AECT Research and Theory Division Outstanding Service Award, Association for Educational Communications and Technology, 2021

AHRD Cutting Edge Award, Academy of Human Resource Development, 2020

Journal Article Award, Association for Educational Communications and Technology, 2019

Reviewer Excellence Award, Educational Technology Research and Development, 2019

Featured Research, Association for Educational Communications and Technology, 2018

Lifelong Teaching Award, College of Education University of Illinois at Urbana-Champaign, 2017

Outstanding Assistant Professor Award, The University Council for Workforce and Human Resource Education , 2017

Oh, E. G., Cho, M. H., & Chang, Y. (2023). Learners’ perspectives on MOOC design. Distance Education.  link >

Han, S., Oh, E., & Kang, S. P. (2022). Social capital leveraging knowledge-sharing ties and learning performance in higher education: evidence from social network analysis in an engineering classroom. AERA Open, 8.  link >

Han, S., Oh, E., Kang, S., Lee, S., & Park, S. H. (2022). The mediating role of informal learning on job performance: the work-learning dual system in South Korea. Journal of Workplace Learning, 34(5), 437-454.  link >

Oh, E. G., Kang, S., Han, S-H., & Kim, J. K. (2021). How do teachers’ systematic class goal-setting activities impact their effective performance?: A dual mediation model of partnership with stakeholders and teacher effectiveness on students’ satisfaction. Asia-Pacific Collaborative Education Journal, 17(1), 1-11.

Han, S. H., Oh, E. G., & Kang, S. P. (2020). The link between transformational leadership and work-related performance: moderated-mediating roles of meaningfulness and job characteristics. Leadership and Organization Development Journal, 41(4), 519-533.  link >

Oh, E. G., Chang, Y., & Park, S. W. (2020). Design review of MOOCs: application of e-learning design principles. Journal of Computing in Higher Education, 32(3), 455-475.  link >

Oh, E. G., & Hong, Y-C. (2020). Intellectual development and aging of adults in educational technology. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of Research on Educational Communications and Technology (5 ed., pp. 229-246).

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.  link >

Lim, D. H., Oh, E., Ju, B., & Kim, H. N. (2019). Mediating Role of Career Coaching on Job-Search Behavior of Older Generations. International Journal of Aging and Human Development, 88(1), 82-104.  link >

Oh, E. (2019). Educational technology research in Korea: Research goals and methods of early and recent year. Journal of Educational Technology, 35(2), 227-251.

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.  link >

Kim, H. S., & Oh, E. G. (2018). Scaffolding argumentation in asynchronous online discussion: Using students' perceptions to refine a design framework. International Journal of Online Pedagogy and Course Design, 8(2), 29-43.  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.  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.  link >

Oh, E. G., Ricciotti, H. A., & Cianciolo, A. T. (2018). Paying Mind to Generational Differences in Medical Education: A Dialectical Book Review. Teaching and Learning in Medicine, 30(3), 345-349.  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.  link >

Reeves, T. C., & Oh, E. (2017). Comparing the goals and methodologies of learning scientists and educational technology researchers. In L. Lin, & J. M. Spector (Eds.), The Sciences of Learning and Instructional Design: Constructive Articulation Between Communities (pp. 51-63). Taylor and Francis.  link >

Reeves, T. C., & Oh, E. G. (2017). The goals and methods of educational technology research over a quarter century (1989–2014). Educational Technology Research and Development, 65(2), 325-339.  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.  link >

Oh, E. G., 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.

Oh, E. G., & Kim, H. S. (2016). Understanding cognitive engagement in online discussion: Use of a scaffolded, audio-based argumentation activity. International Review of Research in Open and Distance Learning, 17(5), 28-48.  link >

Joo, Y. J., Oh, E., & Kim, S. M. (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.  link >

Oh, E. G., & 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. (2015). Collaboration and Social Networking. In J. M. Spector (Ed.), The SAGE Encyclopedia of Educational Technology (pp. 122-125). SAGE Publishing.  link >

Oh, E., & Reeves, T. C. (2014). Generational differences and the integration of technology in learning, instruction, and performance. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (4 ed., pp. 819-828). Springer.  link >

Oh, E., Ying, L., & Reeves, T. (2014). Supporting adult learners’ authentic learning experience by optimizing collaborative group work in distance learning courses. In A. A. Pina, & A. P. Mizell (Eds.), Real life distance education: Case studies in research and practice (pp. 139-158). (Perspectives in Instructional Technology and Distance Education). Information Age Publishing Inc..

Oh, E., & Reeves, T. C. (2013). Collaborative group work in an online authentic learning environment: An educational design research study. In T. Plomp, & N. Nieveen (Eds.), Educational design research: Introduction and illustrative cases (pp. 991-1012). SLO, the Netherlands Institute for Curriculum Development.

Oh, E., & Kim, H. S. (2013). Enhancing Learners’ Cognitive Engagement in Online Discussions: Implementation of Audio- and Video-Based Argumentation Activity. In T. Bastiaens, & G. Marks (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp. 2031-2036). Association for the Advancement of Computing in Education (AACE).

Oh, E. (2010). ECT Internship: An Unparalleled Opportunity. TechTrends, 54(6), 11.  link >

Oh, E., & Reeves, T. C. (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.  link >

Oh, E., & Reeves, T. C. (2009). Betty Collis: A Significant Contributor to the Field of Educational Technology. Educational Technology, 49(4), 47-50.

Kim, K-J., Bonk, C., & Oh, E. (2008). The present and future state of blended learning in workplace learning settings in the United States. Performance Improvement, 5.

Oh, E., & Reeves, T. C. (2008). Design Research vs. Instructional Systems Design: Implications for Educational Technologists. In J. Luca, & E. R. Weippl (Eds.), Proceedings of EdMedia + Innovate Learning 2008 (pp. 2119-2127). Association for the Advancement of Computing in Education (AACE).

Reeves, T. C., & Oh, E. (2008). Generational Differences. In Handbook of Research on Educational Communications and Technology, Third Edition (pp. 295-303). Taylor and Francis.  link >

Liu, Y., & Oh, E. J. (2007). Literature Review: Students' Online Learning Communities in Higher Education. In T. Bastiaens, & S. Carliner (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 2086-2092). Association for the Advancement of Computing in Education (AACE).

Reeves, T. C., & Oh, E. (2007). Generational Differences. In J. M. Spector, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3 ed., pp. 295-303). Lawrence Erlbaum Associates.

Kim, K-J., Zeng, T., Son, S. J., Teng, Y., & Oh, E. J. (2006). The Future of Blended Learning in Corporate and Other Training Settings in the UK, US, China, Taiwan, and Korea. In E. Pearson, & P. Bohman (Eds.), Proceedings of EdMedia + Innovate Learning 2006 (pp. 80-82). Association for the Advancement of Computing in Education (AACE).

Son, S., Oh, E., Kim, K-J., & Bonk, C. J. (2006). A survey of blended learning trends in corporate training settings in Korea. Educational Technology International , 7(2), 1-21.

Son, S., Oh, E. J., Bonk, C. J., & Kim, K-J. (2006). The Future of Blended Learning in Corporate and Other Training Settings in Korea. In T. Reeves, & S. Yamashita (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 2366-2373). Association for the Advancement of Computing in Education (AACE).

CI 484: Learning Technologies (CI 484) Same as EPOL 483 and HRD 472. See HRD 472.

EOL 567: Program Planning & Evaluation (EOL 567) Introduces students to school district leadership expectations in program planning and evaluation, highlighting leaders? responsibilities to utilize the program evaluation cycle to improve teaching and learning, and assuring that schools and districts meet state and national accountability standards. Topics include planning educational programs, monitoring and evaluating program effectiveness, and reaching decisions related to continuing, restructuring, or terminating programs based upon empirical evidence collected through the program evaluation process. Same as EPOL 567. 4 graduate hours. No professional credit.

EPOL 472: Instructional and Training System Design (EPOL 472) 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.

EPOL 485: Introduction to eLearning (EPOL 485) 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.

EPOL 579: Adult and Professional Education (EPOL 579) Same as HRD 550. See HRD 550.

EPOL 594: 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.

ERAM 556: Program Evaluation (ERAM 556) 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.

HRD 411: Instructional and Training System Design (HRD 411) 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. Same as EPOL 472. 3 undergraduate hours. 4 graduate hours.

HRD 480: Introduction to eLearning (HRD 480) 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. Same as EPOL 485. 3 undergraduate hours. 4 graduate hours.

HRD 550: Adult and Professional Education (HRD 550) This course takes a broad look at the philosophy, theory, research, and practice of adult education, along with additional considerations 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.

HRD 585: Program Evaluation (HRD 585) Same as EPOL 594. See EPOL 594.