Special Educational Staff
Department of Communication and Internet Studies.
Cyprus University of Technology
Dr. Ioli Nikolaidou is a member of the Specialized Education Staff at the Department of Communication and Internet Studies. She holds a Ph.D. in Educational Technology from Concordia University (2009), Montreal, Canada. She holds a postgraduate degree in Educational Technology from Boston University (2002) in Boston, USA, where she was a Fulbiright scholar, and a Bachelor of Science degree in Physics, from the Department of Primary Education at the University Cyprus (2000). She worked as a researcher at TEPAK at the Department of Communication and Internet Studies (2008-2011) under the CoReflect research program ( www.coreflect.org), which focused on the design and research validation of online learning environments through questioning in the natural sciences. She worked as assistant professor at Concordia University in postgraduate courses and as a Researcher at the Center for Learning and Performance Studies (2004-2007) in various research projects focusing on the impact of technology in the learning and teaching process and on the design and evaluation of multimedia teachers software and learning environments. Her research work includes more than 60 articles in international journals and international conference proceedings.
Her research interests over the past 15 years focus on designing, implementing and evaluating new media and new learning and communication technologies and examining the effectiveness, potential contribution and constraints on various levels of education, from primary to tertiary.
Nicolaidou I, Kyza EA, Terzian F, Hadjichambis A, Kafouris D (2011) A Framework for Scaffolding Students Assessment of the Credibility of Evidence. Journal of Research in Science Teaching 48: 711-744.
Nicolaidou I (2012) Can Process Portfolios Affect Students Writing Self-Efficacy? International Journal of Educational Research 56: 10-22.
Nicolaidou I (2013) E-portfolios supporting primary students writing performance and peer feedback, Computers & Education 68: 404-415.