Faculty Profile

Youngjin Lee

Title
Associate Professor
Department
Learning Technologies
College
College of Information

    

Education

DPhil, University of Illinois at Urbana-Champaign, 2003.
Major: Educational Computing
MEd, Seoul National University, 1996.
Major: Science Education
BS, Seoul National University, 1994.
Major: Earth Science

Current Scheduled Teaching*

LTEC 6950.736, Doctoral Dissertation, Summer 2022

* 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 5610.020, Analysis of Research in Learning Technologies, Spring 8W2 2022 SPOT
LTEC 6511.020, Analysis of Research in Learning Technologies, Fall 2021 SPOT
LTEC 6511.030, Analysis of Research in Learning Technologies, Fall 2021 SPOT
LTEC 6511.040, Analysis of Research in Learning Technologies, Fall 2021 SPOT
LTEC 6950.706, Doctoral Dissertation, Fall 2021
LTEC 6950.736, Doctoral Dissertation, Fall 2021
LTEC 6950.756, Doctoral Dissertation, Fall 2021
LTEC 6514.001, Seminar on Advanced Research Topics in Learning Technologies and Information Sciences, Fall 2021 SPOT
LTEC 6514.030, Seminar on Advanced Research Topics in Learning Technologies and Information Sciences, Fall 2021 SPOT
LTEC 6950.736, Doctoral Dissertation, Summer 10W 2021
LTEC 6950.756, Doctoral Dissertation, Summer 10W 2021
LTEC 5421.020, Advanced Web and Media Development, Spring 2021 SPOT
LTEC 5421.026, Advanced Web and Media Development, Spring 2021 SPOT
LTEC 5610.020, Analysis of Research in Learning Technologies, Spring 8W2 2021 SPOT
LTEC 6950.706, Doctoral Dissertation, Spring 2021
LTEC 5610.020, Analysis of Research in Learning Technologies, Fall 8W2 2020 SPOT
LTEC 5610.080, Analysis of Research in Learning Technologies, Fall 8W2 2020 SPOT
LTEC 6950.706, Doctoral Dissertation, Fall 2020
LTEC 6514.001, Seminar on Advanced Research Topics in Learning Technologies and Information Sciences, Fall 2020 SPOT
LTEC 6514.030, Seminar on Advanced Research Topics in Learning Technologies and Information Sciences, Fall 2020 SPOT
LTEC 6950.706, Doctoral Dissertation, Summer 10W 2020
LTEC 6950.706, Doctoral Dissertation, Spring 2020
LTEC 6480.020, Research Seminar, Spring 2020
LTEC 6900.706, Special Problems in Learning Technologies, Spring 8W2 2020
LTEC 6800.030, Special Topics in Learning Technologies, Spring 2020
LTEC 6800.040, Special Topics in Learning Technologies, Spring 2020
LTEC 5510.020, Technology Based Learning Environments, Spring 2020
LTEC 5510.080, Technology Based Learning Environments, Spring 2020
LTEC 6514.001, Seminar on Advanced Research Topics in Learning Technologies and Information Sciences, Fall 2019 SPOT
LTEC 6514.030, Seminar on Advanced Research Topics in Learning Technologies and Information Sciences, Fall 2019 SPOT
LTEC 6514.040, Seminar on Advanced Research Topics in Learning Technologies and Information Sciences, Fall 2019 SPOT

* 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 Publications

Published Intellectual Contributions

Book Chapter
Hsu, Y., Meyen, E., Lee, Y. (2018). Understanding emotional analytics for student engagement: An instructional visual design perspective. Student-centered virtual learning environments in higher education. 70-102. Hershey, PA:.
Journal Article
Wang, X., Lee, Y., Lin, L., Mi, Y., Yang, T. (2021). Analyzing instructional design quality and students’ reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses. The Internet and Higher Education. 50, 100810.
Lee, Y. (2019). Estimating student ability and problem difficulty using Item Response Theory (IRT) and TrueSkill. Information Discovery and Delivery. 47(2), 67-75.
Gu, P., Lee, Y. (2019). Promoting students' motivation and use of SRL strategies in the Web-based mathematics learning environment. Journal of Educational Technology Systems. 47(3), 391-410.
Lee, Y. (2018). Effect of uninterrupted time-on-task on students’ success in Massive Open Online Courses (MOOCs). Computers in Human Behavior. 86, 174-180.
Lee, Y. (2018). Using Self-Organizing Map (SOM) and clustering to investigate problem solving patterns in the Massive Open Online Course (MOOC): An exploratory study. Journal of Educational Computing Research. 57(2), 471-490.
Lee, Y. (2017). Modeling students’ problem solving performance in the computer-based mathematics learning environment. International Journal of Information and Learning Technology. 34(5), 385-395.
Sullivan, D. K., Goetz, J. R., Gibson, C. A., Mayo, M. S., Washburn, R. A., Lee, Y., Ptomey, L. T., Donnelly, J. E., (2016). A virtual reality intervention (Second Life) to improve weight maintenance: Rationale and design for an 18-month randomized trial. Contemporary Clinical Trials. 46, 77–84.
Lee, Y. (2016). Predicting students' problem solving performance using Support Vector Machine. Journal of Data Science. 14, 231–244.
Lee, Y. (2015). Analyzing log files to predict students’ problem solving performance in a computer-based physics tutor. Educational Technology & Society. 18(2), 225–236.
Lee, Y. (2015). Developing iPad-based physics simulations that can help people learn Newtonian physics concepts. The Journal of Computers in Mathematics and Science Teaching. 34(3), 299–325.
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
CLOSE