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.

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.

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.

Doreen Ang (2018) The implementation of blended learning in International Baccalaureate Diploma Programme (IBDP) English A curriculum in Singapore: An exploratory design-­‐based research.

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.

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.

Jordanne Christie (2016) Educational development for online teaching.

Robert Cochrane (2022) A Case Study Examining Japanese University Students' Digital Literacy and Perceptions of Digital Tools for Academic English learning.

Samuel Eneje (2022) Educating Sub-Saharan Africa: Assessing Mobile Application Use in a Higher Learning Engineering Programme.

Rasha Essam (2019) A professional development programme for supporting teachers in the design, development, and implementation of Technology Enhanced Learning activities for teaching Arabic as a foreign language.

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.

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.

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.

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.

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.

Sadullah Luders (2019) Multimedia artefacts and teaching-learning experiences relating to Summative Assessment Feedback (SAF) and student overall satisfaction.

Sean McMinn (2021) The Role of Connectors in Supporting Knowledge Construction in xMOOC Learning Networks: A Mixed Methods Case Study.

Rob Miles (2021) A Change Laboratory: A collective approach to addressing issues in laptop-mediated English language classrooms.

Phil Moffitt (2019) Transformative agency for the collaborative and future-oriented redesign of activity in military higher education: Empowering participants to change their boundary-crossing technology enhanced learning.

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.

Chris O'Toole (2019) The lived experiences of ICT and Engineering Faculty teaching in higher education institutions in Ireland and the United Kingdom, who adopt and implement mobile technology enhanced learning initiatives: A phenomenological investigation.

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.

Tony Reeves (2018) Learning in adaptive spaces: How customer experience professionals experience learning during technology-mediated interaction, and implications for organisational learning.

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.

Peter Shukie (2018) A participatory action research investigation into an open, online Community Project exploring how teaching and learning occur in a non-institutional, non-specialist, technology enhanced learning environment.

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.

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.

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.

Julie Voce (2019) Examining the effect of technology enhanced learning (TEL) support models and organisational culture on the adoption of TEL in United Kingdom (UK) higher education.

Cvetanka Walter (2021) Developing reflective practitioners online: How can anticipatory reflection support an internship?

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.