Higher Education from a Learning Analytics Perspective: an Exploration of the Theory Choice in Doctoral Educational Research

Jiang, Siyu ; Nistor, Nicolae und Stanciu, Dorin (2023): Higher Education from a Learning Analytics Perspective: an Exploration of the Theory Choice in Doctoral Educational Research. TEEM 2022: Tenth International Conference on Technological Ecosystems for Enhancing Multiculturality, Salamanca, Spain, October 19–21, 2022. García-Peñalvo, Francisco José und García-Holgado, Alicia (Hrsg.): In: Proceedings TEEM 2022: Tenth International Conference on Technological Ecosystems for Enhancing Multiculturality, S. 1190-1198

Abstract

So Far, Little Empirical Research Has Paid Attention to Doctoral Dissertations and Considered the Influence of Academic Culture on Dissertation Writing. The Purpose of the Study Is to Explore Theory Choice in Doctoral Educational Research. In Academic Communities of Practice, Doctoral Dissertations Are Regarded As Cultural and Conceptual Artifacts. To Address the Research Gap, Our Study Focuses On Two Research Questions: (1) Which Learning Theories Do Doctoral Students Choose for Their Educational Research? (2) What Is the Relationship Between Theory Preference and the University’s Research Quality? The Corpus in Our Study Consists of N = 878 Doctoral Dissertations at 88 U.S. Universities. We Examined Text Similarities Between 141 Learning Theories and Dissertations Within and Across Universities. The Results Suggest That Doctoral Researchers at Higher-Level Universities Might Prefer Classic Theories, Whereas Those at Lower-Level Universities Might Prefer Specialized Theories. The Study Makes Headway in Higher Education Research With a Focus On Doctoral Dissertations and Potentially Improving the Quality of Research and Higher Education Institutions.

• Dokumententyp: Konferenzbeitrag (Paper)
• Publikationsform: Publisher's Version
• Fakultät: Psychologie und Pädagogik > Department Psychologie > Empirische Pädagogik und Pädagogische Psychologie
• Themengebiete: 100 Philosophie und Psychologie > 150 Psychologie
• ISSN: 2196-4963
• Sprache: Englisch