Michael Ahlf
has served in various roles in higher education since 2001. His leadership and supervisory roles have included Lecturer and Assistant Manager for faculty and staff support. He has regularly developed innovative courses and aligned technology needs for in-person and distance education instructional modes in these capacities. In his instruction, he merges a STEM background of an engineering degree and IT experience with advanced degrees in Curriculum and Instruction to promote lifelong learning skills, technology literacy exploration, and interdisciplinary learning opportunities for his students. His research interests are the sustainability of Open Educational Resources (OER s), lifelong learning, adult technology literacy skills, gamification of education and applications of game theory to educational settings, and applications of systematic review processes to the unique challenges of the educational research sector. Current and upcoming publications include exploratory and systematic reviews of research on moderators in asynchronous online discussions and a handbook chapter on the sustainability of Open Educational Resources (OER s) in our ephemeral digital world.
Stephen Allen
has been creating database and web-centric software solutions for most of his 35-year application development career. In 1995, Stephen was a core team member that created the first Data Warehouse-Business Intelligence application for Time magazine, providing Time Inc. with a unified view of customer activity across isolated lines of business. In the early 2000s, Stephen pivoted to enterprise web application development. He combined web development with his prior work in relational databases to create a customer-centric web portal for the National Geographic Society, providing unified subscriber access to account activity across multiple lines of business. In 2019, he joined the University of South Florida in the Learning Management Systems group, providing web and database application solutions to support students and educators.
Tonya B. Amankwatia
is the assistant vice provost of distance education and extended learning at North Carolina A&T State University. She is an online federal compliance reviewer and contributor to national and international conferences and publications. She serves on editorial review boards of Springer’s TechTrends and the Journal of Computing in Higher Education. She is a foundation board member for the Association of Educational Communications and Technology and
Fatih Ari
has served in higher education in different capacities since 2005. He received a doctorate in instructional technology, a minor in management information systems, and a master’s in software engineering from Texas Tech University. He is currently an assistant professor in the Learning Design and Technologies program at the University of South Carolina. His research focuses on designing and developing online learning environments, including adaptive learning systems, multimedia learning, and computer science education. Before his faculty appointment, he worked as a Programmer/Analyst III in the Office of Institutional Planning and Assessment at Texas Tech University Health Sciences Center. During his early career, he worked as a multimedia programmer and developed educational games for elementary and middle school students in Turkey. Additionally, he worked as an instructional technology specialist at Middle East Technical University and delivered workshops and seminars for faculty on the effective integration of technology in higher education. He has been an active Association for Educational Communications and Technology member since 2009.
Ismahan Arslan-Ari
is Associate Professor in the Learning Design and Technologies program at the University of South Carolina. She has also been the director of the South Carolina Center for Assistive Technology and Educational Research since 2018. Previously, she was a lead instructional designer at a fully online K-12 school district that provides education to students worldwide. She received her doctorate in Instructional Technology with a minor in Special Education (Deafblind) from Texas Tech University. She also has a master’s degree in Instructional Technology and Special Education. Her research mainly focuses on multimedia learning, online learning and teaching, and technology integration in special education. Throughout her career, Dr. Arslan-Ari has been involved in many leadership roles in professional organizations, such as professional
Gail Alleyne Bayne
is Adjunct Instructor at Texas Tech University (TTU), where she teaches undergraduate and graduate courses, both in synchronous and asynchronous formats. She earned her Doctorate in Instructional Technology from TTU. She also holds a master’s degree in Information Systems Technology from George Washington University and possesses 12+ years of industry experience in information technology and software development. Her professional journey includes roles as a Programmer Analyst and Senior Software Engineer. In addition to her industry experience, she served as a Program Manager for Texas Tech’s eLearning group, overseeing numerous large-scale eLearning projects. Furthermore, she worked as an Instructional Designer collaborating and assisting faculty on the development of online courses. Her research interests revolve around online learning and mental fatigue, as well as cooperative and project-based learning.
Michael K. Barbour
is Director of Faculty Development and a Professor of Instructional Design for the College of Education and Health Sciences at Touro University California, as well as the Coordinator of Micro-Credentials for the Touro University System. He has been involved with K-12 distance, online, and blended learning for over two decades as a researcher, evaluator, teacher, course designer, and administrator. Michael’s research has focused on the effective design, delivery, and support of K-12 distance, online, and blended learning, most recently with an eye on how regulation, governance, and policy can impact effective environments and practices. Michael’s background and expertise have resulted in invitations to testify before legislative committees, as well as consulting for Ministries/Departments of Education throughout North America and around the world.
Karen Bellnier
has been a part of higher education and online learning for over 15 years in several roles—instructional designer, director, and faculty. She has been fortunate to work for various institutions—a 2-year community college, 4-year universities, and 4-year college. On this journey, she has engaged in various institutional change efforts, collaborating across departments and institutional functions on behalf of the student experience, empowering faculty, and making connections.
has worked in instructional technology, distance education, and professional development for over 20 years. He has served as a corporate trainer, face-to-face classroom instructor, an online instructor, and a secondary principal. He is Senior Director for Learning Services in Technology-enhanced Learning and Online Strategies at Virginia Tech, overseeing faculty professional development, learning technologies, and instructional design.
George R. Bradford
has served 26 years in the private sector designing, delivering, managing, and evaluating technical training practices and programs. He has 14 years in higher education, including teaching, advising, researching, and administering instructional technology solutions and systems at the University of Central Florida, University of South Australia, University of West Georgia, and Keck Graduate Institute, part of the Claremont Colleges Consortium in Southern California. Dr. Bradford has a BA in Business and Economics from the University of Santa Barbara, an MA and Post Graduate Academic Certificate in Applied Linguistics and ESL from San Diego State University, and a Ph.D. in Education and Instructional Technology from the University of Central Florida.
Victoria Brown
is a Professor in the Department of Curriculum and Instruction at Florida Atlantic University after serving as the Assistant Provost for the Center for eLearning for six years. In her role at the Center for eLearning, she oversaw the development of online degrees, course development, faculty professional development, and online student support. She received the Meritorious Service Medal from the Southeast Region Commander of the Civil Air Patrol for her instructional design work in the not-for-profit sector. She has also received the Distance Educator of the Year for Higher Education from the Florida Distance Learning Association, the Effective Practice Award for student support from the Online Learning Consortium, and the Best-in-Track Award for her research work in online student support services from the Online Learning Consortium. Through her research work, she co-developed the Online Student Support Scorecard available through the Online Learning Consortium. As a faculty member, she uses the latest technology to design online student experiences to provide them with the skills and expertise they need post-graduation in undergraduate and graduate programs. She continues to explore how to use emerging technology to design engaging learner experiences.
is Assistant Professor of Learning, Design, and Technology at the University of Wyoming’s College of Education. His research focuses on critical areas in higher education, such as shared educational emphases within LDT programs and the integration of generative AI, notably GPT language models, in online learning. Currently, his work explores ethical and systemic considerations surrounding AI in education, including the need for transparency in AI development.
Sumie Chan
has been teaching various English Language and Literature courses in different disciplines at The University of Hong Kong, the Hong Kong University of Science and Technology, and the City University of Hong Kong.
Lauren Cifuentes
is a college professor in the Educational Design and Learning Technologies program at NMSU, where she teaches Critical Digital Literacy, Technology, Society, and Pedagogy; Foundations of Learning Design; and Design and Development Research to graduate students who are primarily early preK-16 teachers. Her expertise lies in distance learning, cognition, and learning design. Before her position at NMSU, she directed distance learning initiatives at Texas A&M University-Corpus Christi and taught for 23 years at Texas A&M University, College Station. She has conducted countless workshops on technology applications for K-12 teachers in schools and universities and has over 100 publications primarily focused on distance learning. Brill published her book, A Guide to Administering Distance Learning, in September 2021.
Laura DaVinci
has dedicated her career to improving educational outcomes for first-generation, poverty-affected, and racially minoritized students through innovative approaches and grant-funded programs. She has worked in higher education and nonprofits supporting education since 2005 and is a strong advocate for the power of education in students’ lives. Her leadership and supervisory roles have included Associate Director, Project Director, Grants Manager, Academic Services Coordinator, and Computer Science Adjunct Faculty. As the Associate Director for Every Learner Everywhere, she has the opportunity to work with a strong network of partners committed to improving educational outcomes through technology-enhanced education. She excels at new program
Gina Deckard
is passionate about advancing equitable access to education and fostering an inclusive community of learners. For over a decade, Gina has worked to support student access, advocating for inclusive educational practices and translating unique educational needs into tangible services for students. As a mentor and first-generation student, Gina strongly believes in empowering students to achieve their full potential.
Shernette Dunn
has been an educator and administrator for over 20 years and has worked in various educational settings, including the K-12 education system, higher education, and one of the US military academies. Her research interests include students with special needs, adult education and professional development, online teaching and learning, educational technology, student success, cultural diversity, test-taking strategies, and motivation. She is also an instructional designer and collaborates with organizations to create content and curricula best suited to diverse students. She also writes and presents on various topics relating to educational technology. Her most recent publication focuses on using AI and special needs learners. She is also an educational consultant and motivational speaker and has been awarded several times by her alma mater and governmental institution for her excellence in education.
Anne Fensie
has over 25 years of experience as a high school and college teacher, adult education administrator, and distance education instructional designer. She is a doctoral candidate at the University of Maine, researching how adult learning science can enhance instructional design in distance education. Anne teaches educational technology to nontraditional undergraduates and holds a bachelor’s in music education from Ithaca College and a master’s in instructional
Holly Fiock
serves as an instructional designer at Purdue University Online while concurrently pursuing a doctoral degree in Learning Design and Technology at Purdue University. Her professional journey has revolved around online learning, primarily focusing on the conception, creation, and execution of innovative learning solutions aimed at propelling organizational growth and enhancing performance.
Sara Flowers
has worked in education for 22 years, covering a multitude of instructional and administrative experiences from K-12; adult basic education programming; English for Speakers of Other Languages in US schools and abroad in Turkey, Finland, and the Czech Republic; to higher education where she is currently a part-time faculty member of social sciences and teacher preparation at the University of Maine at Augusta. She is the Principal Investigator on a Congressional Earmark project secured by Maine Senators Collins and King titled Adult Transitions, Learning, and Success (ATLaS), under which—among other objectives—the team seeks to create learning experiences for first- and entry-year adults who are place-bound in the state of Maine and working on employability credentials. Dr. Flowers’ research interests include educational transitions and learning environments that are developmentally appropriate in pedagogy, ephebagogy, and andragogy.
Theodore W. Frick
is Professor Emeritus in the School of Education at Indiana University Bloomington, where he taught and mentored graduate students in Instructional Systems Technology for 29 years. His primary research and development interests
Carla Karen Fortune
is a Ph.D. student in the Department of Education at the University of Houston, specializing in Learning Design and Technology. She is focused on designing alternative modalities for teaching and learning in chemistry, especially in online and immersive realities, in higher ed. Carla Karen’s experience teaching chemistry since 2005, first at San Jacinto College and later at Houston Community College, and her desire to help her students learn Chemistry spurred her to pursue a Ph.D. in Learning Design and Technology. Prior to a career in education, Carla Karen worked in the Pharmaceutical and Chemical industries primarily in the field of Analytical Chemistry. Her formal training prior to education has been in Chemistry, earning her bachelor’s and master’s in chemistry. She is passionate about teaching and learning, and family.
Michael M. Grant
is Associate Professor at the University of South Carolina and Past President of the Association for Educational Communications & Technology. He is an education scientist, teacher, keynote and workshop presenter, author, and consultant to K-12 schools and higher education. His research considers three complementary areas: the design and development of technology-enhanced learning environments, graphic and instructional designs to support learning and key learner characteristics. His most recent scholarship has focused on inquiry methods, such as project-based and problem-based learning and mobile learning
Alexis Guethler
is an experienced online educator, researcher, and instructional designer at the University of Maryland School of Social Work. Holding a Ph.D. in Instructional Technology from Towson University, her primary expertise lies in online course design and fostering student self-regulation. With academic roots in biology and a K-12-focused master’s degree from the University of South Carolina, Alexis has undertaken varied roles, ranging from curriculum writing for informal educational programs to Adjunct Faculty at Anne Arundel Community College to faculty development. She specializes in designing curricula tailored to diverse learners, emphasizing workforce pathways for non-traditional adults. In addition to content creation, Alexis passionately coaches faculty to harness engaging and innovative technologies that resonate with their teaching ambitions. As an active member of the Society for Educational Technology and Teacher Education and the Association for Educational Communications and Technology, Alexis is committed to researching and disseminating inclusive and accessible online education practices.
Dan He
is a doctoral candidate in the Instructional Systems and Learning Technologies program at Florida State University. She holds a master’s degree in Curriculum and Instruction from FSU. Her continued pursuit of a doctoral program within the field of instructional design is driven by her interest in international students’ use of social media for informal learning and cross-cultural adaptation, college students’ networked knowledge and digital literacy, and educators’ professional development. The overarching research endeavor aims to bridge formal and informal ways of education and better prepare students and educators for increasingly digitized learning spaces and workplaces. Throughout her time in the doctoral program, Dan has gained a wealth of experience in designing, teaching, and facilitating undergraduate and graduate courses through various modes of instruction, including in-person, online, and hybrid formats. She is also an active contributor to academic dialogue at national and international conferences, some of which include the American Educational
Atsusi “2c” Hirumi
is Professor of Instructional Design and technology in the Department of Learning Sciences and Educational Research at the University of Central Florida. For 30 years, Dr. Hirumi has worked with faculty, staff, students, and administrators across North and South America, Africa, Asia, Europe, and the Middle East to establish and improve online and hybrid training and educational programs. His research and development now center on improving patient care and safety by increasing the quality and productivity of Health Professions Education (HPE), particularly in resource-scarce countries.
Charles B. Hodges
is Professor of Instructional Technology at Georgia Southern University in Statesboro, GA. Dr. Hodges earned his B.S. and M.S. degrees in Mathematics from Fairmont State University and West Virginia University, respectively, followed by a Ph.D. from the Instructional Design and Technology program in the School of Education at Virginia Tech. He has been Editor-in-Chief of the AECT journal Tech Trends since 2014, and he is the co-editor of the book Emerging Research, Practice, and Policy on Computational Thinking (2017), published by Springer, as well as editor of the book Self-Efficacy in Instructional Technology Contexts (2018) also published by Springer. He frequently speaks at national and international conferences on online learning and emerging technologies in education. His research has been published in journals such as Educational Technology Research and Development, Computers in the Schools, and Technology, Knowledge, and Learning. His research has been funded by the U.S. Department of Education and the National Science Foundation.
Stephanie Teague Hostetter
is Learning Architect at Air University’s Global College of Professional Military Education. She has experience developing educational experiences for various educational levels and environments, including middle school classrooms, museums, and online graduate seminars. Her research interests include instructional design and technology, quality assurance in online education, and online professional development.
Michael Houdyshell
is Associate Professor and Program Coordinator of the Master of Arts in Educational Leadership (higher education concentration) at Florida Gulf Coast University. He earned his doctoral degree in Higher, Adult, and Lifelong
Fethi A. Inan
is a President’s Excellence in Teaching Professor of Instructional Technology at Texas Tech University. He conducts research and teaches graduate courses in instructional technology research and online learning. His research interests include online learning, individual differences, adaptive learning systems, and data analytics. He currently serves as an associated editor for the Online Learning Journal. He has been the Principal Investigator (PI) or Co-PI on several privately and federally funded research projects.
Frank Jamison
holds a Bachelor of Science in Computer Science, a Master of Science in Information Technology with a concentration in Web Design, and a Graduate Certificate in Full Stack+ Programming, all earned through online programs. He has experience as a software developer at Broadridge Financial Solutions, where he developed digital marketing tools for financial advisors. Currently, Frank is a 7th grade math teacher at Excelsior Charter School. He is also an active member of the Association for Educational Communications and Technology (AECT), serves as Treasurer for the Mt. San Jacinto College Classified Senate, and is involved in the District EEO Advisory Committee and the California School Employees Association. A veteran of the Armed Forces, Frank has served in West Germany, the California National Guard, California Air National Guard, and Air Force Reserves, earning the National Defense Service Medal. His research interests lie at the intersection of technology, mathematics, and education, with a focus on creating inclusive, engaging learning environments.
Amir Kalan
is Assistant Professor in the Department of Integrated Studies in Education (DISE) at McGill University. His work aims to create a sociology of literacy that
Meryl Krieger
is an instructional designer and lecturer at the University of Pennsylvania. She was an educator and pedagogue in the performing arts for over twenty years and brought those skills to higher education and online learning beginning in 2009. At the University of Pennsylvania since 2018, she is part of an instructional design team building the first fully online and synchronous undergraduate degree program in the Ivy Leagues. She also co-leads and teaches in a certificate program within that degree on digital culture and literacy. Her ethnographic research began in ethnomusicology and anthropology and has focused on how participants within different technologically focused settings navigate technology change and how to communicate and complete projects in digitally mediated settings ranging from recording studios to online platforms ranging from YouTube to Kickstarter. As an instructional designer, she has focused this research on how adult learners engage in the learning process in online settings and how to effectively guide instructors in creating successful online courses for this audience. She regularly speaks and publishes on her work and that of her team, focusing on best and inclusive practices.
Jessica Lantz
is Instructional Designer and Assistant Professor at James Madison University with 15 years of experience in higher education. Her research focuses on discovering, sharing, and implementing inclusive practices in online teaching and learning to engage diverse students in the learning process. In 2023, her scholarship efforts were honored with an Excellence in Research and Scholarship Provost’s Award at JMU.
Mary L. M. Lefaiver
is a seasoned learning and development consultant and practitioner. She is the Content Strategy Lead for Leadership Development and Coaching and Technical/Digital upskilling at a global professional services firm. Her expertise lies in
Juhong Christie Liu
is Associate Professor and Director of Instructional Design in the Libraries of James Madison University. Her cross-cultural academic career has been pursuing a collaborative and inclusive teaching and learning environment. Her research interests include instructional design for inclusive and open access to learning, educational design research, teaching and learning with emerging technologies, evaluation and assessment for technology-mediated learning, and cross-cultural collaborative research. Her research and design were sponsored by the National Science Foundation (NSF), Virginia Academic Libraries Consortium (VIVA), Virginia Board for People with Disabilities (VBPD), and Online Virginia Network (OVN). Juhong presents frequently at international, national, and regional conferences. Her scholarly work can be found in the Journal of Applied Instructional Design (JAID), Tech Trends, Online Learning Journal, Journal of Geoscience Education, edited works published at IEEE Xplore, and book chapters with publishers such as Springer, Routledge, ACRL, and Brill. Juhong serves on editorial boards of Tech Trends and Journal of Educational Technology Development and Exchange (JETDE), VIVA IMLS Leadership Grant advisory board, international advisory board for HKAECT, American Educational Research Association (AERA) SIG-Instructional Technology Board (as SIG Chair 2023–24), and Culture, Learning, Technology (CLT) Division Board (as CLT President 2021–2022) of Association for Educational Communications & Technology (AECT).
Noble Lo
completed his postgraduate degrees at The University of Hong Kong, The Chinese University of Hong Kong, and the University of Oxford. He also obtained his Cambridge CELTA and Harvard Certificate in Advanced Education Leadership. He served as a member of the Senate at the Open University of Hong Kong (now known as Hong Kong Metropolitan University). He is an ambassador of the Harvard Graduate School of Education, a fellow of the Royal Society of Arts, a chartered linguist of the Chartered Institute of Linguists, and a member of the British Educational Research Association and the Philosophy of Education Society of Great Britain. He was honored with the Educational Technology Research and Development (ETR&D) 2023 Reviewer Excellence Award at the ETR&D Annual Board Meeting. He teaches at the College of Professional and Continuing Education of The Hong Kong Polytechnic University.
is Professor of Instructional Design and Technology and Associate Vice Provost of Faculty Affairs at Virginia Tech. Since 1996, she has engaged in teaching and research related to instructional design and distance education, and has advised the research of more than three dozen doctoral students. Her scholarly inquiry is focused on mediated and online education. It has been funded by various federal agencies, including the National Science Foundation, the US Department of Agriculture, and the US Agency for International Development, among others. She has consulted for various organizations, including the NASA Jet Propulsion Laboratory, the US Army Training and Doctrine Command, and the USC Institute for Creative Technologies. Her recent co-authored book, Streamlined ID: A Practical Guide for Instructional Design (Routledge), strives to make the design of learning solutions accessible and pragmatic for those who develop educational courses and programs in workplace contexts. Dr. Lockee is the Past President of the Association for Educational Communications and Technology, an international professional organization for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.
Trey Martindale
has served in higher education since 1998 as a professor and administrator. His leadership and supervisory roles have included Program Coordinator, Center Director, Teaching Fellow, and Department Head. He serves as Professor and Associate Vice Provost for Online Learning at Middle Tennessee State University. His career has been marked by pioneering and entrepreneurial work designing, studying, and implementing online degree programs. This work includes developing one of the nation’s first fully online doctoral degrees in instructional technology. His research expertise is in the design of online learning environments, and the affordances and constraints of such environments. His external funding has come from agencies including the U.S. Department of Defense, the U.S. Department of Education, the U.S. Veteran’s Administration, the U.S. Centers for Disease Control and Prevention, the National Science Foundation, multiple state governments, and corporations such as Microsoft, IBM, Cengage, and International Paper. He is a frequent national and international speaker and consultant to industry and educational institutions related to online learning environments. In 2019, he served as
Fatemeh Marzban
is a doctoral student in the Instructional Technology program at Texas Tech University, where she also serves as a research assistant. With a background in industrial design, Fatemeh is passionate about improving human learning experiences through research and design. She has experience in various design fields, and her scholarly pursuits focus on mental fatigue, cognitive load, usability, interactive learning environments, and learning experience design.
Laura McNeill
(Ph.D.) is Assistant Professor of Instructional Technology at the University of Alabama. She is also an instructional consultant for the University of Alabama Teaching Academy. Dr. McNeill’s research focuses on online learning, teaching presence, student engagement, and the applications of artificial intelligence in education and instructional design. Her recent work explores leveraging generative AI tools to enhance instructional design workflows and create more inclusive learning experiences. Dr. McNeill has published in journals such as TechTrends, Frontiers in Education, and the Journal of Applied Instructional Design. She regularly presents at conferences including AECT, SITE, and IICE. She brings over 10 years of experience in digital learning solution design and development to her academic work. She currently teaches graduate courses in instructional technology, advises MA and Ph.D. students, and coordinates instructional design internships with Fortune 500 companies.
Sara McNeil
is Associate Professor in the Learning, Design, and Technology program area in the College of Education at the University of Houston. She specializes in the instructional design of online learning environments, including MOOC s, curriculum development for medical education, and the design, development, and evaluation of educational graphics. Her research interests include online engagement strategies, using drawings to understand mental model development, and the role of moderators in asynchronous online discussions. Sara has collaborated on projects that ranged from safety training for all CSX Railroad employees to Massive Open Online Courses (MOOC s) for over 50,000 learners. She has been the P.I. or Co-PI on U.S. Department of Education grants totaling over five million dollars, a National Endowment for the Humanities grant for $200,000, foundation funding of $500,000, and internal University
Stephanie Moore
is Associate Professor in the Organization, Information and Learning Sciences program at the University of New Mexico where she teaches adult learning, online learning and assessment, multimedia design and development, and ethics for learning and workplace technology. Her latest book is on ethics and learning design—Ethics and Educational Technology: Reflection, Interrogation, and Design as a Framework for Practice, just released in 2023. She is a speaker for the US Department of State’s Speaker Series and regularly meets with foreign embassies and educational leaders around the world to discuss effective use of learning technologies such as online learning. She was also recently a Fellow with the Barbara Bush Foundation for Family Literacy working with them on research and investment strategies for learning technologies that support literacy and education. Stephanie also serves as the Editor-in-Chief of the Journal of Computing in Higher Education and a Board member for the Open/Technology in Education, Society and Scholarship Association (OTESSA).
Martha Lorena Obermeier
has served in higher education since 2000 as a professor and researcher. Her leadership roles have included designing an online degree program to train future English teachers. Chair of Bachelor’s and Doctoral Degree theses and dissertations. She obtained her Doctoral degree in Education with a major in Instructional Technology and Distance Education at Nova Southeastern University (USA). She has worked for Universidad Autónoma de Chiapas as a full-time professor. Professor of a bachelor’s and a master’s Degree in language teaching, and currently the Head of a Language School. Her research focuses on instructional technology for language teaching, researchers’ training, and organizational behavior. She is a frequent national and international speaker, peer reviewer for national and international journals and conferences, and author of scientific articles and book chapters. Awarded as a member of several councils and systems: CONAHCYT’s National System of Researchers (SNII) in México. Mexican Council of Educational Research (COMIE). Regional system
Larisa Olesova
is Clinical Assistant Professor in the School of Teaching and Learning at the University of Florida. Her research focuses on distance education, specifically asynchronous online learning environments. Other areas of research and practice include aspects of online presence, the Community of Inquiry (CoI), instructional strategies, and best practices in online teaching. She has authored or co-authored one book, 12 peer-reviewed journal articles, and 11 book chapters in addition to other publications. She has presented over 30 sessions at regional, state, national, and international conferences. Her contribution of research to practice is recognized by multiple awards including the Online Learning Consortium (OLC) Effective Practice Award in 2015, 2016, and 2018; by the Association of Educational Communications and Technology (AECT) in 2011, 2012, 2015, 2019, 2022, by Blackboard Catalyst Award for Teaching and Practice in 2018, 2023, and by the American Educational Research Association (AERA) in 2023. Dr. Olesova currently serves on the Editorial Board of the Online Learning Journal.
Jennifer Jihae Park
is Assistant Professor of Instructional Technology at the University of North Carolina Wilmington. She earned her Ph.D. in Instructional Systems Technology with minors in Inquiry Methodology and Organizational Behavior and Human Resource Management at Indiana University. Her research focuses on innovations in the workplace, online training and development, artificial intelligence, mentoring, and instructional design. Early in her career, she was a business analyst and market research consultant at multinational companies and a lecturer in business communication and English. Dr. Park is an award-winning scholar, receiving the ISPI Distinguished Dissertation Award, AECT McClusky Award, AECT Jenny Johnson International Award, AECT Richard Cornell Award, Mendel Sherman Award, AVC Award, Achaea Beechler Fellowship, GPSG Award, Larson Award, and AHRD Best Paper Award. She was also selected as an Open Educational Resources (OER) Fellow.
Sanghoon Park
is an associate professor and program coordinator of the Learning, Design, and Technology program at the University of South Florida. His research focuses on enhancing learning experiences in various educational contexts through
Yujin Park
is a doctoral candidate in the Florida State University Instructional Systems and Learning Technologies program. She received an M.A. in Educational Technology from Seoul National University and a bachelor’s degree in Elementary Education with a minor in Pedagogy from Jinju National University in Education in South Korea. Her research interests include teacher professional development in online settings, digital literacy, and technology integration in educational practice. During her master’s, she was involved in various teacher education programs, from assisting leadership training for K-12 principals to developing and managing online teacher training programs for public K-12 schoolteachers. In her doctoral journey, she was a graduate assistant at the Office of Distance Learning to support online course evaluation and quality assurance of remote learning for faculty and students. She has explored teachers’ online learning behaviors and perceptions using authentic data extracted from Learning Management Systems and social media using mixed methods, such as qualitative content analysis, social network analysis, and quantitative ethnography. Currently, she has been focusing on her dissertation on elementary STEM teachers’ digital curation and their knowledge and Open Educational Resources in professional learning networks.
is Chief Online Learning Officer at Illinois State University, is an online and digital learning practitioner and scholar. Recipient of the 2019 Wagner Award for Distance Learning Leadership, he has led distance learning at public and private institutions and has led the development of fully online associate, bachelor’s, master’s, and doctoral degrees. Dr. Piña has published eight books and more than 100 additional academic publications. Dr. Piña has been a consultant to Fortune 500 corporations, small businesses, local government agencies, and the U.S. Coast Guard. He has served as a digital learning consultant to colleges and universities nationwide. He is the Series Editor of the “Leadership and Best Practices in Educational Technology Management” book series with Brill Publishing and is on the editorial board of four scholarly journals.
Drew Polly
is a professor in the Elementary Education program at the University of North Carolina at Charlotte. Drew has published over 100 peer-reviewed book chapters and journal articles on teaching and learning. His research interests include examining how to best support teachers and teacher candidates in using learner-centered pedagogies in mathematics and their use of digital technologies.
Yingxiao Qian
is a clinical assistant professor in Learning Design and Technologies at the University of South Carolina. She received her Ph.D. in Learning, Design, and Technology from the University of Georgia. Her research interest is to design and develop various learning environments that utilize technology to enhance K-12 students’ real-world problem-solving abilities in STEM education contexts.
Thomas C. Reeves
(Ph.D.) is Professor Emeritus of Learning, Design, and Technology in the Mary Frances Early College of Education at The University of Georgia. He was a Fulbright Lecturer in Peru and has given invited presentations in the USA and over 30 other countries. He is the former editor of the Journal of Interactive Learning Research, and the author of more than 200 scholarly papers and books. His research interests include educational design research, authentic online learning, and medical and public health education. According to a recent bibliographic analysis, his scholarly work has been cited over 30,350 times in the research literature, placing him among the top two percent of
Christiane Reilly
is a lifelong educator. Her professional trajectory evolved from teacher, instructional designer, and director to learning scientist and design researcher. Her focus in all these endeavors has been guided by the promise that learning technologies hold to improve learning outcomes by making learning more authentic, relevant, and empowering for learners. In 2020, she launched reDesignED LLC, an education design lab dedicated to advancing evidence-based learning designs through design-based research. Her research focuses on future-facing skills. Her conceptual framework is transdisciplinary.
Jennifer C. Richardson
is Professor of Learning, Design and Technology (LDT) in the College of Education at Purdue University. She serves as the program convener for the LDT programs and is the designated 150th Anniversary Professor for the College of Education. She has been involved with distance education for over 25 years as a researcher, instructor, mentor, and designer. Her research focuses on evidence-based practices in online learning environments and preparing instructional designers. Specifically, she researches strategies and designs for teaching online, social presence, gauging learning in online environments, and the Community of Inquiry (CoI) framework. She was named the Mildred B. and Charles A. Widmeyer Award for Outstanding Scholar in Distance Education and is an Online Learning Consortium (OLC) Fellow.
Aubrey Rogowski
is a dedicated educator and researcher, holding a doctoral degree in Instructional Technology and Learning Sciences from Utah State University. She is passionate about implementing innovative teaching and learning techniques to make an impact on both her students and within the field of education.
Leanne Rutherford
is Chief for Data Science Learning at the National Geospatial-Intelligence College (NGC). She has served as Lead for Data Science Learning since joining the National Geospatial-Intelligence Agency (NGA) in March 2020. Before her
Kay K. Seo
is Professor of Instructional Design and Technology in the School of Education at the University of Cincinnati. Her current research focuses on learner engagement in virtual environments and student interaction in online instruction. Dr. Seo has published widely in top-tier academic journals and has presented numerous papers at nationally and internationally renowned conferences. She teaches core courses on instructional design and educational technology at the master’s and doctoral levels. Dr. Seo has taken on leadership positions in the Association for Educational Communications and Technology, a highly regarded academic and professional organization. She is the Founding President of the Learner Engagement Special Interest Group and the Learner Engagement Division for the association.
Sanga Song
is an assistant professor in the School of Business & Economics at Indiana University East. She earned her Ph.D. in retail merchandising and consumer studies at the University of Minnesota, with a minor in quantitative methods in education. Her research focuses on consumer behavior in new technology and digital environments, particularly on underrepresented groups. She aims to enhance our understanding of how individuals interact with technology and digital platforms while advocating for inclusivity and representation. Her research endeavors have received funding from various sources, including the U.S. Department of Agriculture and the Indiana University Racial Justice Research Fund. Her research has been published in esteemed academic journals such as Information and Management, the Journal of Product and Brand Management, and the International Journal of Advertising. Additionally, she serves as an Editorial Board member for the Journal of Global Fashion Marketing
Edwin Teye Sosi
is a graduate student and a research assistant at the Department of Curriculum and Instruction in the College of Education at Texas Tech University. He has a master’s degree in management economics. As a young educational researcher, Edwin’s interest encompasses technology integration, digital pedagogy, learner analytics, measurement and evaluation. He is particularly concerned about evaluating the affordances and efficacy of emerging technologies on student-level outcomes. He has extensive hands-on experience in item development and large survey data analysis. As an educator, he has also served as a high school teacher, curriculum consultant, and institutional researcher in different jurisdictions, including Ghana and China.
Stefan Stenbom
is Associate Professor in Learning in Engineering Sciences at the Division of Digital Learning, Department of Learning in Engineering Sciences at KTH Royal Institute of Technology in Stockholm, Sweden. The core focus of his research centers on the Community of Inquiry theoretical framework, which serves as the foundation for investigating, analyzing, and understanding the dynamics of collaborative and constructivist online and blended learning environments. Research contexts include all educational settings. Stefan is the co-leader of the digital learning research cluster at KTH, teaches digital learning at all levels, and supervises several doctoral students. Furthermore, Stefan is the chair of the portfolio for the digitalization of education at KTH, reporting to the university director. More information about Stefan can be found at https://stefanstenbom.se
Sharon Stidham
shifted her career to education post-9/11 from senior management roles in marketing in the high technology industry. Her experiences as a secondary Mathematics educator, specializing in teaching students new to the country and to English, taught her much about the need for situated, immersive learning opportunities for learners. During her doctoral studies, her primary area of research was the intersection of digital game-based learning and the flow experience. Since graduation, her research interests have focused on applying varying management techniques in the instructional design industry, and on the future role of AI in education, with a particular focus on connecting theory with practical application.
is a cogemotion researcher, investigating the interplay between emotion, learning, and performance through the use of PLS-SEM and AI technologies. As a former talent management leader at IBM, he acquired valuable insights into the role of AI in our evolving digital landscape. He has also authored the “Digital Identity Series,” where he encourages readers to harness and shape technological paradigm shifts to make a positive impact globally. He envisions a future where the cognitive capabilities of machines are harmoniously integrated with human emotional intelligence, and thus, advocates for the cultivation of Human-AI Partnership Competency as a critical skill in the 21st century.
Hengtao Tang
is an associate professor of Learning Design and Technologies at the University of South Carolina. His research interests address the intersection of self-regulated learning, multimodal data analytics, and artificial intelligence in education. Hengtao applies multimodal data analytics to understand how learners regulate their learning and collaborative problem-solving in technology-enhanced learning environments, thereby creating AI-driven scaffolds to facilitate their STEM learning and career readiness.
Torrey Trust
is Professor of Learning Technology in the College of Education at the University of Massachusetts Amherst. Her work centers on the critical examination of the relationship between teaching, learning, and technology; and how technology can support teachers in designing contexts that enhance student learning. Specifically, she studies how educators engage with digitally enhanced professional learning networks; how emerging pedagogical tools, practices, and technologies influence learning; how to design and use open educational resources, and how to find, critically evaluate, and teach with digital tools and apps. Dr. Trust has received the University of Massachusetts Amherst Distinguished Teaching Award (2023), the College of Education Outstanding Teaching Award (2020), the Association for Educational Communications and Technology (AECT) Annual Achievement Award (2020), and the International Society for Technology in Education or ISTE Making IT Happen Award (2018).
Shannon Tucker
(Ph.D., MS, CPHIMS) serves as Assistant Dean of Instructional Design and Technology and Affiliate Assistant Professor at the University of Maryland School of Pharmacy. In these roles, Shannon provides strategic leadership in academic administration, online and inclusive learning, web development, and academic technology integration. Her teaching focuses on the effective
Deniz Unal
is a research assistant and doctoral student in the Educational Instructional Technology program at Texas Tech University. She graduated from the Department of Computer Education and Instructional Technology at Middle East Technical University in 2022 with a minor degree in Business Administration. She has experience designing and developing interactive learning materials, including materials for the Turkish Aerospace Industry. She also taught computer classes in middle school, vocational high school and institutions for adult education where she promoted the importance of technology education. Her research interests include mental fatigue, cognitive load, and mindfulness practices in online learning environments.
Lucas Vasconcelos
is Assistant Professor of Learning Design and Technologies at the University of South Carolina. He has worked in higher education for over ten years as an instructional design assistant, instructor, and faculty. His research agenda is at the intersection of educational technology, computer science education, and science education. Specifically, his research projects focus on expanding opportunities and participation of underrepresented minorities in technology-enhanced STEM teaching and learning experiences. His research expertise includes scientific modeling, science simulations, block-based programming, educational robotics, computational thinking, and stereotypes.
Charles Xiaoxue Wang
is Professor of Instructional Design and Educational Technology and a Lucas Faculty Fellow (2020–2022) at Florida Gulf Coast University (FGCU). Dr. Wang served as an Associate Dean for the College of Education at FGCU (2013–2018). Dr. Wang’s research interests include instructional design, synchronous
Florence Williams
is an accomplished instructional designer at the University of Central Florida. A former Trainer in the USAID Caribbean Center for Excellence for Teaching and Learning, Florence’s experience spans two decades of working in public and private university environments. In her role, she focuses on enhancing course design and instructional methods and has authored several articles on inclusive excellence in faculty development. She provides pedagogical support to faculty members, offering coaching and mentoring for creating online and blended courses. A Jamaican national, she has held various leadership and faculty development positions, consistently advocating for excellence through technology integration and curriculum enhancement. Florence shares her work nationally and internationally on inclusive excellence and the potential benefits of emerging technologies in teaching and learning. Beyond her professional commitments, she dedicates her time to volunteering with professional organizations in her field, including the Online Learning Consortium and MERLOT.
Ying Xie
is a lecturer in the School of Mathematics and Physics at Leshan Normal University in Sichuan, P.R. China. Xie obtained a master’s in Agriculture Promotion from Sichuan Agriculture University in China. Xie was the director of the Office of Curriculum and Instruction (2018–2023) in Secondary College of Leshan Normal University. At Leshan Normal University, she also serves in the University Office of Student Recruitment, Admission, and Employment,
Fan Xu
is a senior learning designer at the Center on Education and Training for Employment at The Ohio State University. She earned her Ph.D. in Education Studies, specializing in Learning Technologies, from The Ohio State University and holds a master’s degree in Information Technologies in Education from The University of Hong Kong. With over five years of professional experience, Dr. Xu has designed both online and in-person learning experiences, leveraging interactive technologies and data-driven assessments. Her research focuses on the intersections of Artificial Intelligence, computational thinking, learning technologies, and instructional design, contributing significantly to educational innovation.