacy, workplace literacy and learning, community-based education. Expertise in qualitative research, especially ethnography.
Dr Catherine Fritz: Psychological study of learning and remembering, especially with respect to the role of practice and repetition, including laboratory and real world experiments; maths, stats and science learning; dyscalculia; constructive nature of perception, memory and reasoning; memory improvement strategies; remembering names.
Prof Mary Hamilton: Specialises in adult language, literacy and numeracy education and the new literacy studies. Interested in informal adult learning and everyday practices; policy issues in ALLN and comparative perspectives; media representations of educational issues. Particular interests in participatory research methodologies, the use of visual data in research and computer assisted qualitative analysis.
Dr Carolyn Jackson: Gender issues in education; social psychological aspects of teaching and learning, particularly in relation to academic self-concept; transitions in education; the PhD examination process.
50 Arts and Social Sciences
Dr Gale Parchoma: E-learning policy and practices in higher education, learner-centred instructional design, integrating human-computer interaction across curricula, blended learning models, and acquisition of social capital in Web-based learning environments.
Prof Colin Rogers: Motivational processes in educational contexts with a focus on the development of motivational style throughout the primary years of schooling. The motivational and self-esteem consequences of transfer between different educational stages (eg primary to secondary, secondary to tertiary). The relationship between motivational style and classroom behaviour and the consequential links between school ethos, motivation and the behaviour of children. Following from this there is a development interest in the development of school action plans intended to improve problematic pupil behaviour on a whole school basis.
Prof Murray Saunders: Educational policy implementation and change; work and the curriculum; national and international policy evaluation.
Dr Julie-Ann Sime: Use of simulation-based training; cognitive approaches to learning technology; human problem- solving and the use of multiple representations in reasoning - implications for learning technology; learner modelling; use of qualitative simulations in learning environments; support for authors in the design of adaptive courseware.
Dr Leanne Thompson: Perception (visual, haptic and intersensory), object recognition, mental representation, imagery, perceptual processes in reading and the educational implications of this work for disabled/SEN learners. Perceptual representation in blindness and the design of tactile pictures, transition in early years education and play-based teaching and learning.
Prof Malcolm Tight: Changing patterns of academic work; the nature of the academic experience; the history and meaning of higher education; alternative modes of study; the postgraduate and research student experience; mature and ‘non-traditional’ students; comparative studies; patterns of participation; the role of learning in adult life.
Prof Paul Trowler: Higher education policy making and policy implementation; the analysis of organisational and professional cultures in universities, particularly as they relate to change-management processes; the reception and impact in differing social contexts of learning, teaching and assessment policies and practices; discourse and identities in higher education; ethnographic research methodologies.
Dr Jo Warin: Early years care and education; home-school links; the role of gender within the formation of identity/ies; family relationships and impact on identity formation.
Dr Maria Zenios: Design issues in technology-enhanced learning environments, learner experiences and pedagogy; teacher development, computer-supported collaborative learning, learner autonomy and forms of reflection; networked open learning and professional development, communities of practice.
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