Research Publications
ITLD research team conducted empirical studies to examine how students learn in various learning environments such as a technology mediated learning environment, MOOC, online, and Makerspace. We also conducted these empirical studies in a variety of disciplines including interior design, business, language learning, STEM, teacher education, and engineering education.
Our research has been published in prestigious research journals such as Educational Technology Research & Development (ETRD), Distance Education, Internet and Higher Education, Interactive Learning Environments, Computer Assisted Language Learning (CALL), International Journal of Technology and Design Education (IJTDE), International Review of Research in Open and Distributed Learning (IRRODL), Innovations in Education and Teaching International (IETI), Educational Psychology, and Social Psychology of Education.
Our research has been published in prestigious research journals such as Educational Technology Research & Development (ETRD), Distance Education, Internet and Higher Education, Interactive Learning Environments, Computer Assisted Language Learning (CALL), International Journal of Technology and Design Education (IJTDE), International Review of Research in Open and Distributed Learning (IRRODL), Innovations in Education and Teaching International (IETI), Educational Psychology, and Social Psychology of Education.
Note. + sign indicates the research was reported in Korean with a graduate student.
* sign indicates the research was written in English with a graduate student.
2024
Cho, M.-H., Oh, E. G., Chang, Y., & Hwang, S. (in press). Effects of personal and instructor goals on MOOC continuance intention. Distance Education. http://dx.doi.org/10.1080/01587919.2024.2338703
Park, S. W., Cho, M.-H., Lim, S., & Hwang, S. (2024). Predicting students' negative emotions in college remedial mathematics courses. European Journal of Psychology of Education, 39, 171-188. https://doi.org/10.1007/s10212-023-00697-2
2023
*Cho, M.-H., Yang, T., Niu, Z., & Kim, J. K. (Forthcoming). Investigating what learners value in marketing MOOCs: A content analysis. Journal of Computing in Higher Education. Advance Online Publication. https://doi.org/10.1007/s12528-022-09347-w
Oh, E. G., Cho, M.-H., & Chang, Y. (2023). Learners' perspectives on MOOC design. Advance Online Publication. Distance Education, 44(3),476-494. https://doi.org/10.1080/01587919.2022.2150126
Kim, Y., Hwang, J., Lim, S., Cho, M.-H., & Lee, S. (Forthcoming). Child-robot interaction: Designing robot mediation to facilitate friendship behaviors. Interactive Learning Environments. Advance Online Publication. https://doi.org/10.1080/10494820.2023.2194936
2022
*Cho, M.-H., Chang, Y., Lee, D. H., & Kim, Y. (2022) Development of a mental health application: A formative evaluation. SAGE Open, 12(4), October-December. https://doi.org/10.1177/21582440221140372
*Cho, M.-H., Lim, S., Lim, J., & Kim, O. (2022). Does gender matter in online courses? A view through the lens of the community of inquiry. Australasian Journal of Educational Technology, 38(6), 169-184. https://doi.org/10.14742/ajet.7194
Leary, H., Greenhalgh, S. P., Staudt Willet, K. B., & Cho, M. H. (2022). Theories to Influence the Future of Learning Design and Technology. EdTech Books. https://edtechbooks.org/theory_comp_2021
2021
Cheon, J., Cheong, J., & Cho, M.-H. (2021) Validation of the online learning readiness self-check survey, 42(4), 599-619. Distance Education.
Cho, M.-H., Park, S. W., & Lee, S.-e. (2021). Student characteristics and learning and teaching factors predicting affective and motivational outcomes in flipped college classrooms. Studies in Higher Education, 46(3), 509-522.
Cho, M.-H., Lim, S., & Hwang, H. S. (2021). Teacher professional development: Approaches and lessons from a pilot study in Ethiopia. The Teacher Educator, 56(1), 25-42.
Cho, M.-H., Cheon, J., & Lim, S. (2021). Preservice teachers' motivation profiles, self-regulation and affective outcomes in online learning. Distance Education, 42(1),37-54.
2020
Tsai, C.-L., Cho, M.-H., Marra, R., & Shen, D. (2020). The self-efficacy questionnaire for online learning (SeQoL). Distance Education, 41(4), 472-489.
Cho., J., & Cho, M.-H. (2020). Students' use of social media in collaborative design: A case study of an advanced design studio. Cognition Technology & Work, 22, 901-916.
Hur. J. W., Shen, Y., W., & Cho, M.-H. (2020). Impact of intercultural online collaboration project for pre-service teachers. Technology, Pedagogy & Education, 29(1), 1-17.
2019
Lim, S., & Cho, M.-H. (2019). Parents' use of mobile documentation in a Reggio Emilia-inspired school. Early Childhood Education Journal, 47(4), 367-379.
Cho, M.-H., & Castaneda, D. A. (2019). Motivational and affective engagement in learning Spanish with a mobile application. System, 81, 90-99.
Cho, M.-H., & Lee, D. (2019). Self- and social-regulation in collaborative problem solving. Book chapter written in Korean.
Hwang, S., & Cho, M.-H. (2019). Constructivist learning environments. Book chapter written in Korean.
2018
Kim, J. H., & Cho, M.-H. (2018). Effects of a professional development design on teachers' self-efficacy. Georgia Association of Teacher Educators (GATE)ways to Teacher Education.
2017
Cho, M. -H., & Yoo, J. (2017). Exploring online students’ self-regulated learning with self-reported surveys and log files: A data mining approach. Interactive Learning Environments, 25(8), 970-982.
*Cho, M.-H., & Byun, M. (2017). Nonnative English-speaking students' lived learning experiences with MOOCs in a regular college classroom. International Review of Research in Open and Distributed Learning, 18(5), 173-190.
*Cho, M.-H., Kim, Y., & Choi, D. (2017). The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning. Internet and Higher Education, 34, 10-17.
Cho, M.-H., & Cho, Y. (2017). Self-regulation in three types of online interaction: A scale development. Distance Education, 28(1), 70-83.
Cho, M. –H., & Lim, S. M. (2017). Using regulation activities to improve undergraduate collaborative writing on wikis. Innovations in Education and Teaching International, 54(1), 53-61.
Cho, M.-H., Lim, S. M., & Lee, K. W. (2017). Does documenting the regulation process on a blog enhance pre-service teachers’ self- and co-regulation in a collaborative project? Australasian Journal of Educational Technology, 33(4), 166-179.
Kim, J. H., Foster, A., & Cho, M.-H. (2017). Professional development for technology integration into differentiated math instruction. In J. Keengwe & P. H. Bull (Eds.), Handbook of Research on Transformative Digital Content and Learning Technologies (pp. 1–24). Hershey, PA: IGI Global.
+Byun, M., & Cho, M.-H. (2017). K-MOOC learner motivation: Initial motivation for enrollment and continuing motivation for completion. Journal of Learner-Centered Curriculum and Instruction, 17(3), 124-152.
2016
Cho, M. –H., & Cho, Y. (2016). Instructors’ use of scaffolding strategies to promote online interactions. International Review of Research in Open and Distributed Learning, 17(6), 108-120.
Castaneda, D., & Cho, M. –H. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugation Spanish verbs. Computer Assisted Language Learning, 29(7), 1195-1204.
Cho, M. –H., & Tobias, S. (2016). Should instructors require discussion in online courses? Effects of online discussion on community of inquiry, learner time, satisfaction, and achievement. The International Review of Research in Open and Distributed Learning (IRRODL), 17(2), 123-140.
Cho, J. Y., Cho, M. –H., & Kozinet, N. (2016). Does the medium matter in collaboration?: Using visually supported collaboration technology in an interior design studio. International Journal of Technology and Design Education, 26(4), 567-586.
+Byun, M. & Cho, M.-H. (2016). Analysis of makerspace users’ experiences and suggestions for science education. Journal of the Korean Association for Science Education, 26(2), 337-346.
+Byun, M., & Cho, M. –H. (2016). Examining ways to support engineering students for choosing a project topic in interdisciplinary collaboration. Journal of Engineering Education Research, 19(1), 37-46.
+Byun, M., Lee, J., Hong, S., Cho, H., & Cho, M.-H. (2016). Instructional Strategies to enhance interactions for K-MOOC: Focused on Moore's three types of interactions. Journal of Korean Association for Educational Information and Media, 22(3), 633-659.
+Byun, M., & Cho, M.-H. (2016). Teachers' challenges for implementing project-based learning approaches in STEAM. Journal of Learner-Centered Curriculum and Instruction, 16(10), 241-267.
2015
Cho, M. –H., Convertino, C., & Khourey-Bowers, C. (2015). Helping preservice teachers understand the realities of poverty: innovative curriculum modules. Educational Technology Research & Development, 63(2), 303-324.
Cho, M. –H., & Heron, M. S. (2015). Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80-99.
+Cho, M. –H. & Byun, M. (2015). College students’ motivation and learning patterns in MOOCs. Korean Journal of Educational Research, 53(4), 193-223.
+Byun, M., Cho, J., & Cho, M. –H. (2015). Analysis of learner motivation and satisfaction with 3D printing in the science classroom. Journal of the Korean Association for Science Education, 35(5), 977-884.
2014
Cho, J.-Y., & Cho, M.–H. (2014). Student perceptions and performance in online and offline collaboration in an interior design studio. International Journal of Technology and Design Education, 24(4), 473-491.
Cho, M. –H., & Cho, Y. (2014). Instructor scaffolding for interaction and students’ academic engagement in online learning: Mediating role of perceived online class goal structures. Internet and Higher Education, 21, 25-30.
2013
Cho, K., & Cho, M. –H. (2013). Training of self-regulated learning skills on a social network system. Social Psychology of Education, 16(4), 617-634.
Cho, M. –H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 264-275.
Shen, D., Cho, M. –H., Tsai, C.-L., & Marra, R. (2013) Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. Internet and Higher Education, 19, 10-17.
Castaneda, D., & Cho, M.–H. (2013). The role of Wiki writing in learning Spanish grammar. Computer Assisted Language Learning, 26(4), 334-349.
Cho, M.–H., & Rathbun, G. (2013). Implementing teacher-centered online teacher professional development (oTPD) program in higher education: A case study. Innovations in Education and Teaching International, 50(2), 144-156.
Cho, M. –H. & Kim. B. (2013). Students’ self-regulation for interaction in online learning environments. Internet and Higher Education, 17, 69-75.
2012
Cho, M. –H. (2012). Online student orientation in higher education: A developmental study. Educational Technology Research & Development, 60(6), 1051-1069.
Cho, M. –H. & Summers, J. (2012). Factor validity of the Motivated Strategies for Learning Questionnaire in asynchronous online learning environments. Journal of Interactive Learning Research, 23(1), 5-28
Kim, M., Cho, M. –H., & Moustafa, K. (2012). The impact of problem sets on student learning. Journal of Education for Business, 87(3), 185-192.
By 2011
Cho, M. –H., Lankford, D., & Wescott, D. (2011). Exploring the relationships among epistemological beliefs, nature of science, and conceptual change in the evolutionary theory. Evolution: Education & Outreach, 4(2), 313-322.
Cho, M. –H., Shen, D., & Laffey, J. (2010). Relationships between self-regulation and social experiences in asynchronous online learning environments. Journal of Interactive Learning Research, 21(3), 297-316.
Cho, K., Cho, M. –H., & Hacker, D. (2010). Self-monitoring support in learning to write. Interactive Learning Environments, 18(2), 101-113.
Cho, M. –H., & Jonassen, D. (2009). Development of the human interaction dimension of self-regulated learning questionnaire in asynchronous online learning environments. Educational Psychology: An International Journal of Experimental Educational Psychology, 29, 117-138.
Cho, K., & Cho, M. –H. (2007). Self-awareness in computer supported collaborative learning environments. Lecture Notes in Computer Science, 4564, 284-291
Yang, C., Tsai, I., Kim, B., Cho, M. –H., & Laffey, J. M. (2006). Exploring the relationships between students’ academic motivation and social ability in online learning environments. Internet & Higher Education, 9(4), 277-286.
* sign indicates the research was written in English with a graduate student.
2024
Cho, M.-H., Oh, E. G., Chang, Y., & Hwang, S. (in press). Effects of personal and instructor goals on MOOC continuance intention. Distance Education. http://dx.doi.org/10.1080/01587919.2024.2338703
Park, S. W., Cho, M.-H., Lim, S., & Hwang, S. (2024). Predicting students' negative emotions in college remedial mathematics courses. European Journal of Psychology of Education, 39, 171-188. https://doi.org/10.1007/s10212-023-00697-2
2023
*Cho, M.-H., Yang, T., Niu, Z., & Kim, J. K. (Forthcoming). Investigating what learners value in marketing MOOCs: A content analysis. Journal of Computing in Higher Education. Advance Online Publication. https://doi.org/10.1007/s12528-022-09347-w
Oh, E. G., Cho, M.-H., & Chang, Y. (2023). Learners' perspectives on MOOC design. Advance Online Publication. Distance Education, 44(3),476-494. https://doi.org/10.1080/01587919.2022.2150126
Kim, Y., Hwang, J., Lim, S., Cho, M.-H., & Lee, S. (Forthcoming). Child-robot interaction: Designing robot mediation to facilitate friendship behaviors. Interactive Learning Environments. Advance Online Publication. https://doi.org/10.1080/10494820.2023.2194936
2022
*Cho, M.-H., Chang, Y., Lee, D. H., & Kim, Y. (2022) Development of a mental health application: A formative evaluation. SAGE Open, 12(4), October-December. https://doi.org/10.1177/21582440221140372
*Cho, M.-H., Lim, S., Lim, J., & Kim, O. (2022). Does gender matter in online courses? A view through the lens of the community of inquiry. Australasian Journal of Educational Technology, 38(6), 169-184. https://doi.org/10.14742/ajet.7194
Leary, H., Greenhalgh, S. P., Staudt Willet, K. B., & Cho, M. H. (2022). Theories to Influence the Future of Learning Design and Technology. EdTech Books. https://edtechbooks.org/theory_comp_2021
2021
Cheon, J., Cheong, J., & Cho, M.-H. (2021) Validation of the online learning readiness self-check survey, 42(4), 599-619. Distance Education.
Cho, M.-H., Park, S. W., & Lee, S.-e. (2021). Student characteristics and learning and teaching factors predicting affective and motivational outcomes in flipped college classrooms. Studies in Higher Education, 46(3), 509-522.
Cho, M.-H., Lim, S., & Hwang, H. S. (2021). Teacher professional development: Approaches and lessons from a pilot study in Ethiopia. The Teacher Educator, 56(1), 25-42.
Cho, M.-H., Cheon, J., & Lim, S. (2021). Preservice teachers' motivation profiles, self-regulation and affective outcomes in online learning. Distance Education, 42(1),37-54.
2020
Tsai, C.-L., Cho, M.-H., Marra, R., & Shen, D. (2020). The self-efficacy questionnaire for online learning (SeQoL). Distance Education, 41(4), 472-489.
Cho., J., & Cho, M.-H. (2020). Students' use of social media in collaborative design: A case study of an advanced design studio. Cognition Technology & Work, 22, 901-916.
Hur. J. W., Shen, Y., W., & Cho, M.-H. (2020). Impact of intercultural online collaboration project for pre-service teachers. Technology, Pedagogy & Education, 29(1), 1-17.
2019
Lim, S., & Cho, M.-H. (2019). Parents' use of mobile documentation in a Reggio Emilia-inspired school. Early Childhood Education Journal, 47(4), 367-379.
Cho, M.-H., & Castaneda, D. A. (2019). Motivational and affective engagement in learning Spanish with a mobile application. System, 81, 90-99.
Cho, M.-H., & Lee, D. (2019). Self- and social-regulation in collaborative problem solving. Book chapter written in Korean.
Hwang, S., & Cho, M.-H. (2019). Constructivist learning environments. Book chapter written in Korean.
2018
Kim, J. H., & Cho, M.-H. (2018). Effects of a professional development design on teachers' self-efficacy. Georgia Association of Teacher Educators (GATE)ways to Teacher Education.
2017
Cho, M. -H., & Yoo, J. (2017). Exploring online students’ self-regulated learning with self-reported surveys and log files: A data mining approach. Interactive Learning Environments, 25(8), 970-982.
*Cho, M.-H., & Byun, M. (2017). Nonnative English-speaking students' lived learning experiences with MOOCs in a regular college classroom. International Review of Research in Open and Distributed Learning, 18(5), 173-190.
*Cho, M.-H., Kim, Y., & Choi, D. (2017). The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning. Internet and Higher Education, 34, 10-17.
Cho, M.-H., & Cho, Y. (2017). Self-regulation in three types of online interaction: A scale development. Distance Education, 28(1), 70-83.
Cho, M. –H., & Lim, S. M. (2017). Using regulation activities to improve undergraduate collaborative writing on wikis. Innovations in Education and Teaching International, 54(1), 53-61.
Cho, M.-H., Lim, S. M., & Lee, K. W. (2017). Does documenting the regulation process on a blog enhance pre-service teachers’ self- and co-regulation in a collaborative project? Australasian Journal of Educational Technology, 33(4), 166-179.
Kim, J. H., Foster, A., & Cho, M.-H. (2017). Professional development for technology integration into differentiated math instruction. In J. Keengwe & P. H. Bull (Eds.), Handbook of Research on Transformative Digital Content and Learning Technologies (pp. 1–24). Hershey, PA: IGI Global.
+Byun, M., & Cho, M.-H. (2017). K-MOOC learner motivation: Initial motivation for enrollment and continuing motivation for completion. Journal of Learner-Centered Curriculum and Instruction, 17(3), 124-152.
2016
Cho, M. –H., & Cho, Y. (2016). Instructors’ use of scaffolding strategies to promote online interactions. International Review of Research in Open and Distributed Learning, 17(6), 108-120.
Castaneda, D., & Cho, M. –H. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugation Spanish verbs. Computer Assisted Language Learning, 29(7), 1195-1204.
Cho, M. –H., & Tobias, S. (2016). Should instructors require discussion in online courses? Effects of online discussion on community of inquiry, learner time, satisfaction, and achievement. The International Review of Research in Open and Distributed Learning (IRRODL), 17(2), 123-140.
Cho, J. Y., Cho, M. –H., & Kozinet, N. (2016). Does the medium matter in collaboration?: Using visually supported collaboration technology in an interior design studio. International Journal of Technology and Design Education, 26(4), 567-586.
+Byun, M. & Cho, M.-H. (2016). Analysis of makerspace users’ experiences and suggestions for science education. Journal of the Korean Association for Science Education, 26(2), 337-346.
+Byun, M., & Cho, M. –H. (2016). Examining ways to support engineering students for choosing a project topic in interdisciplinary collaboration. Journal of Engineering Education Research, 19(1), 37-46.
+Byun, M., Lee, J., Hong, S., Cho, H., & Cho, M.-H. (2016). Instructional Strategies to enhance interactions for K-MOOC: Focused on Moore's three types of interactions. Journal of Korean Association for Educational Information and Media, 22(3), 633-659.
+Byun, M., & Cho, M.-H. (2016). Teachers' challenges for implementing project-based learning approaches in STEAM. Journal of Learner-Centered Curriculum and Instruction, 16(10), 241-267.
2015
Cho, M. –H., Convertino, C., & Khourey-Bowers, C. (2015). Helping preservice teachers understand the realities of poverty: innovative curriculum modules. Educational Technology Research & Development, 63(2), 303-324.
Cho, M. –H., & Heron, M. S. (2015). Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80-99.
+Cho, M. –H. & Byun, M. (2015). College students’ motivation and learning patterns in MOOCs. Korean Journal of Educational Research, 53(4), 193-223.
+Byun, M., Cho, J., & Cho, M. –H. (2015). Analysis of learner motivation and satisfaction with 3D printing in the science classroom. Journal of the Korean Association for Science Education, 35(5), 977-884.
2014
Cho, J.-Y., & Cho, M.–H. (2014). Student perceptions and performance in online and offline collaboration in an interior design studio. International Journal of Technology and Design Education, 24(4), 473-491.
Cho, M. –H., & Cho, Y. (2014). Instructor scaffolding for interaction and students’ academic engagement in online learning: Mediating role of perceived online class goal structures. Internet and Higher Education, 21, 25-30.
2013
Cho, K., & Cho, M. –H. (2013). Training of self-regulated learning skills on a social network system. Social Psychology of Education, 16(4), 617-634.
Cho, M. –H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 264-275.
Shen, D., Cho, M. –H., Tsai, C.-L., & Marra, R. (2013) Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. Internet and Higher Education, 19, 10-17.
Castaneda, D., & Cho, M.–H. (2013). The role of Wiki writing in learning Spanish grammar. Computer Assisted Language Learning, 26(4), 334-349.
Cho, M.–H., & Rathbun, G. (2013). Implementing teacher-centered online teacher professional development (oTPD) program in higher education: A case study. Innovations in Education and Teaching International, 50(2), 144-156.
Cho, M. –H. & Kim. B. (2013). Students’ self-regulation for interaction in online learning environments. Internet and Higher Education, 17, 69-75.
2012
Cho, M. –H. (2012). Online student orientation in higher education: A developmental study. Educational Technology Research & Development, 60(6), 1051-1069.
Cho, M. –H. & Summers, J. (2012). Factor validity of the Motivated Strategies for Learning Questionnaire in asynchronous online learning environments. Journal of Interactive Learning Research, 23(1), 5-28
Kim, M., Cho, M. –H., & Moustafa, K. (2012). The impact of problem sets on student learning. Journal of Education for Business, 87(3), 185-192.
By 2011
Cho, M. –H., Lankford, D., & Wescott, D. (2011). Exploring the relationships among epistemological beliefs, nature of science, and conceptual change in the evolutionary theory. Evolution: Education & Outreach, 4(2), 313-322.
Cho, M. –H., Shen, D., & Laffey, J. (2010). Relationships between self-regulation and social experiences in asynchronous online learning environments. Journal of Interactive Learning Research, 21(3), 297-316.
Cho, K., Cho, M. –H., & Hacker, D. (2010). Self-monitoring support in learning to write. Interactive Learning Environments, 18(2), 101-113.
Cho, M. –H., & Jonassen, D. (2009). Development of the human interaction dimension of self-regulated learning questionnaire in asynchronous online learning environments. Educational Psychology: An International Journal of Experimental Educational Psychology, 29, 117-138.
Cho, K., & Cho, M. –H. (2007). Self-awareness in computer supported collaborative learning environments. Lecture Notes in Computer Science, 4564, 284-291
Yang, C., Tsai, I., Kim, B., Cho, M. –H., & Laffey, J. M. (2006). Exploring the relationships between students’ academic motivation and social ability in online learning environments. Internet & Higher Education, 9(4), 277-286.