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Original Research ARTICLE

Front. Educ. | doi: 10.3389/feduc.2020.00150

Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe Provisionally accepted The final, formatted version of the article will be published soon. Notify me

  • 1Graz University of Technology, Austria
  • 2The Open University (United Kingdom), United Kingdom
  • 3Norwegian University of Science and Technology, Norway
  • 4Tallinn University, Estonia
  • 5University of Macedonia, Greece
  • 6Cyprus University of Technology, Cyprus
  • 7Pompeu Fabra University, Spain
  • 8Heidelberg University of Education, Germany
  • 9RWTH Aachen University, Germany
  • 10University of Aveiro, Portugal
  • 11Zurich University of Applied Sciences, Switzerland
  • 12École Polytechnique Fédérale de Lausanne, Switzerland
  • 13Institut Mines-Télécom, France

Technology enhanced learning (TEL) research connects Learning Sciences, Educational Psychology, and Computer Science, in order to investigate interventions based on digital technologies in education and training settings. In this paper, we argue that doctoral training activity for TEL needs to be situated at the intersection of disciplines in order to facilitate innovation. For this, we first review the state of disciplinarity in TEL, reviewing existing meta-studies of the field. Then, we survey 35 doctoral education programmes in Europe in which doctoral students working on TEL topics are enrolled. Findings indicate that most doctoral schools are associated with a single discipline and offer methodological rather than content-specific modules. TEL-specific content is provided only in exceptional cases, creating a potentially isolating gap between master-level education and scientific conferences. On this background, we argue that cross-institutional doctoral training is important to progress TEL as a field. In this paper, we study and share the approach of an international doctoral summer school organised by the European society EA-TEL over the past 15 years. The summer school provides foundational methodological knowledge from multiple disciplines, content-specific topical knowledge in TEL, access to cutting edge scientific discourse, and discussion of horizontal issues to doctoral students. We further provide an analysis of shifting programme topics over time. Our analysis of both, institutional as well as cross-institutional doctoral training in TEL, constitutes this paper’s core contribution in that it highlights that further integration of perspectives and knowledge is to be done in TEL; together with codification and explication of knowledge in the intersection of disciplines.

Keywords: Technology enhanced learning (TEL), doctoral training, Doctoral education, Educational Technology, Learning Technology, Survey, case study

Received: 14 Apr 2020; Accepted: 29 Jul 2020.

Copyright: © 2020 Pammer-Schindler, Wild, Fominykh, Ley, Perifanou, Soule, Hernández-Leo, Kalz, Klamma, Pedro, Santos, Glahn, Economides, Parmaxi, Prasolova-Forland, Gillet and Maillet. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Viktoria Pammer-Schindler, Graz University of Technology, Graz, Austria, viktoria.pammer@tugraz.at