Curriculum Vitae
Curriculum Vitae Link
Education
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PhD, Purdue University, 2013
Major: Curriculum & Instruction
Specialization: Learning Design & Technology
Dissertation: Development and Validation of Pre-service Teachers' Personal Epistemologies of Teaching Scale (PT-PETS)
Current Scheduled Teaching
LTEC 6500.001 | Introduction to Quantitative Research in Learning Technologies | Fall 2024 |
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LTEC 6500.430 | Introduction to Quantitative Research in Learning Technologies | Fall 2024 |
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LTEC 5300.002 | Learning and Cognition | Fall 8W1 2024 |
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Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.
Previous Scheduled Teaching
LTEC 6510.001 | Introduction to Research in Learning Technologies | Spring 2024 |
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SPOT
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LTEC 6500.001 | Introduction to Quantitative Research in Learning Technologies | Fall 2023 |
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SPOT
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Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.
Published Intellectual Contributions
- Dong, L., Hsieh, C., Yu, J. Evolution of engagement and influence in online learning: A social network analysis of an online master's course.
- Dong, L., Hsieh, C., Yu, J., Tan, Y. Epistemic network analysis of shifting professional perceptions and ethical insights in online learning.
- Yu, J. Influence of social network dynamics on educational aspirations in MOOCs.
- Yu, J. Cross-cultural perspectives in online learning: Socioeconomic status perception and its global variations in MOOCs.
- Yu, J., Chauhan, D., Alqarawy, M., Alqahtani, M. A systematic review of natural language processing applications in personalized learning.
- Yu, J. Exploring advanced education intentions after MOOC-based certification.
- Yu, J., Iqbal, R., Johnson, V. Synergizing human expertise with AI in higher education: A systematic review of Human-AI hybrid teaching.
- Dong, L., Hsieh, C., Yu, J. Uncovering thematic evolution in online education: A topic modeling analysis of professional discourse.
- Yu, J., Iqbal, R., Johnson, V. Unveiling emerging themes in Human-AI hybrid teaching through Latent Dirichlet Allocation topic modeling analysis.
- Yu, J., Tang, H. Evolving engagement and motivation in online Learning: A longitudinal study of MOOC participants.
- Yu, J., Hiltz, B., Yelamar, K., Raval, N. Charting the path to success: Mapping the links between learner engagement behaviors and aspirations in Social Work MOOCs.
- Yu, J., Hsieh, C., Dong, L. Mapping aspirational networks: Epistemic analysis of Best Possible Self (BPS) themes among instructional design professionals.
- Karumbaiah, S., Yu, J., Choi, J. Decoding inequities in MOOCs: A Machine Learning approach to understanding learner success and attrition.
- Yu, J., Perron, B., Yelamar, K., Raval, N. Latent Dirichlet Allocation insights: Student self-reflections and aspirations in Social Work MOOCs.
- Yu, J., Chauhan, D., Alqarawy, M., Alqahtani, M. Unveiling trends in natural language processing applications for personalized learning: Insights from Latent Dirichlet Allocation analysis.
- Yu, J. (2023). Learning experience design as collective praxis: Two design cases from higher education.
- Nawaz, S., Srivastava, N., Yu, J., Baker, R., Khan, A., Kennedy, G., Bailey, J., Baker, R. (2022). How difficult is the task for you? Modeling and analysis of students' task difficulty sequences in a simulation-based POE environment.
- Watson, W., Watson, S., Fehrman, S., Yu, J., Janakiraman, S. (2020). Examining international students’ attitudinal learning in a higher education course on cultural and language learning.
- Yu, J., Watson, S. (2020). Identifying subtypes of attitudinal learning among MOOCs learners: A latent profile analysis.
- Watson, S., Yu, J., Alamri, H., Watson, W. (2020). Preservice teachers’ technology integration attitude change in a course implementing digital badges.
- Watson, W., Yu, J., Watson, S. (2018). Perceived attitudinal learning in a self-paced versus fixed-schedule MOOC.
- Watson, S., Watson, W., Yu, J., Caskurlu, S., Janakiraman, S., Fiosk, H. (2018). Attitudinal learning and its relation to gender, age, ethnicity, enrolment purpose, and most impactful learning activity in the science of happiness MOOC.
- Watson, S., Watson, W., Yu, J., Alamri, H., Mueller, C. (2017). Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed-methods study.
- Park, Y., Yu, J., Jo, I. (2016). Clustering blended learning courses by online behavior data: A case study in a Korean higher education institute.
- Capobianco, B., Yu, J., French, B. (2015). Effects of engineering design-based science on elementary school science students’ engineering identity development across gender and grade.
- Capobianco, B., Yu, J. (2014). Using the construct of care to frame engineering as a caring profession toward promoting young girls' participation.
- Yu, J., Sun, Y., Strobel, J. (2012). A conceptual K-6 teacher competency model for teaching engineering.
- Ertmer, P., Newby, T., Yu, J., Liu, W., Tomory, A., Lee, Y., Sendurur, E., Sendurur, P. (2011). Facilitating students’ global perspectives: Collaborating with international partners using Web 2.0 technologies.
- Ertmer, P., Newby, T., Liu, W., Tomory, A., Yu, J., Lee, Y. (2011). Students’ confidence and perceived value for participating in cross-cultural wiki-based collaborations.
- Yu, J., Park, B. (2006). Development of the personal learning blog system for supporting self-regulated learning.