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To view the Fall 2024 Academic Calendar, go to www.sfu.ca/students/calendar/2024/fall.html.
Educational Technology and Learning Design
Doctor of philosophy (PhD) degrees signify the acquisition of advanced knowledge in a field of specialization and advanced competence in conducting significant and original education research. This program develops highly qualified educational technology researchers and designers in academia, research and development labs, corporations, school boards or other settings. The program is organized in close conjunction with the master in educational technology and learning design program.
Admission Requirements
Applicants must satisfy the University admission requirements as stated in Graduate General Regulations 1.3 in the SFU Calendar. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.
Admission is granted to a specific degree and to a particular program or specialization. Application information is available from the Faculty of Education.
Admitted students satisfy all requirements for the master in educational technology and learning design. Applicants are welcomed from a variety of educational and technical backgrounds, although they may be required to complete courses from the master of arts (MA) program before beginning course work on the PhD.
Program Requirements
This program consists of courses, a comprehensive examination and a thesis for a minimum of 43 units. The supervisory committee may require further work in the Faculty of Education or other faculties. Students are encouraged to complete additional courses from related units outside of the Faculty of Education. In addition to the course requirements listed below, students must also participate in the Educational Technology Program Institute each term.
Students must complete
Focus on critical analysis of quantitative research in education. Research studies examined will be based on exploratory and confirmatory data analysis, including group comparisons and correlations. Students will use calculators and computers for data analysis and display. Prerequisite: EDUC 810 or 864.
This course introduces students to qualitative research in education and examines topics such as identifying problems, using conceptual frameworks, coding, data analysis, drawing interpretations, and constructing arguments.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
| G001 |
Sessional |
Jan 6 – Apr 9, 2025: Mon, 4:30–9:20 p.m.
|
Surrey |
A doctoral-level survey of major scholars, theories and technological contributions shaping the field of educational technology and learning design. This offering focuses on understanding and differentiating several traditions of research development that have shaped and continue to shape the field.
A doctoral-level survey of major scholars, theories and technological contributions shaping the field of educational technology and learning design. This offering focuses on the interdependence of perspectives on knowing, learning, teaching and design, and the use of technology to support these processes. Prerequisite: Admission to ETLD program.
and one of
Students will study in depth various qualitative methodological approaches to educational research, will develop competence to contribute significantly to knowledge in their particular field of study, and will engage in intensive practice of various methodological approaches to qualitative research introduced in EDUC 866. Prerequisite: EDUC 866.
Methods for analyzing multivariate data in educational research, meta-analytic methods, and applications and frailties of advanced quantitative analysis. Illustrations from educational research are used throughout. Prerequisite: EDUC 863 and 864 or permission of instructor. Students with credit for EDUC 865 may not take this course for further credit.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
| G001 |
Tenzin Doleck |
Jan 6 – Apr 9, 2025: Wed, 4:30–8:20 p.m.
|
Burnaby |
and a comprehensive examination
and a thesis
The comprehensive examination is normally completed in the term in which course requirements are completed, or the term immediately following. A major part of this program is original research. A thesis describing this is submitted and defended. Normally, before the fourth course, a thesis research plan is presented to the supervisory committee.
* The prerequisites must also be satisfied, either prior to admission or during enrollment (see EDUC courses for prerequisites).
Program Length
Students are expected to complete the program requirements within 18 terms.
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the Graduate General Regulations, as well as the specific requirements for the program in which they are enrolled.