Meina Zhu (hb8648)

Ph.D.  Instructional Systems Technology, Indiana University, Bloomington, IN.
MS  Educational Technology, Beijing Normal University, Beijing
BS  Educational Technology, Shandong Normal University, Jinan

Office Hours: By appointment.

365 Education Bldg.

Online education, self-directed learning, STEM education, and learning analytics.

• 2023 Bruce N. Chaloux Scholarship for Early Career Excellence, Online Learning Consortium (OLC).
• 2023 United States Distance Learning Association (USDLA) Rising Star Award (Gold Level)
• 2022 AERA Division C New Faculty Mentoring Program (NFMP) Award, AERA
• 2021 Outstanding Early Career Researcher Award - Technology, Instruction, Cognition, and Learning (TICL) SIG, AERA
• 2021 Outstanding International Research Collaboration Award - Technology, Instruction, Cognition, and Learning (TICL) SIG, AERA
• 2020 Outstanding AECT Conference Proposals- DDL, AECT
• 2018 AECT Early Career Research Symposium Award, AECT
• 2018 Jerrold E. Kemp Instructional Systems Technology Fellowship Fund, Indiana University
• 2018 L.C. and Sharon Larson Fund, Indiana University
• 2018 OER Research Fellows, the Open Education Group.
• 2017 Jerrold E. Kemp Instructional Systems Technology Fellowship Fund, Indiana University
• 2017 L.C. and Sharon Larson Fund, Indiana University
• 2015 School of Education Fellowship, Indiana University
• 2010 Academic Excellent Scholarship, Beijing Normal University

Professional Organizations

• AERA Technology, Instruction, Cognition and Learning SIG program Chair, 2023 - Present
• AERA Technology, Instruction, Cognition and Learning SIG Communications Chair, 2022 - 2023
• AERA Instructional Technology SIG Secretary/Treasurer, 2022 - 2023
• AECT Research & Theory Division Professional Development Coordinator 2021 - Present
• AECT Research & Theory Division Communications Officer, 2019 - 2020
• Open Education 2019 Program Committee, 2018 - 2019
• HKAECT Program Committee, July 2018 - Present

Journal Reviewer/Editorial Board Member

• Editorial board member of Distance Education, 2019 - Present
• Educational Technology Research and Development, 2022 - Present
• Psychology Research and Behavior Management, 2022 - Present
• Teachers College Record, 2022 - Present
• Educational Research Review, 2021- Present
• The Internet and Higher Education, 2021 - Present
• Journal of Educational Computing Research, 2020 - Present
• Journal of Computer Assisted Learning, 2020
• Journal of Research on Technology in Education, 2020
• International Journal of Science Education, 2020
• International Journal of Smart Technology and Learning, 2020
• Journal of Educational Technology Development and Exchange (JETDE), 2020
• Computer Applications in Engineering Education, 2020
• Future Generation Computer Systems, 2020
• Performance Improvement Quarterly (PIQ), 2019
• Frontiers Psychology, 2019
• Journal of Teaching and Learning with Technology (JoTLT), 2019
• Journal of Learning for Development (JL4D), 2019
• Computers & Education, 2018 - Present
• Online Learning Journal, 2018, 2019
• The Asia Pacific Education Review (APER), 2018
• The International Review of Research in Open and Distributed Learning (IRRODL), 2017 - Present

1. Zhu, M., Berri, S., Huang, Y., & Masoud, S. Enhancing computer science and engineering students’ self-directed learning and satisfaction with online learning. 

2. Li, Z., Zhu, M., Kadirova, D., Bonk, C. (2023). Towards self-directed learning: How do Nepali adolescents learn with MOOCs? Distance Education. 44(4).doi:10.1080/01587919.2023.2267460 

3. Wang, C., Qu, P., & Zhu, M. (2023). Course Design Practices Using Open Educational Resources (OER)-Enabled Pedagogy in Language Teacher Education. The Journal of Applied Instructional Design.https://edtechbooks.org/jaid_13_1/course_design_practices_using_open_educational_resources_oerenabled_pedagogy_in_language_teacher_education

4. Zhu, M., & Wang, C. (2023). Core competencies of K-12 computer science education from the perspectives of college faculties and K-12 teachers. International Journal of Computer Science Education in Schools, 6(2). DOI: https://doi.org/10.21585/ijcses.v6i2.161

5. Doo, M.-Y. & Zhu, M. (2023). A meta-analysis of effects of self-directed learning in online learning. Journal of Computer Assisted Learning. http://doi.org/10.1111/jcal.12865

6. Zhu, M., Berri, S., Koda, R., & Wu, Y. (2023). Exploring students' self-directed learning strategies and satisfaction in online learning. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11914-2

7. Zhang, K. & Zhu, M. (2023). Facilitate online problem-based learning using 4S PBL: Strategies and technologies. Distance Learning. https://doi.org/10.6084/m9.figshare.21695633.v1

8. Bonk, C. J. & Zhu, M. (2023). On the trail of self-directed learners. ECNU Review of Education. doi: 10.1177/20965311231169795

9. Doo, M.-Y., Zhu, M., & Bonk, C. J. (2023). A systematic review of the research trends in online learning during COVID-19: Documenting the sudden shift. Online Learning, 27 (1). http://dx.doi.org/10.24059/olj.v27i1.3405

10. Zhu, M. & Wang, C. (2023) Computer science teaching strategies, challenges and K-12 teachers’ professional development opportunities and need. Computers in the Schools, 1-22. https://doi.org/10.1080/07380569.2023.2178868

11. Doo, M.-Y., Zhu, M., & Bonk, C. J. (2023). Influences of self-directed learning on learning outcomes in MOOCs: Meta-analysis. Distance Education, 44(1), 86-105. https://doi.org/10.1080/01587919.2022.2155618

12. Zhu, M. & Ergulec, F. (2023). Strategies for online collaborative learning assessment: A systematic review. Distance Education. https://doi.org/10.1080/01587919.2022.2150127

13. Malik, K. & Zhu, M. (2023) Do project-based learning, hands-on activities, and flipped teaching enhance student’s learning of introductory theoretical computing classes? Education and Information Technologies, 28 (3), 3581-3604. https://doi.org/10.1007/s10639-022-11350-8

14. Zhu, M. & Zhang, K. (2023). Promote collaborations in online problem-based learning in a user experience design course: Educational design research. Education and Information Technologies, 28 (6), 7631-7649. https://doi.org/10.1007/s10639-022-11495-6

15. Zhu, M. & Bonk, C. J. (2022). Guidelines and strategies for fostering and enhancing online self-directed learning. Open Learning: The Journal of Open and Distance Learning. https://doi.org/10.1080/02680513.2022.2141105

16. Zhang, K. & Zhu, M. (2022). Define “Learning Engineering” with the TRAP Framework. Engineering Technology Open Access Journal, 4(2). https://dx.doi.org/10.19080/ETOAJ.2022.04.555635

17. Lee, Y. & Zhu, M. (2022). Digital game-based learning can develop students’ literacy skills and meet learning standards. Computers in the Schools, 39(3), 274-296. https://doi.org/10.1080/07380569.2022.2075163

18. Zhu, M., Sari, A. R., & Lee, M. M. (2022). Trends and issues in MOOC learning analytics empirical research: A systematic literature review (2011-2021). Education and Information Technologies, 27(7), 10135-10160. https://doi.org/10.1007/s10639-022-11031-6

19. Zhu, M., Bonk, C. J., & Berri, S. (2022). Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction. Online Learning, 26(1), 153-173. doi: 10.24059/olj.v26i1.2629

20. Gamze, O., Zhu, M., & Phillips, T. (2022). Student perceptions and actuals of cognitive presence: A case study of an intentionally designed asynchronous online course. Online Learning, 26(1), 38-57. doi: 10.24059/olj.v26i1.3051

21. Zhu, M. (2022). Designing and delivering MOOCs to motivate learners for self-directed learning. Open Learning: The Journal of Open and Distance Learning. https://doi.org/10.1080/02680513.2022.2026213

22. Zhu, M. & Zhang, Y. (2022). Medical and public health instructors’ perceptions of online teaching: A qualitative study using technology acceptance model 2. Education and Information Technologies, 27 (2), 2385-2405. https://doi.org/10.1007/s10639-021-10681-2

23. Masoud, S., Zhu, M., Rickli, J., & Djuric, A. (2022). Challenges and Future Directions for Extended Reality-enabled Robotics Laboratories During COVID-19. Technology Interface International Journal, 14.

24. Zhu, M. & Doo, M.-Y. (2022). The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. Journal of Journal of Computing in Higher Education, 34(2), 321-342. https://doi.org/10.1007/s12528-021-09301-2

25. Zhu, M. & Kadirova, D. (2022). Self-directed learners’ perceptions and experiences of learning computer science through MIT OCW. Open Learning: The Journal of Open and Distance Learning, 37(4), 370-385. https://doi.org/10.1080/02680513.2020.1781606

26. Phan, T., Zhu, M., & Pau, M. (2021). The effects of technological professional development training on faculty’s perceptions and actual use of technology. Educational Media International, 58(4), 335-354. https://doi.org/10.1080/09523987.2021.1989767

27. Liao, JYC, Ottenbreit-Leftwich, A., Zhu, M., Jantaraweragul, K., Christie, L., Krothe, K., Sparks, K. (2021). How can we support online learning for elementary students? Perceptions and experiences of technology award-winning K-6 teachers. TechTrends, 65(6), 939-951. https://doi.org/10.1007/s11528-021-00663-z

28. Zhu, M. (2021). Enhancing MOOC learners’ skills for self-directed learning. Distance Education, 42(3), 441-460. https://doi.org/10.1080/01587919.2021.1956302

29. Zhu, M., Berri, S., & Zhang, K. (2021). Effective instructional strategies and technology use in blended learning: A case study. Education and Information Technologies, 26(5), 6143-6161. https://doi.org/10.1007/s10639-021-10544-w

30. Phan, T., Pau, M., & Zhu, M. (2021). Faculty’s profile uses of technology in the classroom: How their uses of technology are affected by their teaching goals and perceptions of instructional technology. Contemporary Educational Technology, 13(3). https://doi.org/10.30935/cedtech/10885

31. Masoud, S., Mariscal, N., Huang, Y., & Zhu, M. (2021). A sensor-based data driven framework to investigate PM2.5 in the greater Detroit area. IEEE Sensors Journal, 21(14), 16192-16200. doi: 10.1109/JSEN.2021.3076041.

32. Zhu, M., Sabir, N., Bonk, C. J., Sari, A., Xu., S., & Kim, M. (2021). Addressing learner cultural diversity in MOOC design and delivery: Strategies and practices of instructors and experts. Turkish Online Journal of Distance Education, 22(2), 1-25. https://doi.org/10.17718/tojde.906468

33. Zhu, M. & Basdogan, M. (2021). Examining social learning in an active learning classroom through pedagogy-space-technology framework. Journal of Learning Space, 10(1), 15-26. http://libjournal.uncg.edu/jls/article/viewFile/2025/1523

34. Tomita, K., Alangari, H., Zhu, M., Ergulec, F., Lachheb, A., & Boling, E., (2021). Challenges implementing qualitative research methods in a study of instructional design practice. TechTrends 65, 144–151.https://doi.org/10.1007/s11528-020-00569-2

35. An, Y., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33(1), 64-84. https://doi.org/10.1007/s12528-020-09256-w

36. Zhu, M., Sari, A. R., & Lee, M. M. (2020). A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019. Educational Technology Research and Development 68(4), 1685-1710. https://doi.org/10.1007/s11423-020-09798-x

37. Zhu, M. (2020). Effective pedagogical strategies for STEM education from instructors’ perspective: OER for educators. Open Praxis,12 (2), 257-270. https://dx.doi.org/10.5944/openpraxis.12.3.1074

38. Zhu, M. & Bonk, C. J. (2020). Technology tools and instructional strategies for designing and delivering MOOCs to facilitate self-monitoring of learners. Journal of Learning for Development, 7(1), 31-45. https://jl4d.org/index.php/ejl4d/article/view/380/447

39. Zhu, M., Bonk, C. J., & Doo, M.-Y. (2020). Self-directed learning in MOOCs: Exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68(5), 2073-2093. https://doi.org/10.1007/s11423-020-09747-8

40. Zhu, M., Basdogan, M., & Bonk, C. J. (2020). A case study of the design practices and judgments of novice instructional designers. Contemporary Educational Technology, 12(2). https://doi.org/10.30935/cedtech/7829

41. Phan, T., & Zhu, M. (2020). Professional development journey in MOOCs by pre-and in-service teachers. Educational Media International, 57(2), 148-166. https://doi.org/10.1080/09523987.2020.1786773

42. Doo, M. Y., Zhu, M., Bonk, C. J., & Tang, Y. (2020). The effects of openness, altruism, and instructional self-efficacy on work engagement of MOOC instructors. British Journal of Educational Technology, 51(3), 743-760. https://doi.org/10.1111/bjet.12882

43. Doo, M., Tang, Y., Bonk, C. J., & Zhu, M. (2020). MOOC instructor motivation and career development. Distance Education, 41(1), 26-47. https://doi.org/10.1080/01587919.2020.1724770

44. Sari, A. R., Bonk, C. J., & Zhu, M. (2020). MOOC instructor designs and challenges: What can be learned from existing MOOCs in Indonesia and Malaysia? Asia Pacific Education Review, 21(1), 143-166. https://doi.org/10.1007/s12564-019-09618-9

45. Zhu, M., & Bonk, C. J. (2019). Designing MOOCs to facilitate participant self-monitoring for self-directed learning. Online Learning, 23(4), 106-134. http://dx.doi.org/10.24059/olj.v23i4.2037

46. Zhu, M. & Bonk, C. J. (2019). Designing MOOCs to facilitate participant self-directed learning: An analysis of instructor perspectives and practices. International Journal of Self-Directed Learning, 16(2), 39-60. https://6c02e432-3b93-4c90-8218-8b8267d6b37b.filesusr.com/ugd/6c1db2_3ab135498618442abe908811fb68a1b2.pdf

47. Zhu, M., Herring, S. C., & Bonk, C. J. (2019). Exploring ¬presence in online learning through three forms of computer-mediated discourse analysis. Distance Education, 40(2), 205-225. https://doi.org/10.1080/01587919.2019.1600365

48. Zhu, M., Bonk, C. J., & Sari, A. (2019). MOOC instructor motivations, innovations, and designs: Surveys, interviews, and course reviews. Canadian Journal of Learning and Technology, 45(1), 1-22. https://doi.org/10.21432/cjlt27795

49. Kwon, K., Ottenbreit-Leftwich, A.T., Sari, A., Khlaif, Z., Zhu, M., Nadiruzzaman, H., Gok. F. (2019). Teacher’s self-efficacy matters: Mobile computing device integration in middle schools. TechTrends, 63(6), 682–692. https://doi.org/10.1007/s11528-019-00402-5

50. Zhu, M., Bonk, C. J., & Sari, A. (2018). Instructor experiences designing MOOCs in higher education: Pedagogical, resource, and logistical considerations and challenges. Online Learning, 22(4), 203-241. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1495

51. Bonk, C. J., Zhu, M., Kim, M., Xu, S., Sabir, N., & Sari, A. (2018). Pushing toward a more personalized MOOC: Exploring instructor selected activities, resources, and technologies for MOOC design and implementation. The International Review of Research on Open and Distributed Learning (IRRODL), 19(4), 92-115. http://www.irrodl.org/index.php/irrodl/article/view/3439/4726;

52. Zhu, M., Sari, A., & Lee, M. M. (2018). A systematic review of research methods and topics of the empirical MOOC literature (2014-2016). The Internet and Higher Education, 37, 31-39. https://doi.org/10.1016/j.iheduc.2018.01.002