Structured PhD programmes

Learning in Educational and Training Settings

The four-year structured PhD programme in Learning in Educational and Training Settings is an internationally oriented programme. A PhD programme at the University of Twente can be started throughout the year. Read more about the related Master's programmes in Educational Science and Technology, or Psychology if you have yet to start a Master of Science programme. 

Programme overview

Contact
Prof. dr. Ton de Jong
Msc
1 year
PhD
4 years
Language
English

Learning

Student learning is the core process that is to be promoted in educational and training settings. In contemporary theories, learning is seen as a learner-centred process, characterized by awareness of the demand features of the situation (in which a situation is recognized as a learning task), sufficient motivation and volitional energy to become active, interpretation of the learning task in the light of previous knowledge, habits and available skills, execution of cognitive operations, varying from simple memorization to so-called higher-order cognitive processes, application of metacognitive strategies and deliverance of a relative end-product of learning, in the sense of a completed task or a problem solved. A key concept that integrates the more constructivist view of learning with rather instructionalist teaching and learning theories is the structuring or “scaffolding” of the learning process. The fact that individual differences of learners are likely to play a role in all these facets of learning, underlines the need for adaptability and flexibility in the application of all conditions that are directly or indirectly mobilized to support learning.

Research questions

Research questions that are dealt with in this programme, concentrate on optimizing learning in instructional settings, on creating effective conditions of schooling through professional development of teachers and improvement of school organisation and management, and on the technology and psychometric theory of the assessment of students' learning outcomes.