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Key Professional Appointments

Co-Director of Graduate Studies, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign

Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign

Professor, Educational Psychology, University of Illinois, Urbana-Champaign

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Publications

Hsieh, W-J., Sbrilli, M. D., Huang, W. D., Hoang, T-M., Meline, B., Laurent, H. K., & Tabb, K. M. (2021). Patients’ Perceptions Of Perinatal Depression Screening: A Qualitative Study. Health Affairs, 40(10), 1612-1617. https://doi.org/10.1377/hlthaff.2021.00804  link >

Seo, G., Ahn, J., Huang, W. H., Makela, J. P., & Yeo, H. J. T. (Accepted/In press). Pursuing Careers Inside or Outside Academia? Factors Associated With Doctoral Students’ Career Decision Making. Journal of Career Development, 48(6), 957-972. https://doi.org/10.1177/0894845320907968  link >

Hedayati-Mehdiabadi, A., Huang, W. D., & Oh, E. G. (2019). Understanding students’ ethical reasoning and fallacies through asynchronous online discussion: Lessons for teaching evaluation ethics. Journal of Moral Education, 49(4), 454-475. https://doi.org/10.1080/03057240.2019.1662774  link >

Shackelford, L., Huang, W. D., Craig, A., Merrill, C., & Chen, D. (2019). Relationships between motivational support and game features in a game-based virtual reality learning environment for teaching introductory archaeology. Educational Media International, 56(3), 183-200. https://doi.org/10.1080/09523987.2019.1669946  link >

DiFilippo, K. N., Huang, W. H. D., & Chapman-Novakofski, K. M. (2018). Mobile Apps for the Dietary Approaches to Stop Hypertension (DASH): App Quality Evaluation. Journal of Nutrition Education and Behavior, 50(6), 620-625. https://doi.org/10.1016/j.jneb.2018.02.002  link >

Huang, W. D., & Oh, E. G. (2018). Motivational support from digital game-based learning environments (DGBLEs) for scientific topics designed by novice end users. Educational Media International, 55(2), 123-136. https://doi.org/10.1080/09523987.2018.1484043  link >

Oh, E. G., & Huang, W. H. D. (2018). A Review of Technology Research in HRD From a Design-Based Research Perspective. Human Resource Development Review, 17(3), 258-276. https://doi.org/10.1177/1534484318784798  link >

Oh, E., Huang, W-H., Hedayati Mehdiabadi, A., & Ju, B. (2018). Facilitating critical thinking in asynchronous online discussion: comparison between peer- and instructor-redirection. Journal of Computing in Higher Education, 30(3), 489-509. https://doi.org/10.1007/s12528-018-9180-6  link >

Shackelford, L., Huang, W. D., Craig, A., Merrill, C., Chen, D., & Arjona, J. (2018). A Formative Evaluation on a Virtual Reality Game-Based Learning System for Teaching Introductory Archaeology. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (pp. 605-611). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/185014

Difilippo, K. N., Huang, W., & Chapman-Novakofski, K. M. (2017). A New Tool for Nutrition App Quality Evaluation (AQEL): Development, Validation, and Reliability Testing. JMIR mHealth and uHealth, 5(10), [e163]. https://doi.org/10.2196/mhealth.7441  link >

Huang, W. D., Jacobs, R. L., Kuchinke, K. P., Li, J., & Oh, E. G. (2017). Human Resource Development at the University of Illinois at Urbana-Champaign. Performance Improvement, 56(6), 38-48. https://doi.org/10.1002/pfi.2017.56.issue-6  link >

Huang, W. D., & Wu, C. G. (2017). Understanding motivational system in open learning: Learners’ engagement with a Traditional Chinese-based open educational resource system. Educational Technology Research and Development, 65(6), 1495-1521. https://doi.org/10.1007/s11423-017-9529-y  link >

Mehdiabadi, A. H., Seo, G., Huang, W. D., & Han, S. C. (2017). Building Blocks of Contemporary HRD Research: A Citation Analysis on Human Resource Development Quarterly between 2007 and 2013. New Horizons in Adult Education and Human Resource Development, 29(4), 20-34. https://doi.org/10.1002/nha3.2017.29.issue-4  link >

Mehdiabadi, A. H., & Huang, W. D. (2017). Evaluation and Assessment in an Online Setting: The Case of Asynchronous Online Discussion. In C. Secolsky, & D. B. Denison (Eds.), Handbook on Measurement, Assessment, and Evaluation in Higher Education (pp. 619-628). Routledge. https://doi.org/10.4324/9781315709307-48  link >

Seo, G., Huang, W., & Han, S. H. C. (2017). Conceptual Review of Underrepresentation of Women in Senior Leadership Positions From a Perspective of Gendered Social Status in the Workplace: Implication for HRD Research and Practice. Human Resource Development Review, 16(1), 35-59. https://doi.org/10.1177/1534484317690063  link >

Seo, G. E., Hedayati Mehdiabadi, A., & Huang, W. (2017). Identifying core competencies to advance female professors’ careers: an exploratory study in United States academia. Journal of Further and Higher Education, 41(6), 741-759. https://doi.org/10.1080/0309877X.2016.1177167  link >

Seo, G., & Huang, W. D. (2017). Social Perceptions, Gender Roles, and Female Leadership: A Theoretical Grounding for Understanding the Underrepresentation of Women in Top-Level Management. In V. X. Wang (Ed.), Encyclopedia of Strategic Leadership and Management (pp. 619-630). IGI Global. https://doi.org/10.4018/978-1-5225-1049-9.ch043  link >

Andrade, J., & Huang, W. D. (2016). Technological Tools to Enhance Workplace Learning among Virtual Team Members. In V. X. Wang (Ed.), Handbook of Research on Learning Outcomes and Opportunities in the Digital Age (pp. 308-328). IGI Global. https://doi.org/10.4018/978-1-4666-9577-1.ch014  link >

Huang, W-H., & Oh, E. G. (2016). Retaining disciplinary talents as informal learning outcomes in the digital age: An exploratory framework to engage undergraduate students with career decision-making processes. In V. X. Wang (Ed.), Handbook of Research on Learning Outcomes and Learning Opportunities in the Digital Age (pp. 402-420). IGI Global. https://doi.org/10.4018/978-1-4666-9577-1.ch018  link >

Tettegah, S., & Huang, W-H. (Eds.) (2016). Emotions, Technology, and Digital Games. (Emotions and Technology). Academic Press. https://doi.org/10.1016/C2014-0-00803-9  link >

Yoo, S. J., & Huang, W. D. (2016). Can e-learning system enhance learning culture in the workplace? A comparison among companies in South Korea. British Journal of Educational Technology, 47(4), 575-591. https://doi.org/10.1111/bjet.12240  link >

Andrade, J., Huang, W. H. D., & Bohn, D. M. (2015). The Impact of Instructional Design on College Students' Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course. Journal of Food Science Education, 14(4), 127-135. https://doi.org/10.1111/1541-4329.12067  link >

Bell, A. M., Hernandez, A. L., & Huang, W. D. (2015). Improving practice through non-instructional technology platforms: A case for technology's role in a nonprofit network. In J. E. Stefaniak (Ed.), Cases on Human Performance Improvement Technologies (pp. 117-153). IGI Global. https://doi.org/10.4018/978-1-4666-8330-3.ch006  link >

de Oliveira Neto, J. D., Huang, W. D., & de Azevedo Melli, N. C. (2015). Online learning: Audio or text? Educational Technology Research and Development, 63(4), 555-573. https://doi.org/10.1007/s11423-015-9392-7  link >

DiFilippo, K. N., Huang, W. H., Andrade, J. E., & Chapman-Novakofski, K. M. (2015). The use of mobile apps to improve nutrition outcomes: A systematic literature review. Journal of Telemedicine and Telecare, 21(5), 243-253. https://doi.org/10.1177/1357633X15572203  link >

Hu, E., Li, Y., Li, J., & Huang, W. H. (2015). Open educational resources (OER) usage and barriers: a study from Zhejiang University, China. Educational Technology Research and Development, 63(6), 957-974. https://doi.org/10.1007/s11423-015-9398-1  link >

Huang, W. H. D., & Tettegah, S. (2015). Cognitive load and empathy in serious games: A conceptual framework. In J. Bishop (Ed.), Gamification for Human Factors Integration: Social, Education, and Psychological Issues (pp. 17-30). IGI Global. https://doi.org/10.4018/978-1-4666-5071-8.ch002  link >

Huang, W-H., & Tettegah, S. (2015). Cognitive load and empathy in serious games: A conceptual framework. In Gamification: Concepts, Methodologies, Tools, and Applications (Vol. 1-4, pp. 390-403). IGI Global. https://doi.org/10.4018/978-1-4666-8200-9.ch019  link >

Huang, W-H. (2015). Distance Learning for Degree Completion for Working Adults. In J. M. Spector (Ed.), The SAGE Encyclopedia of Educational Technology (pp. 230-231). SAGE Publishing. https://doi.org/10.4135/9781483346397.n101  link >

Huang, W-H. (2015). Games: Impact on Interests and Motivation. In J. M. Spector (Ed.), The SAGE Encyclopedia of Educational Technology (pp. 297-299). SAGE Publishing. https://doi.org/10.4135/9781483346397.n130  link >

Yoo, S. J., Huang, W. H. D., & Kwon, S. (2015). Gender still matters: Employees' acceptance levels towards e-learning in the workplaces of South Korea. Knowledge Management and E-Learning, 7(2), 334-347.

Andrade, J., & Huang, W-H. (2014). A Design Framework for Enhancing Virtual Team Learning in the Workplace. Journal of Applied Instructional Design, 4(1), 65-72.

Andrade, J., David Huang, W. H., & Bohn, D. M. (2014). Multimedia's effect on college students' quantitative mental effort scores and qualitative extraneous cognitive load responses in a food science and human nutrition course. Journal of Food Science Education, 13(3), 40-46. https://doi.org/10.1111/1541-4329.12030  link >

Hood, D. W., & Huang, W. H. D. (2014). Professional development with graduate teaching assistants (TAs) teaching online. In Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications (Vol. 1-4, pp. 212-227). IGI Global. https://doi.org/10.4018/978-1-4666-5780-9.ch013  link >

Huang, W. H. D., & Andrade, J. (2014). Design and evaluation of mobile learning from the perspective of cognitive load management. In V. X. Wang (Ed.), Handbook of Research on Education and Technology in a Changing Society (pp. 291-306). IGI Global. https://doi.org/10.4018/978-1-4666-6046-5.ch022  link >

Huang, W. H. D., Hood, D. W., & Yoo, S. J. (2014). Motivational support in Web 2.0 learning environments: A regression analysis based on the integrative theory of motivation, volition and performance. Innovations in Education and Teaching International, 51(6), 631-641. https://doi.org/10.1080/14703297.2013.796718  link >

Huang, W-H., Hood, D. W., & Yoo, S. J. (2013). Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education. Internet and Higher Education, 16(1), 57-65. https://doi.org/10.1016/j.iheduc.2012.02.001  link >

Huang, W. D., Johnson, T. E., & Han, S. H. C. (2013). Impact of online instructional game features on college students' perceived motivational support and cognitive investment: A structural equation modeling study. Internet and Higher Education, 17(1), 58-68. https://doi.org/10.1016/j.iheduc.2012.11.004  link >

Huang, W-H., Johnson, T. E., & Yoo, S. J. (2013). Learning Organization. In R. C. Richey (Ed.), Encyclopedia of Terminology for Educational Communications and Technology Springer.

Huang, W. H. D. (2013). Online Learning Engagement System (OLES) design framework for postsecondary online learning environments: A synthesis on affordances from game-based learning, social media- enabled learning, and open learning. In V. X. Wang (Ed.), Handbook of Research on Teaching and Learning in K-20 Education (pp. 182-200). IGI Global. https://doi.org/10.4018/978-1-4666-4249-2.ch011  link >

Yoo, S. J., & Huang, W. H. D. (2013). Employees' acceptance of knowledge management systems and its impact on creating learning organizations. Knowledge Management and E-Learning, 5(4), 434-454.

Yoo, S. J., & Huang, W-H. (2013). Engaging Online Adult Learners in Higher Education: Motivational Factors Impacted by Gender, Age, and Prior Experiences. Journal of Continuing Higher Education, 61(3), 151-164. https://doi.org/10.1080/07377363.2013.836823  link >

Hood, D. W., & Huang, W-H. (2012). Professional development with graduate teaching assistants (TAs) teaching online. In J. Keengwe, & L. Kyei-Blankson (Eds.), Virtual Mentoring for Teachers: Online Professional Development Practices (pp. 26-42). IGI Global. https://doi.org/10.4018/978-1-4666-1963-0.ch002  link >

Huang, W. D., & Yang, D. (2012). Empowering Digital Learners: A Self-Managing Learning Process Framework for Digital Game-Based Learning System (DGBLS). In H. Wang (Ed.), Interactivity in E-Learning: Case Studies and Frameworks (pp. 210-229). IGI Global. https://doi.org/10.4018/978-1-61350-441-3.ch010  link >

Huang, W. H. D., Li, J., & Lin, M. F. G. (2012). Game-based virtual-world environments to engage lifelong learners in open courseware for open learning. In V. X. Wang (Ed.), Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning (Vol. 1, pp. 76-97). IGI Global. https://doi.org/10.4018/978-1-4666-2181-7.ch006  link >

Huang, W. H. D., Lin, M. F. G., & Shen, W. (2012). Understanding Chinese-speaking open courseware users: A case study on user engagement in an open courseware portal in Taiwan (Opensource Opencourse Prototype System). Open Learning, 27(2), 169-182. https://doi.org/10.1080/02680513.2012.678614  link >

Yoo, S. J., Huang, W. H., & Lee, D. Y. (2012). The impact of employee's perception of organizational climate on their technology acceptance toward e-learning in South Korea. Knowledge Management and E-Learning, 4(3), 359-378.

Yoo, S. J., Han, S. H., & Huang, W-H. (2012). The roles of intrinsic motivators and extrinsic motivators in promoting e-learning in the workplace: A case from South Korea. Computers in Human Behavior, 28(3), 942-950. https://doi.org/10.1016/j.chb.2011.12.015  link >

Huang, W. H. (2011). Evaluating learners' motivational and cognitive processing in an online game-based learning environment. Computers in Human Behavior, 27(2), 694-704. https://doi.org/10.1016/j.chb.2010.07.021  link >

Huang, W. (2011). How to enhance and sustain free knowledge services? A service science research Agenda for open knowledge portals (OKPs) in East Asia. In Proceedings - 2011 International Joint Conference on Service Sciences, IJCSS 2011 (pp. 310-314). [5960366] (Proceedings - 2011 International Joint Conference on Service Sciences, IJCSS 2011). https://doi.org/10.1109/IJCSS.2011.69  link >

Huang, W. H. D., Huang, W. Y., & Chiu, C. C. (2011). The impact of specified professional development programme information as a marketing tool for effective recruitment. Human Resource Development International, 14(1), 57-73. https://doi.org/10.1080/13678868.2011.542898  link >

Yoo, S. J., & Huang, W-H. (2011). Comparison of Web 2.0 technology acceptance level based on cultural differences. Educational Technology and Society, 14(4), 241-252.

Huang, W. H. D., & Nakazawa, K. (2010). An empirical analysis on how learners interact in wiki in a graduate level online course. Interactive Learning Environments, 18(3), 233-244. https://doi.org/10.1080/10494820.2010.500520  link >

Huang, W. H. D., & Tettegah, S. (2010). Cognitive load and empathy in serious games: A conceptual framework. In R. Van Eck (Ed.), Gaming and Cognition: Theories and Practice from the Learning Sciences (pp. 137-150). IGI Global. https://doi.org/10.4018/978-1-61520-717-6.ch006  link >

Huang, W. D., & Johnson, T. E. (2010). Let's get serious about e-games: A design research approach toward an emerging perspective. In B. Cope, & M. Kalantzis (Eds.), Ubiquitous Learning (pp. 144-155). University of Illinois Press. https://www.jstor.org/stable/10.5406/j.ctt1xcnks.16

Huang, W. H. D., Han, S. H., Park, U. Y., & Seo, J. J. (2010). Managing employees' motivation, cognition, and performance in virtual workplaces: The blueprint of a game-based adaptive performance platform (GAPP). Advances in Developing Human Resources, 12(6), 700-714. https://doi.org/10.1177/1523422310394794  link >

Huang, W. H., Huang, W. Y., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers and Education, 55(2), 789-797. https://doi.org/10.1016/j.compedu.2010.03.011  link >

Huang, W. D., & Aragon, S. R. (2009). An integrated evaluation approach for e-learning systems in career and technical education. In V. X. Wang (Ed.), Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training (pp. 396-407). IGI Global. https://doi.org/10.4018/978-1-60566-739-3.ch031  link >

Huang, W. D., & Johnson, T. (2009). Instructional Game Design Using Cognitive Load Theory. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 1143-1165). IGI Global. https://doi.org/10.4018/978-1-59904-808-6.ch066  link >

Johnson, T. E., & Huang, W. H. D. (2008). Complex skills development for today's workforce. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding Models for Learning and Instruction (pp. 305-325). Springer. https://doi.org/10.1007/978-0-387-76898-4_15  link >

Huang, W., Huang, W., Diefes-dux, H., & Imbrie, P. K. (2006). A preliminary validation of Attention, Relevance, Confidence and Satisfaction model-based Instructional Material Motivational Survey in a computer-based tutorial setting. British Journal of Educational Technology, 37(2), 243-259. https://doi.org/10.1111/bjet.2006.37.issue-2  link >

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Courses

Learning Technologies (CI 484)

Program Planning & Evaluation (EOL 567)

Learning Technologies (EPOL 483) 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 and HRD 472. 3 undergraduate hours. 4 graduate hours. Synchronous attendance not required. Moodle LMS.

Learning Technologies (EPOL 483) 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 and HRD 472. 3 undergraduate hours. 4 graduate hours. This section is only available to students in the Instructional Design MasterTrack Certificate program. You must complete the MOOC-based section of EPOL 472 and EPOL 483 on the Coursera Platform to receive the MasterTrack Certificate.

Learning Technologies (EPOL 483) 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 and HRD 472. 3 undergraduate hours. 4 graduate hours.

Learning Technologies (EPOL 483) 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 and HRD 472. 3 undergraduate hours. 4 graduate hours. You must complete the MOOC-based section of EPOL 472 and EPOL 483 on the Coursera Platform to receive the MasterTrack Certificate. Non-degree students only.

Learning Technologies (EPOL 483) 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 and HRD 472. 3 undergraduate hours. 4 graduate hours. Synchronous attendance not required. Coursera LMS. You must complete the MOOC-based section of EPOL 472 and EPOL 483 on the Coursera Platform to receive the MasterTrack Certificate. Note: If you are a current College of Education student enrolled in an online or off campus degree program, you will be assessed at your current degree program tuition rate.

Program Planning & Evaluation (EPOL 567)

Thesis Seminar (EPOL 591) Designed to take students through the entire process of proposal development, this course is intended for masters or doctoral students who are ready to prepare a thesis or dissertation proposal. Students will learn to use a systematic and comprehensive approach to develop the research proposal and how each step in the research process is related.

Program Evaluation (EPOL 594) This course examines models and methods of evaluating programs, processes, and products in broadly-defined organizations situated in various operational contexts (eg., education, business, government, NGO). Particular emphasis is given to topics of formative and summative evaluation, frameworks for program evaluation, quantitative and qualitative methods of data collection and analysis, communicating and reporting evaluation findings, and the ethics and standards of evaluation practice. The underlying philosophy of the course is that evaluation can be the catalyst for organizational learning to facilitate intended changes, especially when initiated by those in training and organization development positions. Synchronous attendance not required. Moodle LMS.

Program Evaluation (EPOL 594) This course examines models and methods of evaluating programs, processes, and products in broadly-defined organizations situated in various operational contexts (eg., education, business, government, NGO). Particular emphasis is given to topics of formative and summative evaluation, frameworks for program evaluation, quantitative and qualitative methods of data collection and analysis, communicating and reporting evaluation findings, and the ethics and standards of evaluation practice. The underlying philosophy of the course is that evaluation can be the catalyst for organizational learning to facilitate intended changes, especially when initiated by those in training and organization development positions.

Independent Study (EPOL 595) Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term.

Learning Technologies (HRD 472)

Learning Technologies (HRD 472) EdM students will meet online from 5:30-6:30 PM. EdD students will meet online from 6:30-7:30 PM.

Learning Technologies (HRD 472) This section is only available to students in the Instructional Design MasterTrack Certificate program. You must complete the MOOC-based section of HRD 411 and HRD 472 on the Coursera Platform to receive the MasterTrack Certificate. Note: If you are a current College of Education student enrolled in an online or off campus degree program, you will be assessed at your current degree program tuition rate.

Learning Technologies (HRD 472) You must complete the MOOC-based section of EPOL 472 and EPOL 483 on the Coursera Platform to receive the MasterTrack Certificate. Note: If you are a current College of Education student enrolled in an online or off campus degree program, you will be assessed at your current degree program tuition rate.

Program Evaluation (HRD 585)

Profile Picture for Wenhao David Huang

Professor, Education Policy, Organization and Leadership

Contact

Office

344 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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