Professional learning and technology

Our research explores the ways in which accessible technologies can be harnessed to improve professional learning for frontline workers in health and education, often in challenging circumstances. Our research aims to strengthen professional networks and improve professional practices and outcomes.

Our research emphasises the social practices, contexts, and purposes which frame the use of technologies – including digital tools – for professional learning. We use a variety of theoretical lenses through which to interrogate professional practice where technologies are used to create, access, or assess professional learning opportunities in health and education.

Entry requirements

Minimum 2:1 undergraduate degree (or equivalent). If you are not a UK citizen, you may need to prove your knowledge of English.

Current/recent research projects

• The role of technology in clinical legal education
• The efficacy of a virtual reality courtroom to support police learning
• AI integration in a work-based distance learning environment
• Factors influencing BSL interpreters’ decision-making to work in higher education
• Building community and self-efficacy with e-learning
• Investigating the pedagogical use of chatbots to support student learning in higher education
• Using Learning Analytics in practice
• Head teachers’ attitudes and responses to early career teachers’ digital footprints

Potential supervisors

• Dr Kris Stutchbury

Fees and funding

PhD fees

Professional doctorate fees

Some of our research students are funded via the Faculty or The Grand Union Doctoral Training Partnership; others are self-funded.

For detailed information about fees and funding, visit Fees and studentships.

To see current funded studentship vacancies across all research areas, visit Current studentships.

Links

• Institute of Educational Technology