Assistant Professor Education Policy, Organization and Leadership, University of Illinois at Urbana-Champaign, 2013 - present
Assistant Professor Department of Foundations & Secondary Education, Georgia College and State University, 2011 - 2013
Instructional Designer LearningPlus Inc,
HRD Specialist Samsung SDS, 2003 - 2005
Ph.D., Learning, Design and Technology, The University of Georgia, 2011
M.S., Instructional Systems Techology, Indiana University-Bloomington, 2003
B.A., Educational Technology, Ewha Womans University, 2001
Lifelong Teaching Award, Honorary James Scholar College of Education, 2017 - 2017
Teachers Ranked as Excellent By Their Students (2015) UIUC, 2015 - 2015
Research Symposium Grant sponsored by National Science Foundation (NSF) and Association for Educational and Communication Technology (AECT) AECT, 2014 - 2014
Teachers Ranked as Excellent By Their Students (2014) UIUC, 2014 - 2014
Eunjung Grace Oh explores teaching and learning in technology-enhanced learning environments. Her primary research interests focus on design and support of online and blended learning environments, with particular concentration on collaborative learning approaches, authentic learning tasks, use of emerging technology, learner engagement, and online instructors. Other research interests include educational design research; millennial generation educators and professionals' use of technology for instruction, learning, and performance; and open education.
Reeves, T., & Oh, E. (2017) Comparing the goals and methodologies of learning scientists and educational technology researchers.. Constructive articulation between the sciences of learning and the instructional design and technology communities Routledge: New York, NY, USA
Reeves, T., & Oh, E. (2017) The goals and methods of educational technology research over the last quarter century. Educational Technology Research and Development 65 (2), 325-339 link >
Oh, E., & Kim, H. (2016) Understanding cognitive engagement in online discussion: Use of a scaffolded, audio-based argumentation activity. The International Review of Research in Open and Distributed Learning 17 (5)
Oh, E., Lee, J., & Reeves, T. (2016) Revisiting educational design research: From an idealistic to a viable research framework for educational researchers Journal of Educational Technology 32 (1), 65-85
Huang, W., & Oh, E. (2015) Retaining disciplinary talents as informal learning outcomes in the digital age: an exploratory framework to engage undergraduate students with career decision-making processe. Handbook of research on learning outcomes and opportunities in the digital age IGI Global: Hershey, PA
Joo, Y., Oh, E., & Kim, S. (2015) Motivation, instructional design, flow, and academic achievement at a Korean online university: A structural equation modeling study Journal of Computing in Higher Education 27 (1), 28-46
Oh, E. (2015) Collaboration and Social Networking. The Sage Encyclopedia of Educational Technology Sage: Thousand Oaks, CA , USA
Oh, E., & Reeves, T. (2015) Collaborating online: A logic model of online collaborative group work for adult learners International Journal of Online Pedagogy and Course Design 5 (3), 47-61
Oh, E., Liu, Y., & Reeves, T. (2014) Supporting adult learners’ authentic learning experience by optimizing collaborative group work in distance learning courses. Real life distance education: Case studies in research and practice Information Age Publishing: Charlotte, NC, USA
Oh, E., & Reeves, T. (2013) Collaborative group work in an online authentic learning Environment: An educational design research study. Educational design research-Part B Illistructive Cases SLO, the Netherlands Institute for Curriculum Development: Enschede, The Netherlands
Oh, E., & Reeves, T. (2013) Generational Differences and Integration of Technology in Learning, Instruction and Performance.. Handbook of research on educational communications and technology (4th ed.) Springer: New York, NY, USA
Oh, E., & Reeves, T. (2010) The implications of the differences between design research and instructional systems design for educational technology researchers and practitioners Educational Media International 47 (4), 263-275
Oh, E. (2010) ECT Foundation Internship: An unparalleled opportunity TechTrends 54 (6), 11
Oh, E., & Reeves, T. (2009) Betty Collis: A significant contributor to the field of educational technology Educational Technology 49 (4), 47-50
Kim, K., Bonk, C., & Oh, E. (2008) The present and future state of blended learning in workplace learning settings in the United States Performance Improvement 47 (8), 5-16
Reeves, T., & Oh, E. (2007) Generation differences and educational technology research. Handbook of research on educational communications and technology (3rd ed.) Lawrence Erlbaum Associates: Mahwah, NJ, USA
Son, S., Oh, E., & Bonk, C. (2006) A survey of blended learning trends in corporate training settings in Korea Educational Technology International 7 (2), 1-21
Training System Design Provides instruction and practice in the selection, organization, and preparation of content for instructional programs in business and technical settings. Provides students with a theoretical orientation to instructional design as well as the opportunity to experience the instructional design process as it applies to business and technical settings through the development of instructional materials. Course Information: 3 undergraduate hours. 4 graduate hours.
Learning Technologies The course addresses two important needs of educators. First, educators should be aware of recent developments in the area of instructional technology. Second, educators must be able to select, develop, and effectively use appropriate instructional technologies to enhance learning and communication. To meet these needs, this course covers a wide range of instructional technologies that are used for instructional and administrative purposes. Traditional instructional media are considered in the course although significant emphasis is placed on more recent developments that involve the use of the computer and its applications in education. Instructional technologies such as computer-based instruction, computer-based testing, distance learning, interactive video, and intelligent instructional technologies are covered. Through course readings, discussions, and projects, students in the course are expected to gain skills in choosing appropriate instructional technologies, designing effective presentations that rely on those technologies, and properly using instructional technologies to enhance communication with an audience. Same as CI 484. 3 undergraduate hours. 4 graduate hours. Prerequisite: HRD 411 or equivalent course in instructional design.
Foundation Online Teach Lrn The course seeks to build foundational knowledge in areas associated with online teaching and learning and distance education in both higher education and workplace learning settings. Major areas of interest include the overview of online teaching and learning strategies, digital learning system design, digital media for learning, and evaluation online teaching and learning. Course Information: 3 undergraduate hours. 4 graduate hours. Prerequisite: Open to all graduate students.
Management of HRD Study of management fundamentals related to planning, organizing, staffing, leading, and controlling the HRD function in organizations.
Adult & Professional Education This course takes a broad look at the philosophy, theory, research, and practice of adult education, along with additional consider4ations for the development of professionals. The broad perspective includes the social, cultural, and political factors that affect the research, planning, development, and implementation of adult education. You may explore the major adult learning theories, the practice of adult education, and the aims and challenges of professional education that match you scholarly and practical interests. Class Schedule Information: This course is for Doctoral and advanced Master's level students.
Program Evaluation Theory and techniques of evaluation in cognitive, affective, and psychomotor domains at different educational levels and settings; development and analysis of activities and instruments for students and program evaluation, follow-up studies, and interpretation of results for self-evaluation and for administrative decision making.