Meina Zhu

Meina  Zhu
Assistant Professor

365 Education Bldg.

Office Hours: Thursday 2:00 - 5:00 pm & By appointment.

313-577-7822

Education

Ph.D. (2019) Instructional Systems Technology, Indiana University, Bloomington, IN.
MS (2011) Educational Technology, Beijing Normal University, Beijing
BA (2008) Educational Technology, Shandong Normal University, Jinan

Research Interests

Online education, MOOCs, self-directed learning, STEM education, and active learning.

Courses Taught

  • LDT 6140 Designing Web Tools for the Classroom
  • LDT 8100 Backgrounds, Issues, and Trends in Instructional Technology

Community Engagement Activities

PROFESSIONAL ORGANIZATIONS

  • AECT Summer Symposium Intern, July 2019
  • ISTE Tech-In-Action Award Committee, April 2019 - Present
  • AECT Research & Theory Division Communications Officer Elect, March 2019 - Present
  • Open Education 2019 Program Committee, Oct. 2018 - Present
  • HKAECT Program Committee, July 2018 - Present
  • AECT Graduate Student Assembly (GSA) Representative, March 2018 - Present
  • Technical Supporter and Office Administrator, Member of Society of International Chinese in Educational Technology (SICET) 2017 - 2018
  • Learning and Teaching with Technology Committee, Indiana University, School of Education (classroom technology evaluation team), 2018
  • Parliamentarian at Graduate of Instructional Systems Technology (GIST), Indiana University, Aug. 2016-May. 2017
  • Facilitation Team Leader in IST conference, Indiana University, 2016 - 2017


Journal Reviewer/Editorial Board Member

  • Editorial board member of Distance Education, 2019 - Present
  • Performance Improvement Quarterly (PIQ), 2019 - Present
  • Frontiers Psychology, 2019
  • Journal of Teaching and Learning with Technology (JoTLT), 2019
  • Journal of Learning for Development (JL4D), 2019
  • Computers & Education, 2018 - Present
  • Online Learning Journal, 2018, 2019
  • The Asia Pacific Education Review (APER), 2018
  • The International Review of Research in Open and Distributed Learning (IRRODL), 2017 - Present

Conference Reviewer

  • International Conference on Educational Innovation through Technology (EITT 2019), Biloxi, MS
  • AECT proposal reviewer, 2016, 2017, 2019
  • AERA proposal reviewer, 2018, 2019
  • International Society for Technology in Education (ISTE), 2019
  • IST Conference, Indiana University, 2016, 2018

Awards

  • 2018 AECT Early Career Research Symposium Award, AECT
  • 2018 Jerrold E. Kemp Instructional Systems Technology Fellowship Fund, Indiana University
  • 2018 L.C. and Sharon Larson Fund, Indiana University
  • 2018 OER Research Fellows, the Open Education Group.
  • 2017 Jerrold E. Kemp Instructional Systems Technology Fellowship Fund, Indiana University
  • 2017 L.C. and Sharon Larson Fund, Indiana University
  • 2015-2019 School of Education Fellowship, Indiana University
  • 2010 Academic Excellent Scholarship, Beijing Normal University

Publications

(* = peer reviewed)

 

  • *Zhu, M., Basdogan, M., & Bonk, C. J. (2020). A Case Study of the Design Practices and Judgments of Novice Instructional Designers in Public Health Majors. Contemporary Educational Technology. 12(2), ep267. https://doi.org/10.30935/cedtech/7829
  • *Zhu, M., Bonk, C. J., & Doo, M.-Y. (2020). Self-directed learning in MOOCs: Exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development (ETR&D). 1-21. doi: 10.1007/s11423-020-09747-8
  • *Doo, M., Tang, Y., Bonk, C. J., & Zhu, M. (2020). A Mixed Methods Look at Motivation and Career Development of MOOC Instructors. Distance Education, 41(1). https://doi.org/10.1080/01587919.2020.1724770
  • *Zhu, M., & Bonk, C. J. (2019). Designing MOOCs to facilitate participant self-monitoring for self-directed learning. Online Learning, 23(4), 106-134. doi:10.24059/olj.v23i4.2037. Available: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2037
  • *Doo, M. Y., Zhu, M., Bonk, C. J., & Tang, Y. (2019). The Effects of Openness, Altruism, and Instructional Self-efficacy on Work Engagement of MOOC Instructors. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12882
  • *Zhu, M., & Bonk, C. J. (2019). Designing MOOCs to facilitate participant self-directed learning: An analysis of instructor perspectives and practices. International Journal of Self-Directed Learning, 16(2), 39-60. Available: https://6c02e432-3b93-4c90-8218-8b8267d6b37b.filesusr.com/ugd/6c1db2_3ab135498618442abe908811fb68a1b2.pdf
  • *Sari, A. R., Bonk, C. J., & Zhu, M. (2019). MOOC Instructor Designs and Challenges: What can be Learned from Existing MOOCs in Indonesia and Malaysia? Asia Pacific Education Review, Asia Pacific Education Review, 21(1), 143-166. doi: 10.1007/s12564-019-09618-9
  • *Zhu, M., Herring, S. C., & Bonk, C. J. (2019). Exploring ¬presence in online learning through three forms of computer-mediated discourse analysis. Distance Education, 40(2), 205-225. doi: 10.1080/01587919.2019.1600365
  • *Zhu, M., Bonk, C. J., & Sari, A. (2019). MOOC Instructor Motivations, Innovations, and Designs: Surveys, Interviews, and Course Reviews. Canadian Journal of Learning and Technology, 45(1), 1-22. Available: https://www.cjlt.ca/index.php/cjlt/article/view/27795
  • *Kwon, K., Ottenbreit-Leftwich, A.T., Sari, A., Khlaif, Z., Zhu, M., Nadiruzzaman, H., Gok. F. (2019). Teacher’s Self-efficacy Matters: Mobile Computing Device Integration in Middle Schools. TechTrends.
  • *Zhu, M., Bonk, C. J., & Sari, A. (2018). Instructor experiences designing MOOCs in higher education: Pedagogical, resource, and logistical considerations and challenges. Online Learning, 22(4), 203-241. Available: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1495
  • *Bonk, C. J., Zhu, M., Kim, M., Xu, S., Sabir, N., & Sari, A. (2018). Pushing toward a more personalized MOOC: Exploring instructor selected activities, resources, and technologies for MOOC design and implementation. The International Review of Research on Open and Distributed Learning (IRRODL), 19(4), 92-115. Available: http://www.irrodl.org/index.php/irrodl/article/view/3439/4726;
  • *Zhu, M., Sari, A., & Lee, M. M. (2018). A Systematic Review of Research Methods and Topics of the Empirical MOOC Literature (2014-2016). The Internet and Higher Education, 37, 31-39.
  • *Boling, E., Alangari, H., Gyabak-Kumka, K., Guo, M., Hajdu, I., Khlaif, Z., Kizilboga, R., Tomita, K. Alsaif, M., Lachheb, A., Bae, H., Ergulec, F., Zhu, M., Basdogan, M., Buggs, C., Sari, A., & Techawitthayachinda, R. (2017). Core Judgments of Instructional Designers in Practice. Performance Improvement Quarterly, 30(3), 199-219.
  • *Li., Y., Zhu, M., Huang, R., & Feng, N. (2010). Research on Mobile Learning-from Practitioner's Perspective. China Information Technology Education. Vol. 09, 82-88.
  • Cho, Y., Zhu, M., Techawitthayachinda, R., & Ling, Q. (2019). Assessing the Needs of Students and Instructors to Improve Online Courses. In D. F. Russ-Eft & C. M. Sleezer (Ed.) Case studies in needs assessment (pp. 48-60). Washington DC: Sage
  • Zhu, M. (2015). The Reform of Curriculum System of Spanish Department. In Chang, F. (Eds.), Study of Spanish language and culture (263-271). Beijing: FLTPR.
  • Zhu, M. (2011). The Reform Strategies of Education Administration to Cultivate Foreign Language Learners’ Creativity. Essays of Teaching in Beijing Foreign Studies University (82-88). Beijing: FLTPR.