Παρακαλώ χρησιμοποιήστε αυτό το αναγνωριστικό για να παραπέμψετε ή να δημιουργήσετε σύνδεσμο προς αυτό το τεκμήριο: https://hdl.handle.net/20.500.14279/19288
Πεδίο DCΤιμήΓλώσσα
dc.contributor.authorPammer-Schindler, Viktoria-
dc.contributor.authorWild, Fridolin-
dc.contributor.authorFominykh, Mikhail-
dc.contributor.authorLey, Tobias-
dc.contributor.authorPerifanou, Maria-
dc.contributor.authorSoule, Maria Victoria-
dc.contributor.authorHernández-Leo, Davinia-
dc.contributor.authorKalz, Marco-
dc.contributor.authorKlamma, Ralf-
dc.contributor.authorPedro, Luís-
dc.contributor.authorSantos, Carlos-
dc.contributor.authorGlahn, Christian-
dc.contributor.authorEconomides, Anastasios A.-
dc.contributor.authorParmaxi, Antigoni-
dc.contributor.authorPrasolova-Førland, Ekaterina-
dc.contributor.authorGillet, Denis-
dc.contributor.authorMaillet, Katherine-
dc.date.accessioned2020-10-28T09:20:38Z-
dc.date.available2020-10-28T09:20:38Z-
dc.date.issued2020-08-20-
dc.identifier.citationFrontiers in Education, 2020, vol. 5, articl. no. 150en_US
dc.identifier.issn2504284X-
dc.identifier.urihttps://hdl.handle.net/20.500.14279/19288-
dc.description.abstractTechnology 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 programs 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 article, we study and share the approach of an international doctoral summer school organized 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 program 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.en_US
dc.formatpdfen_US
dc.language.isoenen_US
dc.relation.ispartofFrontiers in Educationen_US
dc.rights© 2020 Pammer-Schindler, Wild, Fominykh, Ley, Perifanou, Soule, Hernández-Leo, Kalz, Klamma, Pedro, Santos, Glahn, Economides, Parmaxi, Prasolova-Førland, Gillet and Maillet.en_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectCase studyen_US
dc.subjectDoctoral educationen_US
dc.subjectDoctoral trainingen_US
dc.subjectEducational technologyen_US
dc.subjectLearning technologyen_US
dc.subjectSurveyen_US
dc.subjectTechnology-enhanced learningen_US
dc.titleInterdisciplinary Doctoral Training in Technology-Enhanced Learning in Europeen_US
dc.typeArticleen_US
dc.collaborationGraz University of Technologyen_US
dc.collaborationOpen University UKen_US
dc.collaborationNorwegian University of Science and Technologyen_US
dc.collaborationTallinn Universityen_US
dc.collaborationUniversity of Macedoniaen_US
dc.collaborationCyprus University of Technologyen_US
dc.collaborationUniversitat Pompeu Fabraen_US
dc.collaborationUniversity of Educationen_US
dc.collaborationRWTH Aachen Universityen_US
dc.collaborationUniversity of Aveiroen_US
dc.collaborationZurich University of Applied Sciencesen_US
dc.collaborationÉcole polytechnique fédérale de Lausanne (EPFL)en_US
dc.collaborationitut Polytechnique de Parisen_US
dc.subject.categoryEducational Sciencesen_US
dc.journalsOpen Accessen_US
dc.countryAustriaen_US
dc.countryUnited Kingdomen_US
dc.countryNorwayen_US
dc.countryEstoniaen_US
dc.countryGreeceen_US
dc.countryCyprusen_US
dc.countrySpainen_US
dc.countryGermanyen_US
dc.countryPortugalen_US
dc.countrySwitzerlanden_US
dc.countryFranceen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
dc.identifier.doi10.3389/feduc.2020.00150en_US
dc.relation.volume5en_US
cut.common.academicyear2019-2020en_US
item.fulltextWith Fulltext-
item.languageiso639-1en-
item.grantfulltextopen-
item.openairecristypehttp://purl.org/coar/resource_type/c_6501-
item.cerifentitytypePublications-
item.openairetypearticle-
crisitem.journal.journalissn2504-284X-
crisitem.journal.publisherFrontiers Media-
crisitem.author.deptLanguage Centre-
crisitem.author.deptLanguage Centre-
crisitem.author.facultyLanguage Centre-
crisitem.author.facultyLanguage Centre-
crisitem.author.orcid0000-0001-7798-2426-
crisitem.author.orcid0000-0002-0687-0176-
crisitem.author.parentorgCyprus University of Technology-
crisitem.author.parentorgCyprus University of Technology-
Εμφανίζεται στις συλλογές:Άρθρα/Articles
Αρχεία σε αυτό το τεκμήριο:
Αρχείο Περιγραφή ΜέγεθοςΜορφότυπος
feduc-05-00150.pdfFulltext2.72 MBAdobe PDFΔείτε/ Ανοίξτε
Table_1_Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe.DOCXSupplement290.92 kBMicrosoft Word XMLΔείτε/ Ανοίξτε
CORE Recommender
Δείξε τη σύντομη περιγραφή του τεκμηρίου

SCOPUSTM   
Citations

9
checked on 6 Νοε 2023

WEB OF SCIENCETM
Citations

8
Last Week
0
Last month
0
checked on 29 Οκτ 2023

Page view(s)

349
Last Week
0
Last month
33
checked on 14 Μαρ 2025

Download(s)

151
checked on 14 Μαρ 2025

Google ScholarTM

Check

Altmetric


Αυτό το τεκμήριο προστατεύεται από άδεια Άδεια Creative Commons Creative Commons