Wayne State University

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College of Education College of Education

Meina Zhu

Meina Zhu

Associate Professor of Learning Design and Technology

313-577-7822

meinazhu@wayne.edu, hb8648@wayne.edu

http://meinazhu.github.io

Office Hours: By appointment.

365 Education Bldg.

Meina Zhu

Degrees and Certifications

Ph.D.  Instructional Systems Technology, Indiana University, Bloomington, IN.
MS  Educational Technology, Beijing Normal University, Beijing
BS  Educational Technology, Shandong Normal University, Jinan

Research Interests

Online education, self-directed learning, STEM education, and learning analytics.

Awards

  • 2023 Bruce N. Chaloux Scholarship for Early Career Excellence, Online Learning Consortium (OLC).
  • 2023 United States Distance Learning Association (USDLA) Rising Star Award (Gold Level)
  • 2022 AERA Division C New Faculty Mentoring Program (NFMP) Award, AERA
  • 2021 Outstanding Early Career Researcher Award - Technology, Instruction, Cognition, and Learning (TICL) SIG, AERA
  • 2021 Outstanding International Research Collaboration Award - Technology, Instruction, Cognition, and Learning (TICL) SIG, AERA
  • 2020 Outstanding AECT Conference Proposals- DDL, AECT
  • 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 School of Education Fellowship, Indiana University
  • 2010 Academic Excellent Scholarship, Beijing Normal University

 

Community Engagement Activities

Professional Organizations

  • AERA Technology, Instruction, Cognition and Learning SIG program Chair, 2023 - Present
  • AERA Technology, Instruction, Cognition and Learning SIG Communications Chair, 2022 - 2023
  • AERA Instructional Technology SIG Secretary/Treasurer, 2022 - 2023
  • AECT Research & Theory Division Professional Development Coordinator 2021 - Present
  • AECT Research & Theory Division Communications Officer, 2019 - 2020
  • Open Education 2019 Program Committee, 2018 - 2019
  • HKAECT Program Committee, July 2018 - Present

Journal Reviewer/Editorial Board Member

  • Editorial board member of Distance Education, 2019 - Present
  • Educational Technology Research and Development, 2022 - Present
  • Psychology Research and Behavior Management, 2022 - Present
  • Teachers College Record, 2022 - Present
  • Educational Research Review, 2021- Present
  • The Internet and Higher Education, 2021 - Present
  • Journal of Educational Computing Research, 2020 - Present
  • Journal of Computer Assisted Learning, 2020
  • Journal of Research on Technology in Education, 2020
  • International Journal of Science Education, 2020
  • International Journal of Smart Technology and Learning, 2020
  • Journal of Educational Technology Development and Exchange (JETDE), 2020
  • Computer Applications in Engineering Education, 2020
  • Future Generation Computer Systems, 2020
  • Performance Improvement Quarterly (PIQ), 2019
  • 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

 

Featured publications

Designing and delivering MOOCs to motivate learners for self-directed learning

Zhu, M. (2022). Designing and delivering MOOCs to motivate learners for self-directed learning. Open Learning: The Journal of Open and Distance Learning

Transformative Teaching Around the World: Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy

Bonk, C. J., & Zhu, M. (Eds.). (2022) Transformative Teaching Around the World: Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy. NY: Routledge

Enhancing MOOC learners’ skills for self-directed learning. Distance Education

Zhu, M. (2021). Enhancing MOOC learners’ skills for self-directed learning. Distance Education. 42(3), 441-460 Doi: 10.1080/01587919.2021.1956302.

Medical and public health instructors’ perceptions of online teaching: A qualitative study using technology acceptance model 2

Zhu, M., & Zhang, Y. (2021). Medical and public health instructors’ perceptions of online teaching: A qualitative study using technology acceptance model 2. Education and Information Technologies.

The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners

Zhu, M., & Doo, M.-Y. (2021). The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. Journal of Educational Computing Research.

Reimagining Digital Learning for Sustainable Development: How Upskilling, Data Analytics, and Educational Technologies Close the Skills Gap

Zhu, M. (2021). Reimagining Digital Learning for Sustainable Development: How Upskilling, Data Analytics, and Educational Technologies Close the Skills Gap: edited By Sheila Jagannathan. American Journal of Distance Education.

A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019

Zhu, M., Sari, A. R., & Lee, M. M. (2020). A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019. Educational Technology Research and Development 68(4), 1685-1710. doi: 10.1007/s11423-020-09798-x. 

Keywords

Massive open online courses
Research methods
Research trends

This study examines the research methods, topics, and trends of empirical MOOC research to gain a comprehensive understanding of the MOOC phenomenon through reviewing 541 empirical MOOCs research published from 2009 to 2019. The results indicate that: (1) the majority of studies adopted quantitative research methods followed by mixed research methods and qualitative research methods, (2) the most frequently adopted data collection method was survey, followed by platform database and interviews, (3) almost half of the studies used at least two data collection methods such as survey and interview, (4) the majority of researchers adopted descriptive statistics for data analysis, followed by inferential statistics and content analysis, (5) the research topics primarily focused on students, followed by design-focused, context and impact-focused, and instructor-focused. Among these student-focused topics, learner retention, learning experience, social learning, and engagement were the most mentioned, and (6) the affiliations of the first authors of the MOOC studies were mainly from the U.S. followed by China and Spain. Implications and future research were discussed.

Publications

1. Zhu, M., Berri, S., Huang, Y., & Masoud, S. Enhancing computer science and engineering students’ self-directed learning and satisfaction with online learning. 

2. Li, Z., Zhu, M., Kadirova, D., Bonk, C. (2023). Towards self-directed learning: How do Nepali adolescents learn with MOOCs? Distance Education. 44(4).doi:10.1080/01587919.2023.2267460 

3. Wang, C., Qu, P., & Zhu, M. (2023). Course Design Practices Using Open Educational Resources (OER)-Enabled Pedagogy in Language Teacher Education. The Journal of Applied Instructional Design.https://edtechbooks.org/jaid_13_1/course_design_practices_using_open_educational_resources_oerenabled_pedagogy_in_language_teacher_education

4. Zhu, M., & Wang, C. (2023). Core competencies of K-12 computer science education from the perspectives of college faculties and K-12 teachers. International Journal of Computer Science Education in Schools, 6(2). DOI: https://doi.org/10.21585/ijcses.v6i2.161

5. Doo, M.-Y. & Zhu, M. (2023). A meta-analysis of effects of self-directed learning in online learning. Journal of Computer Assisted Learning. http://doi.org/10.1111/jcal.12865

6. Zhu, M., Berri, S., Koda, R., & Wu, Y. (2023). Exploring students' self-directed learning strategies and satisfaction in online learning. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11914-2

7. Zhang, K. & Zhu, M. (2023). Facilitate online problem-based learning using 4S PBL: Strategies and technologies. Distance Learning. https://doi.org/10.6084/m9.figshare.21695633.v1

8. Bonk, C. J. & Zhu, M. (2023). On the trail of self-directed learners. ECNU Review of Education. doi: 10.1177/20965311231169795

9. Doo, M.-Y., Zhu, M., & Bonk, C. J. (2023). A systematic review of the research trends in online learning during COVID-19: Documenting the sudden shift. Online Learning, 27 (1). http://dx.doi.org/10.24059/olj.v27i1.3405

10. Zhu, M. & Wang, C. (2023) Computer science teaching strategies, challenges and K-12 teachers’ professional development opportunities and need. Computers in the Schools, 1-22. https://doi.org/10.1080/07380569.2023.2178868

11. Doo, M.-Y., Zhu, M., & Bonk, C. J. (2023). Influences of self-directed learning on learning outcomes in MOOCs: Meta-analysis. Distance Education, 44(1), 86-105. https://doi.org/10.1080/01587919.2022.2155618

12. Zhu, M. & Ergulec, F. (2023). Strategies for online collaborative learning assessment: A systematic review. Distance Education. https://doi.org/10.1080/01587919.2022.2150127

13. Malik, K. & Zhu, M. (2023) Do project-based learning, hands-on activities, and flipped teaching enhance student’s learning of introductory theoretical computing classes? Education and Information Technologies, 28 (3), 3581-3604. https://doi.org/10.1007/s10639-022-11350-8

14. Zhu, M. & Zhang, K. (2023). Promote collaborations in online problem-based learning in a user experience design course: Educational design research. Education and Information Technologies, 28 (6), 7631-7649. https://doi.org/10.1007/s10639-022-11495-6

15. Zhu, M. & Bonk, C. J. (2022). Guidelines and strategies for fostering and enhancing online self-directed learning. Open Learning: The Journal of Open and Distance Learning. https://doi.org/10.1080/02680513.2022.2141105

16. Zhang, K. & Zhu, M. (2022). Define “Learning Engineering” with the TRAP Framework. Engineering Technology Open Access Journal, 4(2). https://dx.doi.org/10.19080/ETOAJ.2022.04.555635

17. Lee, Y. & Zhu, M. (2022). Digital game-based learning can develop students’ literacy skills and meet learning standards. Computers in the Schools, 39(3), 274-296. https://doi.org/10.1080/07380569.2022.2075163

18. Zhu, M., Sari, A. R., & Lee, M. M. (2022). Trends and issues in MOOC learning analytics empirical research: A systematic literature review (2011-2021). Education and Information Technologies, 27(7), 10135-10160. https://doi.org/10.1007/s10639-022-11031-6

19. Zhu, M., Bonk, C. J., & Berri, S. (2022). Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction. Online Learning, 26(1), 153-173. doi: 10.24059/olj.v26i1.2629

20. Gamze, O., Zhu, M., & Phillips, T. (2022). Student perceptions and actuals of cognitive presence: A case study of an intentionally designed asynchronous online course. Online Learning, 26(1), 38-57. doi: 10.24059/olj.v26i1.3051

21. Zhu, M. (2022). Designing and delivering MOOCs to motivate learners for self-directed learning. Open Learning: The Journal of Open and Distance Learning. https://doi.org/10.1080/02680513.2022.2026213

22. Zhu, M. & Zhang, Y. (2022). Medical and public health instructors’ perceptions of online teaching: A qualitative study using technology acceptance model 2. Education and Information Technologies, 27 (2), 2385-2405. https://doi.org/10.1007/s10639-021-10681-2

23. Masoud, S., Zhu, M., Rickli, J., & Djuric, A. (2022). Challenges and Future Directions for Extended Reality-enabled Robotics Laboratories During COVID-19. Technology Interface International Journal, 14.

24. Zhu, M. & Doo, M.-Y. (2022). The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. Journal of Journal of Computing in Higher Education, 34(2), 321-342. https://doi.org/10.1007/s12528-021-09301-2

25. Zhu, M. & Kadirova, D. (2022). Self-directed learners’ perceptions and experiences of learning computer science through MIT OCW. Open Learning: The Journal of Open and Distance Learning, 37(4), 370-385. https://doi.org/10.1080/02680513.2020.1781606

26. Phan, T., Zhu, M., & Pau, M. (2021). The effects of technological professional development training on faculty’s perceptions and actual use of technology. Educational Media International, 58(4), 335-354. https://doi.org/10.1080/09523987.2021.1989767

27. Liao, JYC, Ottenbreit-Leftwich, A., Zhu, M., Jantaraweragul, K., Christie, L., Krothe, K., Sparks, K. (2021). How can we support online learning for elementary students? Perceptions and experiences of technology award-winning K-6 teachers. TechTrends, 65(6), 939-951. https://doi.org/10.1007/s11528-021-00663-z

28. Zhu, M. (2021). Enhancing MOOC learners’ skills for self-directed learning. Distance Education, 42(3), 441-460. https://doi.org/10.1080/01587919.2021.1956302

29. Zhu, M., Berri, S., & Zhang, K. (2021). Effective instructional strategies and technology use in blended learning: A case study. Education and Information Technologies, 26(5), 6143-6161. https://doi.org/10.1007/s10639-021-10544-w

30. Phan, T., Pau, M., & Zhu, M. (2021). Faculty’s profile uses of technology in the classroom: How their uses of technology are affected by their teaching goals and perceptions of instructional technology. Contemporary Educational Technology, 13(3). https://doi.org/10.30935/cedtech/10885

31. Masoud, S., Mariscal, N., Huang, Y., & Zhu, M. (2021). A sensor-based data driven framework to investigate PM2.5 in the greater Detroit area. IEEE Sensors Journal, 21(14), 16192-16200. doi: 10.1109/JSEN.2021.3076041.

32. Zhu, M., Sabir, N., Bonk, C. J., Sari, A., Xu., S., & Kim, M. (2021). Addressing learner cultural diversity in MOOC design and delivery: Strategies and practices of instructors and experts. Turkish Online Journal of Distance Education, 22(2), 1-25. https://doi.org/10.17718/tojde.906468

33. Zhu, M. & Basdogan, M. (2021). Examining social learning in an active learning classroom through pedagogy-space-technology framework. Journal of Learning Space, 10(1), 15-26. http://libjournal.uncg.edu/jls/article/viewFile/2025/1523

34. Tomita, K., Alangari, H., Zhu, M., Ergulec, F., Lachheb, A., & Boling, E., (2021). Challenges implementing qualitative research methods in a study of instructional design practice. TechTrends 65, 144–151.https://doi.org/10.1007/s11528-020-00569-2

35. An, Y., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33(1), 64-84. https://doi.org/10.1007/s12528-020-09256-w

36. Zhu, M., Sari, A. R., & Lee, M. M. (2020). A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019. Educational Technology Research and Development 68(4), 1685-1710. https://doi.org/10.1007/s11423-020-09798-x

37. Zhu, M. (2020). Effective pedagogical strategies for STEM education from instructors’ perspective: OER for educators. Open Praxis,12 (2), 257-270. https://dx.doi.org/10.5944/openpraxis.12.3.1074

38. Zhu, M. & Bonk, C. J. (2020). Technology tools and instructional strategies for designing and delivering MOOCs to facilitate self-monitoring of learners. Journal of Learning for Development, 7(1), 31-45. https://jl4d.org/index.php/ejl4d/article/view/380/447

39. 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, 68(5), 2073-2093. https://doi.org/10.1007/s11423-020-09747-8

40. Zhu, M., Basdogan, M., & Bonk, C. J. (2020). A case study of the design practices and judgments of novice instructional designers. Contemporary Educational Technology, 12(2). https://doi.org/10.30935/cedtech/7829

41. Phan, T., & Zhu, M. (2020). Professional development journey in MOOCs by pre-and in-service teachers. Educational Media International, 57(2), 148-166. https://doi.org/10.1080/09523987.2020.1786773

42. Doo, M. Y., Zhu, M., Bonk, C. J., & Tang, Y. (2020). The effects of openness, altruism, and instructional self-efficacy on work engagement of MOOC instructors. British Journal of Educational Technology, 51(3), 743-760. https://doi.org/10.1111/bjet.12882

43. Doo, M., Tang, Y., Bonk, C. J., & Zhu, M. (2020). MOOC instructor motivation and career development. Distance Education, 41(1), 26-47. https://doi.org/10.1080/01587919.2020.1724770

44. Sari, A. R., Bonk, C. J., & Zhu, M. (2020). MOOC instructor designs and challenges: What can be learned from existing MOOCs in Indonesia and Malaysia? Asia Pacific Education Review, 21(1), 143-166. https://doi.org/10.1007/s12564-019-09618-9

45. Zhu, M., & Bonk, C. J. (2019). Designing MOOCs to facilitate participant self-monitoring for self-directed learning. Online Learning, 23(4), 106-134. http://dx.doi.org/10.24059/olj.v23i4.2037

46. 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. https://6c02e432-3b93-4c90-8218-8b8267d6b37b.filesusr.com/ugd/6c1db2_3ab135498618442abe908811fb68a1b2.pdf

47. 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. https://doi.org/10.1080/01587919.2019.1600365

48. 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. https://doi.org/10.21432/cjlt27795

49. 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, 63(6), 682–692. https://doi.org/10.1007/s11528-019-00402-5

50. 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. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1495

51. 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. http://www.irrodl.org/index.php/irrodl/article/view/3439/4726;

52. 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. https://doi.org/10.1016/j.iheduc.2018.01.002
 

Courses taught by Meina Zhu

Fall Term 2024 (future)

Winter Term 2024 (current)

Fall Term 2023

Winter Term 2023

Fall Term 2022

Winter Term 2022

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