Florida Educational Research Association (FERA)
The Florida State University
Council of Academic Deans of Research Education Institutions (CADREI)
The Florida State University
Association for Educational Communications and Technology (AECT)
Association for Educational Communications and Technology (AECT) – Division of Instructional Development
Associate Dean for Academic Affairs (temporary service during merger to CEHHS), The Florida State University
Dean, College of Education, The Florida State University
Associate Dean for Administration and Research, The Florida State University
Professor of Educational Research, The Florida State University
Department Chair, Educational Research, The Florida State University
Professor (teaching position), Arizona State University
Professor of Educational Research (Leslie J. Briggs Professor from 2002), The Florida State University
Assistant Professor of Instructional Systems and Educational Psychology, The Florida State University
Dean Emerita and Leslie J. Briggs Professor of Educational Research at The Florida State University, Marcy P. Driscoll is an educational psychologist whose scholarship centers on learning theory and instructional theory, including technology‑rich and online learning environments. She joined FSU’s faculty in 1980, became department chair in 1996, associate dean in 2003, and served as dean of the College of Education from 2005 until her retirement as dean in June 2018. She earned an A.B. in Psychology from Mount Holyoke College (1973) and an M.S. (1976) and Ph.D. (1978) in Educational Psychology from the University of Massachusetts Amherst. Driscoll has authored multiple editions of the widely used textbook Psychology of Learning for Instruction and co‑authored/edited reference works in educational communications and technology. Recent university pages list her contact email as [email protected] and her current title as Dean Emerita and Leslie J. Briggs Professor. citeturn4search6turn4search5turn22search3turn5view0
Educational Technology & Society • Journal
Mixed‑methods field study in a web‑enhanced College Success course examining whether self‑regulated learning (SRL) strategy training improves community college students’ achievement, motivation, and strategy use. SRL training supported overall course performance, persistence on long‑term tasks, and self‑satisfaction; implications are offered for designing technology‑enabled SRL interventions in open‑access settings.
American Journal of Distance Education • Journal
Content‑analyzes 383 articles (1997–2002) across four leading distance education journals to map research topics, methods, and citation patterns. The study identifies dominant themes (e.g., design and development, management/operations, evaluation, theory/research), highlights methodological trends, and suggests future directions for DE scholarship based on observed gaps and emphases.
Educational Technology Research and Development • Journal
Reports a semester‑long case study of a graduate course intentionally designed around constructivist principles to support a knowledge‑building learning community using integrated web tools. Analyses of multiple data sources showed that the design promoted collaborative knowledge building, self‑directed learning, and acquisition of key concepts; findings also identified the kinds of technological and instructional supports needed for an effective community of learners.
Pearson • Book
Updated edition co‑authored with Kerry J. Burner that integrates contemporary perspectives on constructivism, situativity, digital technology, neuroscience, and motivation. Organized around learning and instruction, it emphasizes implications for design across K–12, higher education, and workplace settings, with cases and reflective practice tasks and a redesigned structure for technology‑enhanced and situated instruction.
In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (2nd ed.) • Chapter
Synthesizes core psychological perspectives that inform instructional design—behaviorist, cognitive, social‑cognitive, developmental, and constructivist—translating key mechanisms (e.g., attention, memory, transfer, motivation, self‑regulation) into design principles. The chapter emphasizes aligning learning goals, task demands, and learner characteristics to select appropriate strategies and scaffolds.
Pearson/Allyn & Bacon (Boston) • Book
Comprehensive, application‑oriented synthesis of major learning theories and their instructional implications. The book spans behaviorism, cognitive information processing, schema theory, situated learning, development, biology of learning and memory, motivation and self‑regulation, and culminates with Gagné’s theory and constructivism, offering concept maps, scenarios, and reflective activities to help readers compare, apply, and integrate theories for classroom and training design.