Abstract
While information and communication technologies (ICT) are prominent in educational practices at most levels of formal learning, there is relatively little known about the skills and understandings that underlie their effective and efficient use in research higher degree settings. This project aimed to identify doctoral supervisors’ and students’ perceptions of their roles in using ICT. Data were gathered through participative drawing and individual discussion sessions. Participants included 11 students and two supervisors from two New Zealand universities. Focus of the thematic analysis was on the views expressed by students about their ideas, practices and beliefs, in relation to their drawings. The major finding was that individuals hold assumptions and expectations about ICT and their use; they make judgements and take action based on those expectations and assumptions. Knowing about ICT and knowing about research processes separately form only part of the work of doctoral study. Just as supervision cannot be considered independently of the research project and the student involved, ICT skills and the use of ICT cannot be considered in the absence of the people and the project. What is more important in terms of facilitating the doctoral research process is students getting their “flow” right. This indicates a need to provide explicit support to enable students to embed ICT within their own research processes.
Highlights
While information and communication technologies (ICT) are prominent in educational practices at most levels of formal learning, there is relatively little known about the skills and understandings that underlie their effective and efficient use in research higher degree settings
(2018), we did not approach this investigation from a position that assumes that ICT are natural and needed solutions to problems related to improving and facilitating effective learning, teaching and research
Comments focused on various ICT being used and often on skills needed in order to use them
Summary
While information and communication technologies (ICT) are prominent in educational practices at most levels of formal learning, there is relatively little known about the skills and understandings that underlie their effective and efficient use in research higher degree settings. This project aimed to identify doctoral supervisors’ and students’ perceptions of their roles in using ICT. These studies often highlight the capacity of ICT for facilitating teaching, learning and administrative activity within educational institutions and systems (e.g., Marshall & Shepherd, 2016) They cover numerous areas of importance from theoretical, practical, and philosophical angles and include the perspectives and needs of learners, educators and institutions (e.g., Nichols, Anderson, Campbell, & Thompson, 2014)
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More From: International Journal of Educational Technology in Higher Education
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