Through this program area of study, research how learning is mediated by intentional designs in technology-enhanced instructional methods and learning environments (game-based, virtual/augmented, spatial/mobile, social, online/open).Apply Now
Why Learning Design and Technology at NC State:
Our research is guided by cognitive, social and/or cultural theories of learning and by the existing body of research informing how people learn in specific disciplines and professional settings. The field at large along with individual programs of research are influenced by educational technology and psychology, cognitive science, instructional design, communications/message design, graphic design, computer science, adult workforce training, human factors and anthropology. Students will utilize quantitative, qualitative or mixed methods, along with emerging methods applicable to the study of contemporary learning environments (e.g., design-based research, learning analytics).
The goal of your research as a doctoral student is to generate theory and standards of disciplinary or professional practice that help to solve critical educational problems.
Our coursework emphasizes:
- Learning theories and processes
- Digital-applied research methods
- Technology cognate areas selected by the student for emphasis
All doctoral degrees in the College of Education require a minimum of 72 graduate credit hours beyond the bachelor’s degree. Most doctoral programs in the College of Education require a minimum of 60 graduate credit hours beyond an approved master’s degree.
- Two official* copies of all undergraduate and graduate transcripts, including any non-degree studies (NDS) at NC State
- GRE scores from within the last 5 years
- TOEFL or IELTS scores for international applicants whose first language is not English
- Academic writing sample
- Description of research interests
- Three (3) letters of reference
- See our Doctoral Handbook (below) for detailed information on all needed admission documents.
* Unofficial transcripts are accepted for application review purposes, but we require official ones before an admitted student can begin graduate studies.
Applications and all supporting documents must be received on or before the Graduate School priority deadlines or the program deadlines. International students should also consider their specific deadlines, whichever is earlier.
The Graduate School
North Carolina State University
Research Building III, Room 240
1005 Capability Drive, Box 7102
Raleigh, NC 27695
Review the Estimated Cost of Attendance associated with this doctoral degree for the upcoming semester tuition and fees. Note that tuition and fees are subject to change.
Primary College Faculty
- Deniz Eseryel, Associate Professor, Learning Design and Technology, TELS Department
- Julia McKeown, Teaching Assistant Professor, Learning Design and Technology, TELS Department
- Kevin Oliver, Professor, Learning Design and Technology, TELS Department
Affiliated College Faculty
- Jere Confrey, Professor, Mathematics, STEM Ed Department
- Glenn Kleiman, Professor, Learning Design and Technology, TELS Department
- Hollylynne Lee, Professor, Mathematics Education, STEM Ed Department
- Meghan Manfra, Associate Professor, Social Studies, TELS Department
- Brad Mehlenbacher, Workforce and HR Development, ELPHD Department
- Teomara (Teya) Rutherford, Assistant Professor, TELS Department
- Hiller Spires, Reading, TELS Department
- Eric Wiebe, Science, STEM Ed Department
Affiliated College Associate Faculty
- Sherry Booth, Senior Research Scholar, Friday Institute
- Shaun Kellogg, Research Associate, Friday Institute
- LaTricia Townsend, Research Scholar, Friday Institute
- Sara Weiss, Research Scholar, Friday Institute
- Mary Ann Wolf, Director of Digital Learning Programs, Friday Institute
Affiliated Non-College Faculty
- Susie Boles | Examining the Relationship between Student Perceptions of Online Instructor Teaching and Social Presence through Introductory Video Characteristics.
- Sarah Glova | Toward effective facilitation for adult learners: An action research study on the design and delivery of workshops for women business owners.
- Nancy Smith | Facilitation of physical therapist student hypothetical deductive clinical reasoning using a scaffolded mobile application.
- Robert Moore | Examining the influence of massive open online course pacing condition on the demonstration of cognitive presence.
- Melissa Stopa | Pedagogical practices to develop community in undergraduate online learning: The affordances of technology, a mixed method study.
- Karen Tharrington | #HELP: How value is created for world language pre-service teachers as members of a professional learning network on Twitter.
Doctoral Handbook for Prospective and New Students
Please view our Doctoral Handbook to find answers to your questions about the concentration and its structure, required and transfer credits, curriculum, ideal candidates, what we’re looking for in an application, sources of financial aid including assistantships, and the standard doctoral timeline. If you have other questions, please contact the doctoral program coordinator, Kevin Oliver.
Incoming students interested in assistantships should complete and submit this form after they receive a notification of acceptance into the program. Note, assistantships require 20 hours of work per week and students must attend school full-time (9 hours/3 courses per semester). Doctoral students are eligible for stipends, tuition remission, and health benefits, as part of their assistantship.
I really wanted to become a better online instructor, as well as a user and curator of digital learning and teaching tools. After meeting with Dr. Oliver, I felt that the [Learning Design and Technology] program would best allow me to merge my language, teaching and technology interests.
Prepare to enhance the field of education at one of the world’s best colleges of education.
In Scholarly Activities by Education Faculty in N.C. (Academic Analytics)
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