Yu-Hui Ching

This study explored pre‑service teachers’ perceptions of a 3D‑printing‑integrated STEM module embedded in a college mathematics content course. Survey and reflection data from 19 participants indicated perceived improvements in understanding 3D printing technology and software, crystal lattice structures, and applications of mathematics in STEM contexts. Integrating 3D printing facilitated experiential learning and enhanced visualization of geometric and measurement concepts, helping participants situate mathematical ideas in interconnected, pragmatic frameworks.

Systematic review of 22 empirical studies (2012–2021) on using educational robotics to develop computational thinking (CT) in young learners (pre‑K–grade 6). Most studies occurred in formal schooling with activities ranging from 80 minutes to 24 hours. Commonly targeted CT skills were sequencing, conditionals, loops, debugging, and algorithmic thinking; LEGO Mindstorms was the most frequent platform. Collaborative, project‑based, and embodied learning approaches predominated. The review identifies developmentally appropriate CT skills, kits, and pedagogies and recommends directions for future research.

Introduces the Online Course Design Checklist (OCDC), a concise tool based on instructional design principles and existing evaluation instruments. Survey data from 19 current or prospective online instructors indicate the OCDC helps structure course design before, during, and after development by foregrounding essential criteria not to overlook.

Examines an eight‑week, project‑based, STEM‑integrated robotics after‑school program for grades 4–6. Mixed‑methods findings show significant improvement in students’ attitudes toward mathematics and identify perceived learning in three areas: STEM content and connections, engagement/perseverance, and teamwork development. The study outlines opportunities and challenges for designing robotics curricula for upper‑elementary learners.

Reviews the Canvas Course Evaluation Checklist (CCEC), describing its characteristics and unique features and comparing it against established national and statewide evaluation instruments. The paper discusses implications for course designers and suggests augmenting the CCEC with research‑based practices to better support online course quality.

Identifies six national or statewide evaluation instruments used to guide higher‑education online course design. Compares instrument characteristics, codes criteria, and discusses topical focus and unique features to inform designers and institutions seeking to improve and evaluate online course quality.

Provides an overview of opportunities to develop computational thinking (CT) in young learners through educational technologies. Reviews empirical studies and analyzes commercially available tools used to foster CT. Discusses challenges, design implications, and recommendations for integrating technologies to support CT development in early grades.

Exploratory case study analyzing reflections from 34 prospective online instructors at the end of a graduate course. Three themes emerged: perceptions of online instructors’ roles; development of pedagogical and technological knowledge; and shifts from learner to instructor perspectives. Implications for online‑teaching preparation and future research are provided.

Offers an overview of maker education and synthesizes empirical research on learning through making, highlighting reported outcomes, common issues, challenges, resources, and future research directions. The paper discusses how maker education promotes creativity, problem solving, and collaboration through hands‑on, iterative design experiences.

Mixed‑methods study of graduate students’ participation in and perceptions of a peer‑feedback activity supporting project‑based learning in an online instructional design course. Students were active and positive; content analysis of feedback showed mostly supportive comments and frequent questioning to advance peers’ thinking. Challenges and implementation implications are discussed.

Applies text‑mining to 2,997 abstracts (2000–2010) across six SSCI‑indexed journals to identify 19 clusters of research areas and analyze productivity by country and journal. Reveals rising, stable, and lower‑attention topics; highlights journal emphases and country strengths; and discusses implications through a Critical Theory of Technology lens.

Examines 20 graduate students’ experiences using VoiceThread for a collaborative activity in a fully online course. Students reported VoiceThread was easy to use and that audio/video helped them feel more connected. Benefits included multimodal expression and nonverbal cues that enhanced meaning; drawbacks versus text discussion and design implications are discussed.

Mixed‑methods investigation of how mobile microblogging can support learning in authentic contexts in a graduate instructional message design course. Analysis of tweets, perceptions, and self‑reported use showed appropriate application of design principles, spontaneous social interactions related to peers’ examples, and positive perceptions of the activities.

Synthesizes sociocultural theory, distributed cognition, and situated cognition into a framework to guide the design and assessment of Web 2.0 practices. Presents a case study in which online graduate students used collaborative concept mapping to construct understanding of instructional design processes, and offers assessment strategies and lessons learned.