Temporary Faculty, University of South Carolina
Associate Professor of Instructional Technology (tenured), Georgia Southern University
Program Coordinator/Director, Instructional Technology (M.Ed. & Ed.S.), Georgia Southern University
Associate Professor of Instructional Technology (tenure‑track), Georgia Southern University
Assistant Professor of Instructional Technology (tenure‑track), Georgia Southern University
Teaching Assistant Professor (part‑time), East Carolina University
Manager, Advanced Technology Learning Center (Math Emporium), Virginia Tech
Senior Instructor of Mathematics, Virginia Tech
Instructor of Mathematics, Virginia Tech
Instructor of Mathematics, Concord University
Graduate Teaching Assistant, West Virginia University
Charles B. “Chuck” Hodges is a Professor of Instructional Technology in the Department of Leadership, Technology, and Human Development at Georgia Southern University. His research focuses on online and technology‑enhanced teaching and learning, with special emphasis on self‑efficacy, learner motivation and self‑regulation, instructional design, and assessment in digital contexts. He earned a Ph.D. in Instructional Design and Technology from Virginia Tech (2005), an M.S. in Mathematics from West Virginia University (1992), and a B.S. in Mathematics (minor in Computer Science) from Fairmont State University (1990). He previously served as Editor‑in‑Chief of AECT’s journal TechTrends (2014–2024). citeturn2view0turn3view0turn1search3
Journal of Technology and Teacher Education • Journal
The authors argue that by 2025 all teacher education programs should prepare candidates to teach online and in blended settings. They synthesize evidence showing why every teacher needs OBL proficiency and propose six objectives: sufficient coursework on research and best practices; direct experiences as online learners and in OBL fieldwork; improved metrics and instruments to assess growth; widely accepted K‑12 OBL standards; and alignment with national accreditation expectations. They discuss threats to each objective and strategies for implementation.
The International Review of Research in Open and Distributed Learning • Journal
Using the Quality Matters (QM) higher‑education rubric, the authors evaluated six randomly selected STEM MOOCs from Coursera, edX, and Udacity. None passed an initial QM review, but two scored near the passing threshold and could meet standards with targeted revisions. Results suggest MOOCs can achieve high‑quality design and offer implications for course design and credit considerations.