26.10.2021
õppimine

Study Information

The Institute of Education currently provides 6 bachelor programmes, 6 master's programmes and 1 doctoral programme. Two programmes are taught in English: Educational Technology (MA) and Educational Science (PhD). You can find the full list of our programmes here.

Academic affairs specialists

Educational Technology (MA)

Anneli Adamson

+372 737 6440
Jakobi 5-A131
[email protected]
Educational Science (PhD)

Anneli Adamson

+372 737 6440
Jakobi 5-A131
[email protected]

Graduation thesis

A graduation thesis is required to graduate from the Educational Technology master's programme. The graduation thesis is a pedagogical research paper of either empirical or theoretical nature that meets the requirements of an academic paper, or an article belonging to categories 1.1, 1.2 or 3.1 (based on the Estonian Research Information System classification scheme) that meets the graduation thesis assessment criteria (see Appendix 2), provided that the person defending the thesis is the first or only author of the article.

Students shall choose a supervisor and inform the programme director of their choice in the semester preceding the defence by September 30th at the latest if the thesis is defended in spring or by April 30th at the latest if the thesis is defended in winter. The student shall specify the topic of their graduation thesis in collaboration with the supervisor and write a graduation thesis project that meets the mandatory requirements. The project shall be submitted to the academic affairs specialist in the semester preceding the defence by October 31st at the latest or May 31st at the latest.

Read the full document of graduation thesis requirements and procedure for defence in the Institute of Education here.

Supervisors for the Graduation Thesis

Leo Siiman

Associate Professor of Educational Technology

[email protected]

Supervised topics

Theses previously supervised in the EdTech Master’s programme

  • Niall James Boyle, Investigating Best Practices for Online Homework and the Beginning of Lessons for 9th-grade Algebra Students with Various English Language Abilities in an International School Setting
  • Timothy Reginald Gallagher, Comparing Collaborative Problem Solving in Virtual Reality and Desktop Computer Display Environments
  • Tija Briede, Student Course Feedback Patterns in Correlation with Their Moodle Experience
  • Olga Lutška, Design and evaluation of a teacher training service to develop teachers’ digital competences
  • Abiodun Stephen Ijeluola, EFL Teachers’ Experience about Integration of Online Collaborative Learning Tools in Turkey

Emanuele Bardone

Associate Professor of Educational Technology

[email protected]

Supervised topics:

  • Tinkering with technology (from the teacher’s as well as student’s viewpoint)
  • Educational technology and complexity
  • Teacher’s development of practical wisdom in the use of educational technologies

Theses previously supervised in the EdTech Master’s programme

  • Matthew Bullerman, A Method of Rapid Curriculum Development for Foreign Language Teaching
  • Tony Tonni, Managing Variety to Establish Viable Videoconferencing in Remote Music Tuition from an Educational Technologist’s Viewpoint
  • Elo-Kai Kurel, Teachers’ Appropriation Practices of Educational Technology: a Case Study in Tartu International School
  • Joshua Michael Schiefelbein, Development and user experience evaluation of language learning mobile applications
  • Sevinç Biçer, “Game” Separation in Early Childhood Education: The State of Integration Technological Games Into Game Based Learning According to the English Foreign Language Teachers in Kindergarten
  • Marwa Samih Mahmoud Seoudy Ibrahim, From Instructionism to Constructionism: the role of tinkering in educational technology
  • Aet Raudsep, Co-Creation in Higher Secondary School English Classes: A Case Study

Katrin Saks

Associate Professor of
Education

[email protected]

Supervised topics:

  • Language studies (EFL, ESP, EAL), language learning strategies, language teaching methodologies
  • Self-directed learning, academic self-regulation, metacognition
  • Learning competences, cognitive strategies, metacognitive strategies

Theses previously supervised in the EdTech Master’s programme

  • Alla Krasulia, Students’ Perceptions of Educational Value and Effectiveness of Integrating Electronic Gadgets (Mobile Phones/Tablets) with Teaching-Learning Activities in an English as a Foreign Language Classroom
  • Varvara Suvorova, Creating a flexible learning environment to support the student’s self-regulation
  • Archil Sumbadze, The role of SBVTs (Syllabus-based Video Tutorials) in personalized learning. A case study based on Flipped Classroom model
  • Mariia Honcharova, Analyzing causes of differences in English language proficiency and academic performance in Estonian and Russian-medium schools in Estonia

Mirjam Burget

Lecturer in Educational Technology

[email protected]

Supervised topics:

  • Responsible Research and Innovation in education
  • Education for sustainability and technology