Biography:
Dr. Ke Zhang is Professor in the Learning Design and Technology Program at Wayne State University in USA. Her research focuses on e-learning, innovative learning technologies and emerging research methods, which has yielded over 100 publications in various forms. Her work is translated into and cited in many languages, and adapted to guide research and practices in lots of countries and regions. Her collaborative research is supported by federal government and agencies, like the US Department of Health and Human Services and National Institute of Health, with multi-million dollar grants to design, develop and research on emerging technologies for STEM education, professional training, or health information management. Dr. Zhang has also consulted for international organizations, national governments and agencies, corporations, health care, and educational institutions. She has delivered keynotes and invited talks in Asia, Eurasia, Middle East, North America and South America, as well as for international organizations like UNESCO. Inquires are welcome by email to: ke.zhang@wayne.edu.
Publications:
Google Scholar Profile for more publications
Books:
Zhang, K., Bonk, C. J., Reeves, T. C., & Reynolds, T. H. (Eds.). (2019). MOOCs and open education in the Global South: Challenges, successes, and opportunities. Routledge.
Bonk, C. J., & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, and doing. John Wiley & Sons.
Selected Recent Articles:
Karaoglan-Yilmaz, F. G., Ustun, A., Zhang, K. & Yilmaz, R. (2023). Metacognitive Awareness, Reflective Thinking, Problem Solving and Community of Inquiry as Predictors of Academic Self-Efficacy in Blended Learning: A Correlational Study, Turkish Online Journal of Distance Education, 24(1), 20-36.
https://dergipark.org.tr/en/pub/tojde/issue/74274/989874
Ustun, A. B., Zhang, K., Karaoğlan-Yilmaz, F. G., & Yilmaz, R. (2022). Learning analytics based feedback and recommendations in flipped classrooms: an experimental study in higher education. Journal of Research on Technology in Education, 1-17.
Karaoglan-Yilmaz, F. G., Zhang, K., Ustun, A. B., & Yilmaz, R. (2022). Transactional distance perceptions, student engagement, and course satisfaction in flipped learning: a correlational study. Interactive Learning Environments, 1-16.
Milberger, S., Zhang, K., Bray, M., & Turner, J. (2022). Using a L.I.F.E. Framework to Develop MCH Leaders, Maternal and Child Health Journal. DOI: https://doi.org/10.1007/s10995-022-03534.
https://rdcu.be/c0T0V
Zhu, M., & Zhang, K. (2022). Promote collaborations in online problem-based learning in a user experience design course: Educational design research, Education and Information Technologies.
https://doi.org/10.1007/s10639-022-11495-6
Zhang, K., & Aslan, A. B. (2020). Preparing industry-ready engineers with virtual reality: recent research and future directions. International Journal of Smart Technology and Learning, 2(2-3), 136-150.
Alharthi, M., & Zhang, K. (2021). Faculty’s use of social media in flipped classrooms: A mixed-method investigation. International Journal of Technology in Education and Science (IJTES), 5(3), 394-410.
Charbonneau, D. H., Hightower, S., Katz, A., Zhang, K., Abrams, J., Senft, N., ... & Thompson, H. S. (2020). Smartphone apps for cancer: A content analysis of the digital health marketplace. Digital Health, 6, 2055207620905413.
https://journals.sagepub.com/doi/full/10.1177/2055207620905413Al-Makhzoomy, A. K., Zhang, K., & Spannaus, T. (2020). Game Development-Based Learning: A New Paradigm for Teaching Computer and Object-Oriented Programming. In Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities (pp. 244-259). IGI Global.
