| Metric | 2026* | 2025* | 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | Win. total | Lifetime |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Articles | · | 1 | 5 | 3 | · | 3 | 5 | 4 | 3 | 3 | · | 1 | · | 28 | 31 |
| Citations | · | 1 | 27 | 29 | · | 96 | 44 | 132 | 94 | 33 | · | · | · | 456 | 480 |
| Conf. proc. | · | · | · | 1 | · | · | 1 | 1 | · | · | · | · | · | 3 | 3 |
| Books | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Chapters | · | 1 | 1 | 2 | · | 1 | 2 | · | · | 1 | · | 2 | · | 10 | 12 |
| Awards | · | · | 1 | 2 | · | · | · | 2 | 1 | · | · | 1 | · | 7 | 7 |
| Patents | · | · | · | 1 | 1 | · | · | · | · | · | · | · | · | 2 | 2 |
| Trials | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Fed. grants | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Fed. grant $ | · | · | · | · | · | · | · | · | · | · | · | · | · | $0 | $0 |
| Award | Fit | Unit wins |
|---|---|---|
| IEEE Fellow Institute for Electrical and Electronics Engineers (IEEE) |
0.65 | 0 |
| Invitational Fellowships for Research in Japan (Short-term) Japan Society for the Promotion of Science |
0.65 | 0 |
| Center for Advanced Studies in the Behavioral Sciences/CASBS Residency Fellow Stanford University |
0.65 | 0 |
| Fulbright Specialist United States Department of State, Bureau of Educational and Cultural Affairs |
0.65 | 0 |
| Fulbright Scholar prestige United States Department of State, Bureau of Educational and Cultural Affairs |
0.65 | 5 |
| Division 8-Society for Personality and Social Psychology-SPSP Fellow American Psychological Association |
0.65 | 0 |
| Guggenheim Fellowship John Simon Guggenheim Memorial Foundation |
0.65 | 0 |
| SEP Fellow Society of Experimental Psychologists |
0.65 | 0 |
| AAAS Fellow prestige American Association for the Advancement of Science, The (AAAS) |
0.65 | 1 |
| Templeton Grants John Templeton Foundation |
0.65 | 1 |
| Research Grant Craig H. Neilsen Foundation |
0.65 | 0 |
| APS Fellow American Physical Society |
0.65 | 0 |
| # | Title | Journal | Year | Citations |
|---|---|---|---|---|
| 1 | Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC | Computers and Education [03601315] | 2021 | 95 |
| 2 | The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course | Computers and Education [03601315] | 2019 | 91 |
| 3 | The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement | American Journal of Distance Education [08923647] | 2018 | 82 |
| 4 | Building a structural model of motivational regulation and learning engagement for undergraduate and graduate students in higher education | Studies in Higher Education [03075079] | 2020 | 32 |
| 5 | Exploring Preservice Teachers’ Emotional Experiences in an Immersive Virtual Teaching Simulation through Facial Expression Recognition | International Journal of Human-Computer Interaction [10447318] | 2019 | 28 |
| 6 | An Exploration of Early Childhood Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK) in Mainland China | Early Education and Development [10409289] | 2023 | 21 |
| 7 | Relationships between motivational strategies and cognitive learning in distance education courses | Distance Education [01587919] | 2017 | 21 |
| 8 | The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement | Australasian Journal of Educational Technology [14493098] | 2020 | 12 |
| 9 | Problem format and presentation sequence: effects on learning and mental effort among US high school students | Applied Cognitive Psychology [08884080] | 2006 | 12 |
| 10 | Interdisciplinary flipped learning for engineering classrooms in higher education: Students’ motivational regulation and design achievement | Computer Applications in Engineering Education [10613773] | 2018 | 11 |
| 11 | THE EFFECTS OF VISUAL ILLUSTRATIONS ON LEARNERS' ACHIEVEMENT AND INTEREST IN PDA- (PERSONAL DIGITAL ASSISTANT) BASED LEARNING | Journal of Educational Computing Research [07356331] | 2005 | 10 |
| 12 | Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks | The International Review of Research in Open and Distributed Learning [14923831] | 2017 | 8 |
| 13 | Relationships between students’ affective experiences and technology acceptance in augmented reality design training in higher education | Educational Technology Research and Development [10421629] | 2024 | 8 |
| 14 | Learning, Design, and Technology in South Korea: a Report on the AECT- Korean Society for Educational Technology (KSET) Panel Discussion | TechTrends [87563894] | 2019 | 8 |
| 15 | Design and Development of an Advising Chatbot as a Student Support Intervention in a University System | TechTrends [87563894] | 2024 | 7 |
| Award | Year |
|---|---|
| Culture Learning and Technology Division/Outstanding Publication Award: Book Chapter Association for Educational Communications and Technology (AECT) |
2024 |
| Systems Thinking and Change Division/System Change Leader Association for Educational Communications and Technology (AECT) |
2023 |
| Learner Engagement Division/Outstanding Publication Award Association for Educational Communications and Technology (AECT) |
2023 |
| Distance Learning Division/Distance Education Best Practices Award Association for Educational Communications and Technology (AECT) |
2019 |
| Emerging Learning Technologies Division/Immersive Learning Awards Association for Educational Communications and Technology (AECT) |
2019 |
| Distance Learning Division/Crystal Award Association for Educational Communications and Technology (AECT) |
2018 |
| Distance Learning Division/Burmeister Award Association for Educational Communications and Technology (AECT) |
2015 |
| Grant | Agency | Start | $ | Role |
|---|---|---|---|---|
| no matched grants | ||||