Faculty Profile

Yunjo An

Title
Chair
Department
Learning Technologies
College
College of Information

    

Education

PhD, Indiana University Bloomington, 2006.
Major: Instructional Systems Technology
MS, Indiana University Bloomington, 2002.
Major: Instructional Systems Technology
BA, Ewha Womans University, 2000.
Major: Educational Technology

Current Scheduled Teaching*

LTEC 6950.717, Doctoral Dissertation, Summer 2022
LTEC 6950.733, 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 6310.020, Digital Game Based Learning, Fall 2021 SPOT
LTEC 6310.030, Digital Game Based Learning, Fall 2021 SPOT
LTEC 5040.020, Online Design and Pedagogy, Spring 8W1 2021 SPOT
LTEC 5040.026, Online Design and Pedagogy, Spring 8W1 2021 SPOT
LTEC 5040.020, Online Design and Pedagogy, Fall 8W1 2020 SPOT
LTEC 5040.080, Online Design and Pedagogy, Fall 8W1 2020 SPOT
LTEC 6260.001, Creating Technology based Learning Environments, Spring 2020
LTEC 5040.020, Online Design and Pedagogy, Spring 8W1 2020
LTEC 5040.080, Online Design and Pedagogy, Spring 8W1 2020
LTEC 5610.020, Analysis of Research in Learning Technologies, Fall 8W2 2019 SPOT
LTEC 5610.026, Analysis of Research in Learning Technologies, Fall 8W2 2019 SPOT
LTEC 5610.080, Analysis of Research in Learning Technologies, Fall 8W2 2019 SPOT
LTEC 5040.020, Online Design and Pedagogy, Fall 8W1 2019 SPOT
LTEC 5040.080, Online Design and Pedagogy, Fall 8W1 2019 SPOT
LTEC 5040.086, Online Design and Pedagogy, Fall 8W1 2019 SPOT
LTEC 6800.020, Special Topics in Learning Technologies, Summer 10W 2019 SPOT
LTEC 6800.030, Special Topics in Learning Technologies, Summer 10W 2019 SPOT
LTEC 6800.040, Special Topics in Learning Technologies, Summer 10W 2019 SPOT
LTEC 5610.020, Analysis of Research in Learning Technologies, Spring 8W2 2019 SPOT
LTEC 5610.080, Analysis of Research in Learning Technologies, Spring 8W2 2019 SPOT
LTEC 5610.086, Analysis of Research in Learning Technologies, Spring 8W2 2019 SPOT
LTEC 5040.020, Online Design and Pedagogy, Spring 8W1 2019 SPOT
LTEC 5040.080, Online Design and Pedagogy, Spring 8W1 2019 SPOT
LTEC 5040.086, Online Design and Pedagogy, Spring 8W1 2019 SPOT
LTEC 5610.020, Analysis of Research in Learning Technologies, Fall 8W2 2018 SPOT
LTEC 5610.080, Analysis of Research in Learning Technologies, Fall 8W2 2018 SPOT
LTEC 5610.086, Analysis of Research in Learning Technologies, Fall 8W2 2018 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

Abstracts and Proceedings
Yang, J., Ding, J., An, Y. (2021). A Text mining-based analysis of Facebook group discussions on gamification. Frisco: Proceedings of Innovate Learning Summit 2021.
Book
Reigeluth, C. M., An, Y. (2021). Merging the instructional design process with learner-centered theory: The holistic 4D model. Routledge.
Book Chapter
An, Y., Mindrila, D. (2017). Clusters of teachers based on their perceptions of learner-centered instruction. Other. 63-85. New York, NY: Nova Science Publishers.
An, Y. (2015). Games to promote inquiry learning. Other. Thousand Oaks, CA: SAGE.
An, Y. (2013). Strategies for supporting students’ metacognitive processes in ill-structured problem solving in online environments. Other. 35-52. New York, NY: Routledge.
An, Y. (2012). Learner-centered technology integration. Other. Hersey, PA: IGI Global.
Reigeluth, C. M., An, Y. (2009). Theory building. Other. New York, NY: Routledge.
Conference Proceeding
An, Y. (2019). Creating smart learning environments with virtual worlds.. Foundations and Trends in Smart Learning: Proceedings of 2019 International Conference on Smart Learning Environments. Springer.
Encyclopedia Article
An, Y. (2020). Game design for learning and teaching. Other. Routledge. https://education.routledgeresearchencyclopedias.com/educational-technology
Journal Article
An, Y. (2021). A history of instructional media, instructional design, and theories. 4(1), 1-21. International Journal of Technology in Education.
An, Y. (2021). A qualitative investigation of team-based gamified learning in an online environment. Educational Process: International Journal. 10(4), 73-91.
An, Y. (2021). A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review.”. Educational Technology Research and Development.
An, Y., Kaplan-Rakowski, R., Yang, J., Connan, J., Kinard, W., Daughrity, L. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic.. Educational Technology Research and Development. Springer.
An, Y. (2020). Designing effective gamified learning experiences. 3(2), 62-69. International Journal of Technology in Education.
An, Y., Mindrila, D. (2020). Strategies and tools used for learner-centered instruction. 4(2), 133-143. International Journal of Technology in Education and Science.
Yang, X., Lin, L., Wen, Y., Cheng, P., Yang, X., An, Y. (2020). Time-Compressed Audio on Attention, Meditation, Cognitive Load, and Learning.. Educational Technology & Society. 23(3), 16 - 26. JSTOR. https://www.jstor.org/stable/26926423?seq=1
An, Y., Zhu, M., Bonk, C. J., Lin, L. (2020). Exploring instructors' perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs.. Journal of Computing in Higher Education. Springer. https://link.springer.com/article/10.1007/s12528-020-09256-w
Rosenberg, M. G., An, Y. (2019). Supporting science teachers’ learner-centered technology integration through situated mentoring. Educational Process: International Journal. 8(4), 248-263.
An, Y. (2018). The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research and Development. 66(6), 1505-1527.
An, Y., Cao, L. (2017). Examining the characteristics of digital learning games designed by in-service teachers. Other. 7(4), 73-85.
An, Y., Cao, L. (2017). The effects of game design experience on teachers’ attitudes and perceptions regarding the use of digital games in the classroom. TechTrends. 61(2), 162-170.
An, Y. (2016). A case study of educational computer game design by middle school students.. Educational Technology Research and Development. 64(4), 555-571.
An, Y., Haynes, L., D'Alba, A., Chumney, F. (2016). Using educational computer games in the classroom: Science teachers' experiences, attitudes, perceptions, concerns, and support needs. Other. 16(4), 415-433.
An, Y. (2015). Book review: MOOCs and open education around the world. Indian Journal of Open Learning. 24(1-2), 69-70.
An, Y., Cao, L. (2014). Examining the effects of metacognitive scaffolding on students’ design problem solving in an online environment. MERLOT Journal of Online Learning and Teaching. 10(4), 552-568.
An, Y. (2013). Systematic design of blended PBL: Exploring the design experiences and support needs of PBL novices in an online environment. Contemporary Issues in Technology and Teacher Education. 13(1), . http://www.citejournal.org/vol13/iss1/general/article1.cfm
An, Y., Reigeluth, C. M. (2011). Creating technology-enhanced, learner-centered classrooms: K-12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education. 28(2), 54-62.
An, Y. (2010). Scaffolding wiki-based, ill-structured problem solving in an online environment. MERLOT Journal of Online Learning and Teaching. 6(4), 723-734. http://jolt.merlot.org/vol6no4/an_1210.pdf
An, Y., Williams, K. (2010). Teaching with Web 2.0 technologies: Benefits, barriers and lessons learned. International Journal of Instructional Technology and Distance Learning. 7(3), article 4.
An, Y., Bonk, C. J. (2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends. 53(3), 43-48.
An, Y., Reigeluth, C. M. (2008). Problem-based learning in online environments. Quarterly Review of Distance Education. 9(1), 1-16.
Reigeluth, C. M., An, Y. (2006). Functional contextualism: An ideal framework for theory in IDT. Educational Technology Research and Development. 54(1), 49-53.
An, Y., Frick, T. (2006). Student perceptions of asynchronous computer-mediated communication in face-to-face courses. Journal of Computer-Mediated Communication. 11(2), article 5. http://jcmc.indiana.edu/vol11/issue2/an.html
An, Y., Reigeluth, C. M. (2005). A study of organizational learning at Smalltown hospital. Performance Improvement. 44(10), 34-39.
Frick, T., Su, B., An, Y. (2005). Building a large, successful Website efficiently through inquiry-based design and content management tools. TechTrends. 49(4), 20-31.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Panbamrung, J., Chelliah, S., Zhang, X., An, Y., "English Language Learners - Learning in Immersive Environments (ELLLIE)," Sponsored by University of North Texas, University of North Texas, $5000 Funded. (April 2020 – Present).
Hayes, A., An, Y., Chelliah, S., Zhang, X., "English Language Learners - Language Learning Immersion,," University of North Texas, $5000 Funded. (20192020).
An, Y. (Principal), "Evaluation and improvement of a gamified collaborative learning platform," University of North Texas, $10000 Funded. (September 2019December 2019).
An, Y., "Developing a gamified collaborative learning platform," University of North Texas, $5000 Funded. (January 2019December 2019).
Hong, J. (Principal), An, Y. (Co-Principal), "Designing technology-enhanced, inquiry-based lessons using GIS," Sponsored by Improving Teacher Quality Grants Program, State, $39809 Funded. (2013).
An, Y. (Principal), "Using technology to foster learner-centered instruction," Sponsored by Texas A&M University-Texarkana, Local, $1500 Funded. (20092010).
,
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
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