Doctoral Researchers within the Centre are individuals who are currently conducting their thesis research within the Department of Educational Research. While the Centre is proud to maintain our links with the PhD in E-Research and Technology Enhanced Learning, Doctoral Researchers within the Centre are also drawn from across the wider department. Doctoral Researchers from any of the department’s programmes are eligible for Centre membership once they have had their PhD status confirmed (for the four structured programmes, this means that Doctoral Members must be in Part Two of their programmes).
Margaret Chawawa has an interest in Digital Technologies that impact on educators, learners, digital pedagogies, curriculum, policies and practices in higher education. Emerging technologies has critical digital pedagogies in higher education as well as critical impact in the modern real world, therefore understanding these to aid the continuous transformation is crucial. Her current research includes understanding the role that Big Data might play as a critical pedagogy in higher education, starting with how academic staff experience this using phenomenography approach within the interpretivist paradigm. Her other research interests entail databases, big data analytics, strategic information systems in teaching.
Chidi Ezegwu is a multidisciplinary researcher with extensive interests and experiences in the field of gender, education, political economy, conflict and peacebuilding, media impact, young people’s development and reproductive health. He currently works as an independent research consultant, based in Nigeria. In the past six years, Chidi has contributed to the successful delivery of twenty-eight research projects in Africa, Asia, Middle East and Americas, including situation analysis, research and evaluation projects of the British Council, DFID, European Union, Organisation for Islamic Cooperation (OIC), Population Media Centre, UNDP, UNICEF, USAID, and Wikistrat. Chidi has a good track record of receiving grants, successful research leadership and has led a number of country-level cases within some comparative multi-country studies. Chidi's research profile and over thirty independent and collaborative publications, research reports and international conference papers are summarised on his WordPress site.
Zoe Hurley currently teaches in the College of Communication and Media Sciences at Zayed University, in Dubai, on undergraduate courses focusing on social media and new media writing. Her research has involved developing qualitative visual/multimodal approaches to learning and communication from gender and critical theory perspectives. She is particularly interested in participant centred methodologies for understanding social actors’ uses of technology for learning within the broader intersections of historical processes and structural inequalities.
Zoe has published articles in Social Media + Society focusing on Gulf-Arab women’s visual social media as well as technology’s emotional temperatures and postdigital entanglements. Since becoming a PhD researcher, Zoe has delivered conference paper presentations on social media learning, social media influencers, multimodality, design thinking and the Change Laboratory as well as Gulf-Arab women’s empowerment through visual social media.
Naureen Rahnuma is a senior lecturer in the department of English and Modern Languages at Independent University, Bangladesh.
Her Ph.D. research work focuses on the ways higher education students conceptualize and experience learning in institutions through English as medium of instruction (EMI) within communities where English is not the primary language of communication. Through her research, she explores the effects of EMI in content teaching and learning through digital pedagogy, delivery, quality of education and inequalities of access. Her research interests also include language learning and teaching through various eLearning tools and resources besides language across the curriculum and issues of quality assurance and enhancement in higher education.
John Stanfield is a Dental Hygienist based in Cheshire and a student on the Technology Enhanced Learning doctoral programme. His doctoral research project is to investigate Informal Learning using Hybrid Social Learning Networks (HSLN) for Professional Development Amongst Dental Professionals in the UK, through a lens of complexity theory. John is also interested in the use of emerging technologies such as VR and AR and how they may be used to distribute teaching practices in dentistry and the wider healthcare community. He has also been involved in Communities of Practice since 2000 for the UK’s Dental Hygienist community.
Annette van Rooij-Peiman
Annette van Rooij-Peiman currently works at the Computer Sciences undergraduate programme at Rotterdam University of Applied Sciences in the Netherlands. As a lecturer with a non-technical background she is responsible for subjects relating to personal, professional, project and research skills.
Annette's expertise and research interests are related to student retention/ student drop out, student success, student motivation, widening participation in HE, especially in STEM study programmes. Her PhD is a qualitative research project that focuses on the role of Psychological Capital on the retention of first year Computer Science students.
Xiaoxia Wang is a distance learning developer at the University of Lancaster and a student on the E-Research and Technology Enhanced Learning Doctoral Programme. She has over 12 years’ experience in online course instructional design and providing technical and pedagogical advice to higher education academics in distance learning design and delivery. Her research interests include online learning and teaching experience, online course instructional design, MOOCs, online learning assessment and evaluation.
Meg Westbury (@MegWestbury) is a student on the Doctoral Programme in E-Research and Technology Enhanced Learning. She is an academic librarian at the University of Cambridge with a long history of using technology for teaching and learning in library settings. She is a qualitative researcher focusing on librarians' social media practices and the production of knowledge in HE using frameworks derived from Science and Technology Studies, particularly infrastructural theories. She is particularly interested in the values that individuals' bring to their technology work and how such work engenders new identities, agencies and communities