Examples of theses from the TEL programme
Ahmed Mokhtar Abdelaziz (2018) Developing employability and job-related skills at mobile learning environments: A case study at an industrial training centre.
Alex Acuyo Cespedes (2022) An Insight into Higher Education Teachers’ Perceptions During Emergency-Remote-Teaching Through a Networked Learning Lens : A Phenomenographically-Informed Inquiry.
Nafeth Al Hashlamoun (2017) Exploring the factors affecting the adoption of e-assessments among the computer and information science programmes in a Higher Education Institution in the Middle East (HEIME).
Rasha Al Okaily (2019) Moving towards Flexible Ubiquitous Agnostic Design (FUAD) Framework from an informed view of lecturers’ practices.
Sebah Al-Ali (2021) Teaching during a pandemic: A cultural-historical activity theory analysis.
Majdah Alblooshi (2025) The Impact of e-Maturity Models and Framework on Teaching and Learning Practices in the United Arab Emirates Government Schools.
Timos Almpanis (2015) Staff development and wider institutional approaches around technology enhanced learning in higher education institutions in the United Kingdom from the heads of e-learning perspective.
Peter Alston (2017) Influential factors in the design and implementation of electronic assessment at a research-led university.
Joseph Appleton (2022) Developing Arleno, an Open-source Learning Tool to Engage Learners Collaboratively and Critically in Text-based Learning Materials : A Design-based Research Study.
Niamh Armstrong (2022) Investigating digital agility : Using a chatbot to scaffold learning opportunities for students.
Georgina Louise Avard (2017) Technology enhanced learning innovation, TEQSA threshold standards and Australian higher education: A developmental phenomenographic study of educational designer's understandings and experiences.
Barry Avery (2016) e-Portfolio assessment in networked learning based communities.
Kishori Balliammanda Changappa (2024) Change in the Learning Habits of Higher Education Students in Oman with Increasing Ubiquity of Technologies such as Wireless Networking and Mobile Devices.
Charles Barker (2021) Video as a tool in the development of oral presentation competence among undergraduate law students: An activity theory based analysis.
Jacqui Basquill (2018) “A tool not a substitute”: A multiple case study investigation of technology use in the early years foundation stage.
Nicholas Bovee (2021) Left to Their Own Devices: On Using iPads Within a Flipped Classroom Approach to Support Student Autonomy and Engagement in Compulsory EFL Classes.
Michael Bowles (2021) An exploration of the mediating effects of a digital, mobile vocabulary learning tool and device use on Gulf Arab learners’ receptive vocabulary knowledge and capacity for self-regulated learning.
Rose-Anne Camilleri (2019) Investigating the impact/role of the interactive whiteboard on teaching practices in Maltese kindergarten classrooms through an activity theory approach.
Dearbhla Casey (2017) Transnational students’ accounts of processes of networked learning: A phenomenographic study.
Vlad Chiriac (2022) The Shadow Learning Landscape of paramedic student experiences : A Complexity Sensitized Exploration of the Learning-Technology-Spaces Intersection.
Jordanne Christie (2016) Educational development for online teaching.
Seanan Clifford (2022) Changing Shared Work Practice : Developing Faculty and Administration Voices in Institutional Educational Technology Policy in South Korea.
Robert Cochrane (2022) A Case Study Examining Japanese University Students' Digital Literacy and Perceptions of Digital Tools for Academic English learning.
Liz Dovrat (2024) A Descriptive Multiple Case Study of the Factors and Practices of Sustainability in Co-Designed Virtual Exchanges.
Samuel Eneje (2022) Educating Sub-Saharan Africa: Assessing Mobile Application Use in a Higher Learning Engineering Programme.
Reza Eshtehardi (2024) The provision and experience of an accredited online programme for English language teacher training : an activity systems analysis.
Karen Fiege (2020) Emotional safety and identity expression within online learning environments in higher education: Insights from a Canadian college.
Michelle Flood (2018) Shaping up for success: A qualitative case study on the impact of using interactive radar graphs on workplace-based assessment practices for pharmacy interns in Ireland.
Sandra Flynn (2023) Ireland and the lifelong learning curve : The intergenerational contribution to digital literacy for life.
Geraldine Gorman (2024) Perceived experiences of preparing accounting students with digital skills for the workplace : An exploratory grounded approach study at a newly formed Technological University in Ireland.
Amelia Gottler (2024) Tickling the Digital Ivories : Adults’ Experiences of Learning a Musical Instrument Using a Mobile Application.
Satchie Haga (2024) Teaching with silence : Foreign teacher transformation in Japan.
Ioana Hartescu (2020) Project-based learning and the development of students' professional identity: A case study of an instructional design course with real clients in Romania.
Fiona Harvey (2024) Digital Decisions in UK Higher Education : How Leaders and Influencers Perceive and Manage Digital Access.
Claire Hawkins (2019) Young people's perceptions and management of cyberbullying in secondary schools: An exploratory study using a socio-ecological lens.
Vjeko Hlede (2019) Quality improvement education and interprofessional learning of the perioperative team: [From theory to reality].
Lyz Howard (2018) An exploration of the potential for analytic autonetnography as an emerging eResearch methodology, to examine my networked learning teaching praxis.
Zoe Hurley (2019) Social media and Gulf-Arab women’s empowerment: Lessons in dynamics and distractions.
John Iveson (2019) Task-based language teaching frameworks in technology enhanced learning contexts.
Mike Johnson (2019) Using mobilage thinking to study healthcare students’ experiences of using and learning to use mobile phones for academic work.
Olajide Jolugbo (2025) An evaluative case study of the program debugging behaviour of the paired Software Development Technician Apprentice in a geographically distributed environment.
Abedelaziz Khalil (2024) Qualitative variation in perceptions of Open Educational Practices by educators and academic administrators : A phenomenographic analysis.
Aisha Khan (2023) Education policies of Pakistan : A critical discourse analysis for the implementation of ICTs in the education sector.
Maria Kotsovoulou (2020) Exploring student perceptions about the use of visual programming environments, their relation to student learning styles and their impact on student motivation in undergraduate introductory programming modules.
Mary Lefaiver (2023) Operationalising Feminist Pedagogic E-leadership-as-practice in Enterprise Learning and Development : An Autoethnographic Bricolage.
Maria Loizou (2019) Exploring the universal design principles of a Flipped Classroom Model for Inquiry-Based Learning in Cyprus primary education context: A Multiple Case Study.
Denisse Lopez Benavides (2018) The nature of peer-feedback in a MOOC: A case study.
David Love (2025) Building trust between Learning Designers and Subject Matter Experts in online course development : A case study.
Sadullah Luders (2019) Multimedia artefacts and teaching-learning experiences relating to Summative Assessment Feedback (SAF) and student overall satisfaction.
Geraldine McDermott-Dalton (2023) Investigating the use of multimodal screencasts to teach disciplinary concepts in higher education.
Damian Mcdonald (2024) Student Wants, Needs, Preferences, and Engagement with Learning in Social Informal Learning Spaces on Higher Education Institution Campuses.
Sean McMinn (2021) The Role of Connectors in Supporting Knowledge Construction in xMOOC Learning Networks: A Mixed Methods Case Study.
Colette Mazzola-Randles (2024) Webcam use in online synchronous learning: a case study of students from disadvantaged backgrounds in the UK. : English.
Rob Miles (2021) A Change Laboratory: A collective approach to addressing issues in laptop-mediated English language classrooms.
Claire Moscrop (2023) Conceptualising the problematic nature of feedback in higher education : Mapping the path to enabling student engagement.
Dale Munday (2025) The participative development of blended learning activity across a higher education institution : Navigating potentiality in a Change Laboratory research-intervention.
Tony Murphy (2018) Exploring the challenges of managing blended learning courses in selected Irish higher education institutes: An activity theory study.
Halah Nasseif (2021) Learning analytics and dashboards, examining course design and students’ behavior: A case study in Saudi Arabian Higher Education.
Tan Nguyen (2017) A Study of Students' Conceptions of Networked Learning in a Developing Country Setting.
Maisa Sami Nemer Obeid (2024) Enhancing Digital Access in Higher Education : Accessibility Tools and Training for All Students and Faculty in the Saudi Arabian Context.
David Pike (2020) Guided learning and Technology Enhanced Learning – an evaluation of the impact upon students’ learning experiences at a UK HEI.
Seema Pillai (2017) An investigation of implementation, adoption and use of technology for enhancing students’ CoreLife Skills in a vocational institute: A Case Study informed by Actor-Network Theory.
Ravindra Prasad (2020) Mobile learning for sales and service personnel: Case studies in the corporate training environment.
Karen Rosemin (2024) Immersive Storymaking : An Emerging Art Form for Virtual Reality Learning Environments.
Fayola St.Bernard (2023) Examining the Impact of Game-Based Learning on Student Engagement and Performance in an Introductory Computer Programming Course at the University of the Southern Caribbean (USC).
Mariam Aman Shah (2021) MOOCs without borders. Investigating the dynamics of a contextualised approach to scalable online learning, inclusion of displaced populations and conditions of poverty.
Ayman Shargawi (2017) Understanding the human behavioural factors behind online learners’ susceptibility to phishing attacks.
John Stanfield (2024) Informal learning using hybrid social learning networks for continuing professional development amongst dental professionals in the UK.
Katharine Stapleford (2021) Re-examining interaction and transactional distance through the lived experiences of postgraduate online distance learners.
Vassilia Stefanou (2021) Investigating the implementation of blended provisions for an introductory computer module.
Cassandra Sturgeon Delia (2024) Implementing augmented reality technology in teaching human anatomy : an educator’s autoethnography.
Simon Thomson (2023) Experiencing Academic Staff Development through TPACK : A Phenomenographic Study.
RobTootell (2023) Academic skills provision, student transition, and mobile app innovation : Developing a framework for support in higher education.
Ruth Topol (2016) Manipulating affordances in practice: A hermeneutic phenomenological study of mobility impairment and uses of digital technologies in work.
Mike Toyn (2018) How do technologies support School Direct students' learning on a PGCE with Qualified Teacher Status within a Networked Learning Model.
Christopher Tuffnell (2024) Supporting the professional development of educators for blended learning design using TPACK: A design-based research study.
Anietie Godswill Ukpabio (2021) Together But Alone : Belongingness and Troublesome Socio-Academic Identities of Distance Doctoral Students.
Salman Usman (2020) Using the Pomodoro Technique® to help undergraduate students better manage technology-based multitasking during independent study: A design-based research investigation.
Tunde Varga-Atkins (2018) Designing curricula to develop digitally capable professionals in engineering and management: The case in two universities.
John Velandia (2023) A learning analytics model for measuring and evaluating the impact of training programmes in organisations.
Cvetanka Walter (2021) Developing reflective practitioners online: How can anticipatory reflection support an internship?
Scott Webber (2022) Perspectives of teamwork : Looking at teamwork leadership through the lens of student Emergency Medical Technicians in the State of Qatar.
Margaret Westbury (2020) Academic librarians’ Twitter practices and the production of knowledge infrastructures in higher education.
Iris Wunder (2017) The influence of cultural background on teaching and learning in synchronous online sessions.
Hennie Yip (2019) From design to practice: Teachers’ experiences and perspectives of blended professional development in Hong Kong.
Lin Zhang (2021) Gamification Design in Self-Paced Online Courses for Adult Learners: A Mixed Methods Study.
Tina Zubovic (2024) Developing a Conceptual Framework of Online Learning for Youth (OLY) through Grounded Theory : Young Learners’ Experiences in a Croatian School.