College of Education

About Us Admissions & Academics Research & Engagement Departments & Faculty Current Students

Wenhao David Huang

Key Professional Appointments

  • Associate Head, 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
  • Professor, Biomedical and Translational Sciences, University of Illinois, Urbana-Champaign
Education

Ph.D., Learning Design and Technology, Purdue University, 2006

MBA, Executive Business Administration, New York Institute of Technology, 2006

MS Ed, Learning Design and Technology, Purdue University, 2002

BS, Material Science and Engineering, Purdue University, 1999

AA, Material and Metallurgical Engineering, National Taipei Institute of Technology, Taipei, Taiwan. Republic of China, 1994

Awards, Honors, Associations

<h4>RESEARCH</h4><p>2022     Health Innovation Professorship, Carle-Illinois College of Medicine,   University of Illinois at Urbana-Champaign

2020     Dean’s Prize for Innovation and Collaboration, School of Social Work, University of Illinois at Urbana-Champaign. To the establishment of “Identifying Depression through Early Awareness (IDEA) Women’s Health Coalition”.

2019     Journal Article Award, First Place in Mixed-Method Category. Division of Distance Learning. Association for Educational Communications and Technology. Oh, E. G., Huang, W., Mehdiabadi, A. H., &amp; Ju, B. (2018). Facilitating critical thinking in asynchronous online discussions: The effects of peer-redirection vs. instructor-redirection. <em>Journal of Computing in Higher Education, 30, </em>489 – 509.

2019     Invited Research Proposal Reviewer, Austrian Science Fund (FWF)

2017     Highly Cited Research Award by the Internet and Higher Education Journal ((Huang, W., Hood, D., &amp; Yoo, S.J. (2013). Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education. <em>The Internet and Higher Education, 16, </em>57 – 64.))

2016     Certificate of Appreciation for Exemplary Academic Services in Support of the Educational Technology Research &amp; Development journal (peer-reviewed journal, SSCI)

2014     Association for Educational Communications and Technology (AECT) Division of Distance Learning (DDL) Crystal Award: 3<sup>rd</sup> Place Winner - Prototyping the Virtual Experiments Mobile App (VEMA) for Developing College Freshman Students' Pre-Lab Chemistry Lab Skills

2014     AECT Division of Distance Learning (DDL) Journal Article Award: 2<sup>nd</sup> Place Winner – Quantitative Focused Article

2013     Invited Panel Chair, Undergraduate Research Symposium, UIUC

2013     AHRD Cutting Edge Research Award, 20<sup>th</sup> Annual AHRD International Research Conference in the Americas

2012     Dean’s External Funding Incentive Program for Assistant Professors Award, College of Education, UIUC

2012     Invited Panelist, “Gamifying learning? Is this a joke?”, 2012 AECT International Convention

2011     Selected Panel Reviewer, Informal Science Education Grant Program, National Science Foundation

2010     Hardie Conference Award, College of Education, UIUC

2008      Outstanding Paper Award, <em>E-Learn 2008</em>, Association for the Advancement of Computing in Education. Las Vegas, NV.

2007     Research Symposium Grant Award sponsored by National Science Foundation (NSF) and Association for Educational and Communication Technology (AECT) Research and Theory Division, October 2007.</p><h4>TEACHING</h4><p>2021     Excellence in Online Teaching Award, College of Education, UIUC

2021     (Spring) Teacher Ranked as Excellent by Their Students List. Center for Teaching Excellence, UIUC

2018     (Fall) Teacher Ranked as Excellent by Their Students List. Center for Teaching Excellence, UIUC

2018     (Spring) Teacher Ranked as Excellent by Their Students List. Center for Teaching Excellence, UIUC

2017     Teacher Ranked as Excellent by Their Students List. Center for Teaching Excellence, UIUC

2017     Honorary James Scholar, Lifelong Teaching Award. College of Education, University of Illinois at Urbana-Champaign

2016     Teacher Ranked as Excellent by Their Students List. Center for Teaching Excellence, UIUC

2014     Teacher Ranked as Excellent by Their Students List. Center for Teaching Excellence, UIUC

2011     Teacher Ranked as Excellent by Their Students Award, Center for Teaching Excellence, UIUC</p><h4>SERVICE</h4><p>2020     Dean’s Prize for Innovation and Collaboration, School of Social Work, University of Illinois at Urbana-Champaign. To the establishment of “Identifying Depression through Early Awareness (IDEA) Women’s Health Coalition”.

2014     Outstanding Reviewer Award. Educational Technology Research &amp; Development (peer-reviewed journal, SSCI)

Publications

Tabb, K. M., Bentley, B., Pineros-Leano, M., Simonovich, S. D., Nidey, N., Ross, K., Huang, W-H., & Huang, H. (2022). Home Visiting as an Equitable Intervention for Perinatal Depression: A Scoping Review. Frontiers in Psychiatry, 13, [826673].  link >

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.  link >

Seo, G., Ahn, J., Huang, W. H., Makela, J. P., & Yeo, H. J. T. (2021). Pursuing Careers Inside or Outside Academia? Factors Associated With Doctoral Students’ Career Decision Making. Journal of Career Development, 48(6), 957-972.  link >

Chen, D., Rojas, R., & Huang, W-H. (2020). Without the why, we are powerless: Examining intrinsic and extrinsic motivators among junior- and senior-year college students. In S. Minis, K. Johnson, & K. Yeager (Eds.), Proceedings of the Academy of Human Resource Development International Research Conference in the America Academy of Human Resource Development.

Tabb, K. M., Hsieh, W. J., Gavin, A. R., Eigbike, M., Faisal-Cury, A., Hajaraih, S. K. M., Huang, W. H. D., Laurent, H., Carter, D., Nidey, N., Ryckman, K., & Zivin, K. (2020). Racial differences in immediate postpartum depression and suicidal ideation among women in a Midwestern delivery hospital. Journal of Affective Disorders Reports, 1, [100008].  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.  link >

Khan, M. S., & Huang, W-H. (2019). Relationship between work environment support for training and organizational commitment: The role of mediating and moderating variables. In Minis, & Johnson (Eds.), Proceedings of the Academy of Human Resource Development International Research Conference in the America Academy of Human Resource Development.

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.  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.  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.  link >

Khan, M. S., & Huang, W-H. (2018). Relationship between work environment support for training and organizational commitment: The moderating role of trainees’ characteristics and mediating role of training transfer. In Minis, & Johnson (Eds.), Proceedings of the Academy of Human Resource Development International Research Conference in the America Academy of Human Resource Development.

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 >

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).

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].  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 >

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.  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.  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.  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.  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.  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.  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.  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 >

Tettegah, S., & Huang, W-H. (Eds.) (2016). Emotions, Technology, and Digital Games. (Emotions and Technology). Academic Press.  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.  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.  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.  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.  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.  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.  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.  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.  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.  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.  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.  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.  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.  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.  link >

Andrade, J., Huang, W-H., & Bohn, D. M. (2013). The Impact of Instructional Multimedia and College Students’ Epistemological Learning Beliefs on Mental Effort Investment in Asynchronous Learning. In M. Simonson (Ed.), Proceedings of the 2013 Association for Educational Communications and Technology (Vol. 1, pp. 9-17). Association for Educational Communications and Technology.

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.  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.  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., & Wu, C-G. (2013). Motivation system in open learning: A structural equation modeling on the learners of a Traditional Chinese-based open courseware system (MyOOPS). In M. Simonson (Ed.), Proceedings of the 2013 Association for Educational Communications and Technology (Vol. 1, pp. 71-75). Association for Educational Communications and Technology.

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.  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.  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.  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.  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.  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.  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.  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.  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).  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.  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.

Yoo, S. J., & Huang, W-H. (2011). Employees’ E-learning acceptance levels in the workplace of South Korea. In M. Simonson (Ed.), Proceedings of the 2011 Association for Educational Communications and Technology (Vol. 1, pp. 268-277). Association for Educational Communications and Technology.

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.  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.  link >

Huang, W-H., & Yoo, S. J. (2010). Correlations between usage and technology acceptance of Web 2.0 applications. In M. Simonson (Ed.), Proceedings of the 2010 Association for Educational Communications and Technology Annual Meeting (Vol. 1, pp. 101-110). Association for Educational Communications and Technology.

Huang, W-H., & Yoo, S. (2010). How Do Web 2.0 Technologies Motivate Learners? A Regression Analysis based on the Motivation, Volition, and Performance Theory. In J. Sanchez, & K. Zhang (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 1811-1819). Association for the Advancement of Computing in Education (AACE).

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.

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.  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.  link >

Huang, W-H., Han, S-H., Park, U-Y., & Seo, J. (2010). Sustaining user traffic in open course ware systems: A case study on the open knowledge portal of Samsung Economic Research Institute. In M. Simonson (Ed.), Proceedings of the 2010 Association for Educational Communications and Technology Annual Meeting (Vol. 1, pp. 111-127). Association for Educational Communications and Technology.

Huang, W-H., & Shen, W. (2010). Who Are Using Open Courseware and Why and How Do They Use It? An Exploratory Study From a Chinese-Based Open Courseware Portal in Taiwan. In J. Sanchez, & K. Zhang (Eds.), Proceedings of E-Learn 2010: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1820-1829). Association for the Advancement of Computing in Education (AACE).

Huang, W-H., & Huang, W-Y. (2009). A comparison of Web 2.0 technology acceptance level between college students in the United States and Taiwan. In J. Storberg-Walker (Ed.), Proceedings of the 2009 Academy of Human Resource Development International Research Conference in the Americas (pp. 1070-1073). Academy of Human Resource Development.

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.  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.  link >

Huang, W-H., Yoo, S. J., & Choi, J-H. (2008). Correlating college students' learning styles and how they use Web 2.0 applications for learning. In C. J. Bonk, M. M. Lee, & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2752-2759). Association for the Advancement of Computing in Education (AACE).

Huang, W-H., Huang, W-Y., Nakazawa, K., Choi, J., & Yoo, S. (2008). Design better entrepreneurial learning: correlating entrepreneurial tendency and learning style. In A. Burge (Ed.), Proceedings of the 8th Annual Hawaii International Conference on Business (pp. 358-371)

Huang, W-H., & Johnson, T. E. (2008). Innovating HRD to Develop the Millennial Generation Workforce: What We Can Learn from Serious Games. In A. Różański, K. P. Kuchinke, & E. Bojar (Eds.), Rozwój zasobów ludzkich – teoria i praktyka [Human Resource Development - theory and practice] Wydawnictwo Politechniki Lubelskiej.

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.  link >

Belland, B. R., Huang, W-H., Vaithinathan, V., & Garcia, B. (2007). Collaborative and Sustainable Instructional Design Model for Service Learning. In M. Simonson (Ed.), Proceedings of the 2007 Association for Educational Communications and Technology Annual Meeting (Vol. 2, pp. 35-41). Association for Educational Communications and Technology.

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.  link >

Huang, W-H. (2006). Interaction Effect of Instructional Methods and Instructional Multimedia in the E-Learning Setting: Manipulating the Cognitive Load Measured by Instructional Efficiency. In T. Reeves, & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1232-1239). Association for the Advancement of Computing in Education (AACE).

Presentations

Invited talk, "Presidential Panel Co-Sponsored by RTD: Big Research and Development Challenges in Educational Technology: A Multidimensional Perspective on Challenges that Have Key Importance Now and in the Future", 2020

Invited talk, Human Resource Development: Perspectives in Multidisciplinary Research and Practices, 2019

Invited talk, New Technology in Human Resource Development: The Case of a Game-Based Virtual Reality for Training Archaeologists, 2019

Invited talk, Designing Game-Based Virtual Reality for College Student Learning in Archaeology, 2019

Invited talk, Faculty Panelist, 2019

Invited talk, Patient-Centered Practice Informs Community-Based Health Research: The Development of I.D.E.A. to Improve Health Outcomes, 2018

Invited talk, Evaluation and Qualitative Inquiries, 2015

Invited talk, Keynote: Innovations in Higher Education: The Case of MOOCs in Research Tier One U.S. Universities, 2015

Invited talk, Managing Technology Integration, 2015

Invited talk, Gamification: How will service management “play” along?, 2012

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 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 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 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 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.

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 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.

Program Planning & Evaluation (EPOL 567)

Advanced Theories in HRD (EPOL 571) Provides a reading of advanced texts related to Human Resource Development from a variety of applied social science disciplines. Targeted towards doctoral students in the later stage of their course work who are interested in HRE theory and social science foundations.

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.

Thesis Research (EPOL 599) Individual direction of research and thesis writing.

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.

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) 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.

Innovation in E-Learning (HRD 575) Designed to provide an in-depth look at ongoing innovations in Web-based electronic technologies that can be used to deliver e-Learning content and to enhance learning experiences in e-Learning environments. Students will acquire and synthesize advanced content knowledge and critically review research on ongoing innovations that are integrated with targeted content in today's eCommunication and e-Learning environments. Center for Innovation in Teaching & Learning (CITL) restrictions and assessments apply, see http://www.citl.illinois.edu. This course is part of a self-supporting program and DOES NOT accept the following tuition and fee waivers (TFWs): Cooperating Teacher waivers, Non-Academic waivers (including UIUC employees and employees of other state institutions), Academic waivers from UIUC, UIC and UIS employees, Related Agency waivers, Field Supervisor waivers, waivers granted through fellowships/assistantships as governed by the Graduate College at UIUC, or Retiree waivers. This program DOES accept statutory waivers (veterans grants, etc.).

Innovation in E-Learning (HRD 575) Designed to provide an in-depth look at ongoing innovations in Web-based electronic technologies that can be used to deliver e-Learning content and to enhance learning experiences in e-Learning environments. Students will acquire and synthesize advanced content knowledge and critically review research on ongoing innovations that are integrated with targeted content in today's eCommunication and e-Learning environments.

Program Evaluation (HRD 585)