Association for Educational Communications and Technology (AECT), Division of Distance Learning
Associate Professor, School of Education (previously College of Education and Human Sciences), Iowa State University
Ana-Paula Correia is the Ted and Lois Cyphert Distinguished Professor and Professor of Learning Technologies in the Department of Educational Studies (College of Education and Human Ecology) at The Ohio State University, where she also serves as Director of the Center on Education and Training for Employment (CETE). With more than 25 years in learning design and instructional systems technology, her research spans online and mobile learning, collaborative learning, learner experience design, human–computer interaction, and artificial intelligence in education. She is widely known for co-developing the Nomophobia Questionnaire (NMP‑Q) and has published 100+ articles and chapters across English, Portuguese, and Spanish. Correia previously held faculty roles at Iowa State University and earned her M.S. (2001) and Ph.D. (2005) in Instructional Systems Technology from Indiana University Bloomington, after a B.S. (1989) and M.S. (1996) at the University of Minho (Portugal). She has held leadership roles in AERA’s Online Teaching and Learning SIG and has received multiple recognitions from AECT and AACE. citeturn1search3turn0search2turn16view0
A nested framework positioning teaching‑, community‑, and organization‑level supports as interdependent drivers of effective online teaching and sustainable faculty development in higher education.
A framework advocating for instructional designers’ civic engagement and social responsibility within professional preparation and practice in higher education.
Distance Education • Journal
Using experiential e‑learning as an analytic lens, the study compares Zoom, Skype, Microsoft Teams, and WhatsApp on features and usability affecting learning quality. Mapping learning‑related features to experiential learning modes and applying a usability framework, the authors provide guidance on selecting and improving videoconferencing systems to better support distance education.
American Journal of Distance Education • Journal
This correlational study examines relationships between attitudes toward online collaborative learning and sense of community among students in fully online courses. Results show a moderate, positive association overall, with stronger correlations for graduate students than undergraduates, suggesting that cultivating collaboration aligns with stronger community perceptions in online settings.
Computers in Human Behavior • Journal
This study conceptualizes nomophobia as a multi‑dimensional construct emerging from reliance on smartphones. Using an exploratory sequential mixed‑methods design with interviews followed by validation with 301 undergraduates, the authors identify four dimensions—communication inability, loss of connectedness, inaccessibility of information, and loss of convenience—and develop the 20‑item Nomophobia Questionnaire (NMP‑Q). Analyses show a four‑factor structure and strong reliability, indicating the NMP‑Q can validly assess nomophobia severity.
TechTrends • Journal
The article proposes a nested professional development framework describing how supports at three levels—teaching, community, and organization—interact to foster successful online teaching in higher education. The framework shifts emphasis from technology‑centered training toward sustained pedagogical support, mentoring, and communities of practice aligned with institutional structures.
Distance Education • Journal
Through a critical review grounded in transformative learning, the paper analyzes literature on online teacher roles and competencies. The authors argue that competency and standards‑driven approaches underemphasize empowerment, critical reflection, and inquiry into pedagogy. They propose reframing professional development to view online instructors as adult learners who continually transform their teaching through reflective practice and action.