|Study location||Estonia, Tallinn|
|Application fee||€100 one-time|
Postgraduate diploma (or higher)
Doctoral Level (PhD) applicants must have a research MA Degree or corresponding qualifications and experience.
At least 60% of the possible results is expected.
Please see a list of required documents documents here: www.tlu.ee/en/phd
The entry qualification documents are accepted in the following languages: English / Estonian.
All academic documents (diploma, transcript) need to be certified by a public notary or issuing university. If the document is not in English or Estonian it also needs to be officially translated.
All required documents must be uploaded with the application by the application deadline. Please do not send your documents by post until you have personally been asked to do so. Please also read the country-specific requirements (www.tlu.ee/en/country-specific-requirements). There may be specific requirements for which documents need to be uploaded.
Once you have been asked to send your documents by post, please make sure that the copies of education documents have been officially certified (www.tlu.ee/certified-copies-and-translations-educational-documents).
The address for sending your documents is:
Please read about the application procedure here: www.tlu.ee/en/application-procedure
Only applicants who have completed their previous levels of education or their previous studies fully in English in the United States, Canada, the Commonwealth of Australia, New Zealand or the EU/EEA countries (attested proof from the previous educational institution required), will be exempted from submitting an international language test as a proof of their English proficiency.
IELTS (International English Language Testing System) academic: 5.5 (with a minimum of 5.5 in each component). Copy of the IELTS Test Report Form is accepted as it will be verified online by Tallinn University.
B2 First (First Certificate in English): 162 (with a minimum of 162 in each component)
Candidates presenting Cambridge English tests should make their results available in the online system for Tallinn University to be verified.
TOEFL (Test of English as a Foreign language) internet based (TOEFL iBT® Test): 72 (with a minimum result of 18 in reading, 17 in listening, 20 in speaking and 17 in writing component). The test result has to be sent directly to Tallinn University, by the test centre. It is also possible to order the test results to be sent to Tallinn University online (Tallinn University Code number is: 0449).
PTE academic (Pearson test of English): 51 (with a minimum of 51 in each component). Test result has to be sent to Tallinn university through the secure PTE portal.
Tallinn University only accepts English language test scores which have been taken no more than 2 years before the beginning of studies.
Students graduated from International Baccalaureate studies with ENGLISH B Level HL at least grade 6 or ENGLISH A Level with at least grade 5 do not have to prove their English proficiency for B2 level.
NB! Students coming from Finland do not have to prove their language proficiency for B2 level if they have at least “cum laude approbatur” (pitkä oppimäärä) in their matriculation certificate.
Students coming from Latvia do not have to prove their language proficiency for B2 level if they have at least grade “A” or “B” in their General Secondary Education Certificate.
More information is available here: www.tlu.ee/en/proof-english-proficiency
MUST BE SUBMITTED WITH THE APPLICATION ON THE ONLINE APPLICATION SYSTEM BY THE APPLICATION DEADLINE:
Copy of a Bachelor’s degree certificate or certificate of a corresponding qualification + Transcript of Records/Academic Transcript (official translations are requested if the documents are not in English);
Copy of a Master’s degree certificate or certificate of a corresponding qualification + Transcript of Records (official translations are requested if the documents are not in English);
Copy of the identification page of passport;
Proof of English language Proficiency;
Thesis proposal signed by the prospective supervisor;
Copy of a Sworn Affidavit to Confirmation of Name if the applicant’s name stated in his/her passport differs from the name on any of the other required documents;
Applicants applying for adjustments to be made during the admission exams due to his/her physical or psycho-social special need must submit a copy of medical proof of this special need.
Please also read the country-specific requirements. There may be specific requirements of which documents need to be uploaded.
More information is available here: www.tlu.ee/en/hti/educational-sciences#admission
Specific requirements for Non-EU applicants:
Please also see the country specific requirements: www.tlu.ee/en/country-specific-requirements
In Student-centered learning (SCL), students take responsibility for their own learning, generate learning
opportunities and reconstruct knowledge dynamically in an open-ended learning environment (Hannafin et al. 2014). Implementation of SCL on a larger scale in schools, however, is a challenge due to the complexity of such learning arrangements. The application of different types of learning technology in these settingsfurther increases the complexity for the learner.
The CEITER research group at TLU is co-developing, implementing and researching different scenariosfor student-centered learning in cooperation with Estonian secondary school teachers through collaborative research methods (like EDULABS) in an experimental classroom setting (EDUSPACE). There is now a need to assess different aspects of SCL such as student engagement, transformative experience, conceptual change or higher order thinking.
The general guiding research question is: What are the essential cognitive and instructional factors that promote engagement in student-centered collaborative learning in technology-rich environments, and how to measure their impact on student learning?
The prospective PhD student should have experience with empirical research in educational settings and ideally with the development and adaptation of empirical research instruments (such as observation schemes, questionnaires, tests or technology-based solutions). The research could focus on different aspects of SCL and its impact, such as
1. Conceptual change in collaborative learning settings
Different factors that influence students’ conceptual change have been explored, however, rather than focusing research attention on cognitive processes and conceptual structures only, research should also concentrate on what kind of social engagements and interactions provide the proper context for learning to take place (Fleer, 2009). The PhD project aims to explore how collaborative learning activities and group dynamics contribute to conceptual change and restructuring of students’ misconceptions, and to develop and validate a respective research instrument.
2. Student engagement in student-centered learning scenarios
Student-centered learning scenarios facilitated with technology-enhanced pedagogical practices have potential to support students’ deep-learning (long-term retention and transferable skills) and classroom engagement. The aim of PhD project is to explore student classroom engagement from four dimensions: behavioural, emotional, agentical and cognitive (Christenson et al., 2013; Fredricks, Blumenfeld, & Paris 2004; Reeve, 2013) in different student centered learning scenarios, and to develop and validate a respective research instrument.
3. Transformative experience through creating artefacts
Learning through curating, modifying or authoring digital or physical artifacts of various kinds (ideas, practices, models, representations, etc.) (Hsu, Baldwin, Ching, 2017; Slussareff & Bohácková, 2016; Paavola, Engeström & Hakkarainen, 2012) emphasizes learners as active participants in knowledge building. Getting a creator’s role, students are likely to recognize personal relevance and meaningfulness and to be deeply engaged with the phenomenon/artefact under focus both behaviorally (actively using concepts) and cognitively (relating concepts to one’s experience) forming basis for students’ transformative
experience – a particular instantiation of transformative learning in which students use content ideas in everyday experience to see and value the out-of-school lives in new ways (Pugh et al., 2017).
The aim of the PhD project is to explore cognitive and instructional aspects that promote students’ engagement and transformative experience in SCL, and to develop and validate a respective research instrument.