Northern Arizona University
Northern Arizona University
Association for Educational Communications and Technology (AECT)
Assistant Professor, Educational Technology Leadership (GSEHD), The George Washington University
Chih-Hsiung Tu is a professor of Educational Technology in the Department of Educational Specialties at Northern Arizona University. His scholarship focuses on online learning, social presence, learning communities, and open/networked learning environments (ONLE/PLE), with additional work in mobile learning, learning analytics, and gamification. He earned his doctorate in Educational Media & Computers and Curriculum & Instruction at Arizona State University, previously served on the faculty at The George Washington University, and has helped lead international professional activities (e.g., ICEM/AECT). Tu is the author of two practitioner‑oriented books (Online Collaborative Learning Communities; Strategies for Building a Web 2.0 Learning Environment) and frequently publishes on social presence and online interaction design. citeturn17search5turn15search0turn19search8turn5search0turn5search5
A design framework that links people, resources, and Web 2.0 tools to create open, networked learning environments that complement or replace LMSs. The Linkage Design Model specifies portal, widget/gadget, RSS, social tagging, social network, mobile, InfoViz, and third‑party linkages to support PLE/ONLE integration.
An instrument to measure learners’ perceived social presence and privacy in text‑based CMC used in online courses; operationalizes dimensions such as social context, online communication, interactivity, and privacy.
A conceptual model explaining how location awareness and mobile affordances reshape social interaction and learning in mobile environments; used to guide design of mobile learning activities.
Journal of Educational Technology Development and Exchange (JETDE) • Journal
This study examined how students’ social presence related to their evolving network prominence in online course discussions over seven weeks. Using social network analysis (betweenness, closeness, eigenvector centrality, PageRank), the authors found no significant growth in prominence overall; trends in betweenness, eigenvector, and PageRank were stable while closeness declined. Patterns were consistent across high- and low-social-presence participants, suggesting sustained interactivity and offering guidance for instructors to support social presence and interconnectivity in discussion boards.
Computers in the Schools • Journal
Presents theory‑informed designs and practical strategies to increase interaction in online courses through collaborative learning communities. The paper articulates three constructs—interactivity, social context, and technologies—and details tactics such as structured discussions, peer evaluation, rotating team moderation, and use of multiple CMC tools to foster engagement and critical thinking.
Quarterly Review of Distance Education • Journal
Discusses designs and management tactics to produce effective asynchronous discussions that encourage contemplation and critical thinking. A model of online collaborative learning community is applied, with sample moderation guidelines, to illustrate how structure and facilitation can sustain high‑quality discourse.
American Journal of Distance Education • Journal
Mixed‑methods research identified three key dimensions of social presence—social context, online communication, and interactivity—plus the role of privacy in learners’ comfort online. Higher perceived social presence was associated with increased interaction. Implications include tailoring CMC media choices and instructional elements to nurture community.
International Journal on E‑Learning • Journal
Develops and validates an instrument for measuring social presence and privacy in text‑based CMC used for online learning. Grounded in literature and expert review, the scale operationalizes dimensions such as social context, online communication, interactivity, and privacy, addressing limitations of earlier measures designed for non‑CMC settings.
Journal of Network and Computer Applications • Journal
Argues that social presence is a critical construct for understanding learning with computer‑mediated communication. Relates social learning theory to social presence in online environments, proposing that enhanced social interaction is necessary to support learning processes in distance education.
In L. E. Sujo‑Montes & C. J. Yen (Eds.), Media Rich Instruction: Connecting Curriculum to All Learners (Springer) • Chapter
Reviews evidence that game‑based approaches can enhance motivation, collaboration, problem solving, and informed action. Outlines ways educators can integrate gamification and participatory design to support engagement, especially for underserved learners.
In L. E. Sujo‑Montes & C. J. Yen (Eds.), Media Rich Instruction: Connecting Curriculum to All Learners (Springer) • Chapter
Introduces massive open online courses, surveying public discourse and institutional investments, and discusses quality, access, credentialing, and sustainability issues. Provides data points (e.g., early Coursera enrollments) and frames MOOCs as successors to online education that sparked debate about higher education’s future.
Libraries Unlimited / Bloomsbury • Book
A practitioner‑focused guide that reframes traditional LMS‑centered online learning toward open network learning environments (ONLE) and personal learning environments (PLE). Presents the Linkage Design Model and step‑by‑step designs (e.g., portal, widget, RSS, social tagging, mobile, InfoViz linkages) with classroom activities for integrating Web 2.0 tools into instruction.
Libraries Unlimited / Bloomsbury • Book
Provides 21 design patterns and guidelines for creating, facilitating, and assessing online collaborative learning communities across delivery modes. Emphasizes preparation, collaborative activities and engagements, technology choices, social collegiality, and collaborative evaluation of teaching.
Routledge/Taylor & Francis • Book
Edited collection offering practical guidance for planning and implementing effective distance education programs. Topics include developing virtual high schools, faculty development, roles of online moderators, tactics to optimize online time, and the importance of cultivating active online communities to support interaction and satisfaction.