Faculty Research

Mahnaz Moallem, Ph.D.

Professor and Department Chair

Moallem, M. (Forthcoming). Smart educational system. In A. Moallem, (Ed), Smart and Intelligent Systems: The Human Elements in Artificial Intelligence, Robotics, and Cybersecurity, CRC Press.

Moallem, M., & Igoe, E. (2020). Using computer-based scaffolds to improve problem-solving and reasoning skills in distance education. In Demetrios Sampson & Dirk Ifenthaler (Eds), Online Teaching and Learning in Higher Education (Eds) (pp. 135-161), Springer Nature, Switzerland AG 2020. https://doi.org/10.1007/978-3-030-48190-2

Moallem, M., Sterrett, W. L., Gordon, C., Sukhera, S., Mahmood, A., & Bashir, A. (2020). An investigation of the effects of integrating computing and project/problem-based learning in the context of environmental sciences: A case of Pakistani STEM teachers. In Stephen T. Schroth and Janese Daniel ((Eds), Handbook of Research on Building STEM Skills through Environmental Education (pp. 49-89), IGI Publication.

Sterrett, W., Azam, R. I., Moallem, M., Boersma, J., Bashir, A., Ricanek, K. Saeed, M.A., Butt, I.H., Mahmood, A., Sukhera, S.M., & Gordon, C. (2020). Sharing a powerful IDEA: Learning organizations collaborating to innovate and design engaging applications in STEM education, Development and Learning in Organizations, 34 (2), 9-12.

Moallem, M., Hung, W. & Dabbagh, N. (2019, Eds.). Wiley Handbook of Problem-Based Learning, Hoboken, NJ: Wiley Blackwell Inc. ISBN-10: 1119173213.This is the first Handbook in PBL and has five sections, 29 chapters, 275,000 words)

Moallem, M. (2019). Effects of PBL on Learning Outcomes. In M. Moallem, W. Hung, & N. Dabbagh, (Eds), Wiley Handbook of Problem-Based Learning (pp. 106-135), Hoboken, NJ: Wiley Blackwell Inc.

Hung, W., Moallem, M., & Dabbagh, N. (2019). Social Foundations of PBL. In M. Moallem, W. Hung, & N. Dabbagh, (Eds), Wiley Handbook of Problem-Based Learning (pp. 51-81), Hoboken, NJ: Wiley Blackwell Inc..

Vicky Cai, Ph.D.

Assistant Professor

Cai, Q. (2021, in press). Designing Scholarly Conversations to promote cognitive presence and knowledge building among in-service teachers. International Journal of Online Pedagogy and Course Design.

Cai, Q., & Robinson, D. (2021). Design, redesign and continuous refinement of an online graduate course: A case study for implementing universal design for learning. Journal of Formative Design in Learning. https://doi.org/10.1007/s41686-020-00053-3

Song, L., Cai, Q., Hong, H., Liu, X., Jin, L. & Li, Q. (2020). A self-study of five teacher educators’ experiences of transitioning to emergency remote teaching. In R. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 151-155). Association for the Advancement of Computing in Education (AACE).

Carey, L., Sadera, W. A., Cai, Q., & Filipiak, S. (2020). Creating a community of practice for educators forced to transition to remote teaching. In R. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 251-255). Association for the Advancement of Computing in Education (AACE).

Cai, Q. (2020). Knowledge Building framework for enhancing online discussions among in- service teachers. Research paper presented at International Society for Technology in Education 2020, Anaheim, CA (Synchronous online presentation).

Cai, Q. (2020). Improving research competencies among in-service teachers in a blended graduate course. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1672-1677). New Orleans, LA: Association for the Advancement of Computing in Education.

Cai, Q., Chen, B., Wu, H., & Trussell, G. (2019). Improve learning performance through differentiated feedback in an introductory statistics course. Innovations in Education and Teaching International, 56(4), 434-445. https://doi.org/10.1080/14703297.2018.1508362

Cai, Q. (2017). Enhance student engagement through leadership strategies. Transformative Dialogues: Teaching and Learning Journal, 9(3).

Suzhen Duan, Ph.D.

Assistant Professor

Duan, S., Exter, M., Tagare, D., Sabin, M., & Janakiraman, S. (2023). Essential competencies for computing managers: Skills and dispositions. Education and Information Technologies, 1-40.

Duan, S., Exter, M., Tagare, D., & Sabin, M. (2022). Managerial and Professional Skills and Dispositions from Professionals’ Interviews. In The 23rd Annual Conference on Information Technology Education (SIGITE '22), September 21-24, 2022, Chicago, IL, USA. ACM, New York, NY, USA, https://doi.org/10.1145/3537674.3554751

Duan, S., Exter, M., & Newby, T. (2022). Effect of Best Possible Self writing activities on preservice teachers' attitudes towards technology integration. TechTrends. https://doi.org/10.1007/s11528-022-00696-y

Duan, S., Exter, M., Newby, T., & Fa, B. (2021). No impact? Long-term effects of applying the best possible self intervention in a real-world undergraduate classroom setting. International Journal of Community Well-Being. https://doi.org/10.1007/s42413-021-00120-y

Duan, S., Watson, S.L., & Newby, T. (2021). Novice instructional designers' attitudes towards the Best Possible Self activity and the correlation with personality and subjective well-being. TechTrends. https://doi.org/10.1007/s11528-021-00653-1

Richardson, J.C., Caskurlu, S., Castellanos-Reyes, D., Duan, S., Ud Duha, M. S., Fiock, H., & Long, Y. (2021). Instructors’ conceptualization and implementation of scaffolding in online higher education courses. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-021-09300-3

Hoda Harati, Ph.D.

Assistant Professor

Harati, H., Tu, C.H., & Yen, J. (2024). Using data-informed learning design to support teacher to understand students’ learning sentiment via journal entries. Educational Media International (EMI), 60(3/4).

Harati, H., Yen, C.J., Tu, C. T. & Ford, R. (under review). Social Presence in Online Discussions’ Network Interactions: A Social Learning Analytics Study: Journal of Open, Flexible and Distance Learning. https://jofdl.nz/index.php/JOFDL/authorDashboard/submission/609

Harati, H., Ono, R., Ingram, J., Nasr, N., Yen, C. J., & Tu, C. T. (2023). Exploring the impact of discussion interfaces on diversified interconnectivity in online learning communities. Journal of Educational Technology Development & Exchange, 16(2).

Harati, H. McAllister, G., (2023). Contending with controversy: Using a decision-based simulation for preservice teacher education on addressing challenged books. Journal of Applied Learning and Teaching, 6(1). https://journals.sfu.ca/jalt/index.php/jalt/article/download/1245/679/4665

Harati, H., Shelton, C., Sujo-Montes, L., Tu, C., & Armfield, S. (2022). Illuminating the marginalization of international students in the United States and the ways forward: A collaborative autoethnography. In Huffman, S., Cunningham, D., Shavers, M., & Adamson, R. Opening Pathways for Marginalized Individuals in Higher Education. IGI Global. https://doi.org/10.4018/978-1-6684-3819-0, pp 192-209.

Harati, H., Blocher, J. M., Armfield, S.W., & Tu. C. T. (2020). Technology Integration in a Modified Flipped Spiraling Curriculum: Reversing Roles and Rationale. In E. Alqurashi, Handbook of Research on Fostering Student Engagement with Instructional Technology in Higher Education. DOI: 10.4018/978-1-7998-0119-1.

Yen, C. J., Tu, C. H., Tankari, M., Ozkeskin, E. E., Harati, H., Sjuo-Montes, L. (2022). Social network interaction and self-regulated learning skills: Community development in online discussions. American Journal of Distance Education, 36(2) 103-120, DOI: 10.1080/08923647.2022.2041330

Jeff Kenton, Ph.D.

Associate Professor

Kenton, J. M. (2023, April 14). If I missed you, please leave a note in the chat. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/effective-teaching-strategies/if-i-missed-you-please-leave-a-note-in-the-chat/

Blummer, B. & Kenton, J.M. (2020) A systematic review of e-books in academic libraries: Access, advantages, and usage. New Review of Academic Librarianship, 26(1), 79-109 DOI: 10.1080/13614533.2018.1524390

Blummer, B. & Kenton, J.M. (2019). Academic libraries’ outreach efforts: Identifying themes in the literature. Public Services Quarterly, 15(3) 179-204.

Blummer, B. & Kenton, J.M. (2019). Big data and libraries: Identifying themes in the literature. Internet Reference Services Quarterly, 23 (1-2), 15-40. DOI: 10.1080/10875301.2018.1524337

Blummer, B., & Kenton, J. M. (2018). Academic libraries and student learning outcomes. Performance Measurement & Metrics, 19(1), 75–87. https://doi.org/10.1108/PMM-11-2017-0053

Qing Li, Ph.D.

Professor

Li, Q. (2020). Computational thinking and teacher education: An expert interview study. Human Behavior and Emerging Technologies. https://doi.org/10.1002/hbe2.224

Li, Q., Tay, R. & Pustaka, A. (2020). Let us save lives using games! A study of the effect ofdigital games for traffic education. Journal of Educational Technology Systems, 49(2), https://doi.org/10.1177/0047239520926152

Li, Q., Richman, L., Haines, S., & McNary, S. (2019). Computational thinking in classrooms: A study of a PD for STEM teachers in high-needs schools. Canadian Journal of Learning andTechnology. 45(3). 1-21 http://www.cjlt.ca/index.php/cjlt/article/view/27857/20473

McFadden, C. & Li, Q. (2019) Motivational Readiness to Change Exercise Behaviors: An Analysis of the Differences in Exercise, Wearable Exercise Tracking Technology, and Exercise Frequency, Intensity, and Time (FIT) Values and BMI Scores in University Students, American Journal of Health Education, DOI: 10.1080/19325037.2019.1571960

Li, Q. (2018). Enactivism and teacher instructional game building: An inquiry of theory adoptio and design consideration. Educational Technology Research and Development, 66(6), 1339-1358. DOI https://doi.org/10.1007/s11423-018-9584-z

Li, Q. (2014). Learning through Digital Game Design and Building in A Participatory Culture. New York: Peter Lang.

Scot McNary, Ph.D.

Associate Professor

Li, Q., Richman, L., Haines, S. & McNary, S.W. (2019). Computational thinking in classrooms: A study of a PD for STEM teachers in high needs schools. Canadian Journal of Learning and Technology//La Revue canadienne de l'apprentissage et de la technologie, 45(3), DOI: 10.21432/cjlt27857.

McQuitty, V., Ballock, E. &McNary, SW. (2017). An exploration of professional knowledge needed for reading and responding to student writing. Journal of Teacher Education, 1-13. DOI: 10.1177/0022487117702576

Haverback, H. & McNary, SW. (2015). Shedding light on preservice teachers' domain-specific self-efficacy. The Teacher Educator, 50(4), 272-287. DOI: 10.1080/08878730.2015.1070942

William Sadera, Ph.D.

Professor

Shargel, R., McNary, S., Sadera, W., Guethler, A. (2023). Emergency response teaching during COVID-19 Pandemic: A survey of Maryland teachers. In Gonzalez Lezcano, R. & Orakci, S. (Eds.) Innovation Trends in Higher Education. IGI Publishing.

Guethler, A. & Sadera, W. (2023). Self-regulated learning interventions: Using scaffolded reflection to grow online learning capacity. In Formative Design in Learning: Design Thinking, Growth Mindset, and Community. Association for Educational Communication and Technology Publishing. Bloomington, IN

Foulger, T., Graziano, K., Schmidt-Crawford, D., Slykhuis, D. Chang, Y., Chrinstensen, R., Dillon, D., Heath, M., Knezek, G., Kruka, D., Parrish, A., Sadera, W. & Thomas, A. (2020). Fostering New Research following the Teacher Educator Technology Competencies (TETCs): Research from the JTATE Special Issue, Preparing All Teacher Educators to Support Teacher Candidates' Integration of Technology. Paper presented at the annual international conference for the Society for Information Technology and Teacher Education, Virtual Meeting

Parrish A. & Sadera, W. (2019). A review of faculty development models that build teacher educators’ technology competencies. Journal of Technology and Teacher Education. 27(4), 437-464

Sadera, W. & Gould, K. (2019). Reflections on pedagogy in online learning. In C. A. O’Niel, C. A. Fisher & M. Rietschel (Eds.), Developing online learning environments in nursing education (4th ed.). New York, NY: Springer.

Sadera, W. & Gould, K. (2019). Theoretical applications in continuing education. In C. A. O’Niel, C. A. Fisher & M. Rietschel (Eds.), Developing online learning environments in nursing education (4th ed.). New York, NY: Springer.

Parrish, A. H., & Sadera, W. A. (2018). Teaching competencies for student-centered, one-to-one learning environments: A delphi study. Journal of Educational Computing Research, 57(8), 1910–1934. https://doi.org/10.1177/0735633118816651

Rebecca Shargel, Ph.D.

Professor

Laster, B.P., Shargel, R., & Watson. M.J. (2020). Ethnic Pedagogies. Multicultural Education.

Shargel, R. & Twiss, L. (2019). Evidenced-based thinking for scientific thinking. Development of Scientific Thinking in Higher Education. London: Palgrave Macmillan Press. Eds. K. Balloo & M. Murtonin.

Shargel, R. (2019). Havruta goes to university: Havruta-style text study in a college education class. Journal of Jewish Education, 85(1), 4–26

Liyan Song, Ph.D.

Professor

Song, L., Cai, Q., Hong, H., Liu, X., Jin, L. & Li, Q. (2020). A self-study of five teacher educators’ experiences of transitioning to emergency remote teaching. In R. Ferdig, E. Baumgartner, R. Hartshorne,R. Kaplan-Rakowski, C. Mouza (Eds), Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field,(pp151-155).Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2020 from https://www.learntechlib.org/p/216903/

McGinn, A. & Song, L. (2018). Teacher experiences with professional development for technology integration at a K-12 independent school: A multi-case study. In Liu, L. & Gibson, D. (Eds.). Research Highlights in Technology and Teacher Education 2018. Association for the Advancement of Computing in Education (AACE).

Sadera, W.A., & Song, L. (2017). Foreword. Computers in Schools, 34(1-2), 1-2. DOI: 10.1080/07380569.2017.1281695

Sadera, W.A., & Song, L. (Eds.). (2017). One-to-One Learning. Computers in Schools, 34(1). DOI: 10.1080/07380569.2017.1281695

Song, L. (2018). Improving preservice teachers’ self-efficacy through service-learning. Canadian Journal of Action Research, 19(1). Available at http://journals.nipissingu.ca/index.php/cjar/article/view/373.