Faculty-Led Courses
Faculty hold organized classes with their own doctoral students once per year (fall or spring) instead of teaching general topics courses.
University of North Texas · Department of Learning Technologies
A framework for doctoral education in Learning Technologies. Students learn by working at the elbows of experts.
Background
Too many topics courses create difficult scheduling conflicts across the program.
Most topics courses rely on technology skills that only a few faculty possess (6210, 6220, 6230).
ATPI topics were never integrated into options, leaving one-third to one-half of students without coursework relevant to their interests or research.
Organized courses with major professors build stronger research relationships and produce better portfolio outcomes and publications.
The Model
"Students learn by working at the elbows of experts."
— Lave & WengerFaculty hold organized classes with their own doctoral students once per year (fall or spring) instead of teaching general topics courses.
Faculty write a plan each semester outlining the research focus, writing goals, and specific product outcomes for the group.
Students learn the research and design methods their major professor is expert in, developing their own specialized expertise over time.
Newer students (legitimate peripheral participants) are guided into active research by the major professor and 2nd–4th year students working alongside them.
Outcomes
Less complex course scheduling and advising for both faculty and students.
Faculty maintain closer working relationships with students throughout the entire program.
Increases department-wide research, publication, and scholarly production.
Makes building a strong portfolio significantly easier for doctoral students.
Better alignment of dissertation topics to faculty expertise leads to stronger, more focused dissertations.
Improved teaching and learning outcomes across the doctoral program.
Curriculum
| Term | Course 1 | Course 2 | Hrs |
|---|---|---|---|
| Fall | LTEC 6000 — Overview of LT and Theories | LTEC 6501 — Research I | 6 |
| Spring | LTEC 6010 — Behavioral, Cognitive & Social Theory | LTEC 6505 — Research II | 6 |
| Summer | LTEC XXXX — Academic Writing in LT | LTEC 6800 — Cognitive Apprenticeship I | 6 |
| Year 1 Total | 18 | ||
| Term | Course 1 | Course 2 | Hrs |
|---|---|---|---|
| Fall | LTEC 6511 — Quantitative Research Methods | LTEC 6020 — Advanced ID Models | 6 |
| Spring | LTEC 6512 — Qualitative Research Methods | LTEC 6030 — Emerging Technologies | 6 |
| Summer | LTEC 6800 — Cognitive Apprenticeship II | 6 | |
| Year 2 Total | 18 | ||
| Term | Course 1 | Course 2 | Hrs |
|---|---|---|---|
| Fall | Advanced Research Elective — 6514, 6515, or 6516 | LTEC 6121 — Adult Learning & Workforce | 6 |
| Spring | LTEC 6040 — Distance Education | LTEC 6480 — Dissertation Preparation | 6 |
| Year 3 Total | 12 | ||
Begins the summer immediately following Year 3 spring.
| Term | LTEC 6950: Dissertation Research | LTEC 6800: Cognitive Apprenticeship | Hrs |
|---|---|---|---|
| Summer | Enrolled | Meets with 6950 (merged section) | 6 |
| Fall | Enrolled | — | 3 |
| Spring | Enrolled | — | 3 |
| Summer | Enrolled | Meets with 6950 (merged section) | 3 |
This fall/spring/summer pattern repeats until the dissertation is complete. Minimum 12 credit hours of LTEC 6950.
Program Structure
Program Data
| Coursework Year | Approximate Students |
|---|---|
| Year 1 | ~13–14 students |
| Year 2 | ~13–14 students |
| Year 3 | ~13–14 students |
Operational Constraint
Doctoral courses require a minimum enrollment of 10 students to run. With ~13–14 students per cohort year, enrollment is already tight.
Faculty Requirements
Each faculty member teaching a Research Team course must provide the following for their section:
The title of the cognitive apprenticeship / special problems course for this semester.
The procedure for conducting the study or research focus of this topic area.
The expected deliverable(s) students will produce as a result of participating in this course.