Associate Professor

Biography

Yun-Jo An is an associate professor of Instructional Technology in the Department of Educational Technology and Foundations. She received her M.S. and Ph.D. degrees in Instructional Systems Technology from Indiana University Bloomington (IUB).  Her research interests include digital game-based learning, constructionist gaming, gamification, complex problem solving in virtual/augmented/mixed reality environments, learner-centered technology integration, and teacher professional development.

Education / Degrees

  • B.A., Educational Technology, Ewha Womans University, 2000
  • M.S., Instructional Systems Technology, Indiana University Bloomington, 2002
  • Ph.D., Instructional Systems Technology, Indiana University Bloomington, 2006
  • Courses Taught
  • Course Sections and Syllabi

    Summer 2018 Sections

    • MEDT-7464 (Design Tech Enhanced Instr) Section: E01
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E02

    Spring 2018 Sections

    • MEDT-7464 (Design Tech Enhanced Instr) Section: E01
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E02
    • MEDT-7485 (Game Based Learning) Section: E01
    • EDSI-9998 (Research for Doc Dissertation) Section: E09

    Fall 2017 Sections

    • EDSI-9998 (Research for Doc Dissertation) Section: E04

    Summer 2017 Sections

    • MEDT-7464 (Design Tech Enhanced Instr) Section: E01
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E03
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E02
    • EDSI-9998 (Research for Doc Dissertation) Section: E04

    Spring 2017 Sections

    • MEDT-7464 (Design Tech Enhanced Instr) Section: E01
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E02
    • MEDT-7490 (Visual & Media Lit Tch & Learn) Section: E03
    • EDSI-9998 (Research for Doc Dissertation) Section: E06

    Fall 2016 Sections

    • MEDT-7464 (Design Tech Enhanced Instr) Section: E01
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E02
    • MEDT-7485 (Digital Games and Learning) Section: E01
    • EDSI-9998 (Research for Doc Dissertation) Section: E25

    Summer 2016 Sections

    • MEDT-6401 (Instructional Technology) Section: E01
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E01
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E02

    Spring 2016 Sections

    • MEDT-7464 (Design Tech Enhanced Instr) Section: E01
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E02
    • MEDT-7490 (Visual & Media Lit Tch & Learn) Section: E02

    Fall 2015 Sections

    • MEDT-7464 (Design Tech Enhanced Instr) Section: E01
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E03
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E02

    Summer 2015 Sections

    • MEDT-7464 (Design Tech Enhanced Instr) Section: E01
    • MEDT-8461 (Diffusion of Innovations) Section: E01
    • MEDT-8461 (Diffusion of Innovations) Section: E02
    • EDSI-9998 (Research for Doc Dissertation) Section: E01

    Spring 2015 Sections

    • MEDT-6401 (Instructional Technology) Section: E02
    • MEDT-6401 (Instructional Technology) Section: E01
    • MEDT-7464 (Design Tech Enhanced Instr) Section: E01
    • EDSI-9998 (Research for Doc Dissertation) Section: E22
  • Publication List

    An, Y., & Cao, L. (2014). Examining the effects of metacognitive scaffolding on students’ design problem solving in an online environment. Journal of Online Learning and Teaching, 10(4), 552-568.

    An, Y. (2015). Games to promote inquiry learning. In J. M. Spector (Ed.), Encyclopedia of Educational Technology. Thousand Oaks, CA: SAGE Publications.

    An, Y. (2015). Book review: MOOCs and open education around the world. Indian Journal of Open Learning, 24(1-2), 69-70.

    An, Y. (2016). A case study of educational computer game design by middle school students. Educational Technology Research and Development, 64(4), 555-571.

    An, Y., Haynes, L., D’Alba, A., & Chumney, F. (2016). Using educational computer games in the classroom: Science teachers' experiences, attitudes, perceptions, concerns, and support needs. Contemporary Issues in Technology & Teacher Education, 16(4), 415

    An, Y., & Cao, L. (2017). The effects of game design experience on teachers’ attitudes and perceptions regarding the use of digital games in the classroom. TechTrends, 61(2), 162-170.

    An, Y., & Cao, L. (2017). Examining the characteristics of digital learning games designed by in-service teachers. International Journal of Game-Based Learning, 7(4), 73-85.

    An, Y., & Mindrila, D. (2017). Clusters of teachers based on their perceptions of learner-centered instruction. In D. Mindrila (Ed.), Exploratory factor analysis: Applications in school improvement research (pp. 63-85). New York, NY: Nova Science Publishe

    An, Y. J. (2013). Strategies for supporting students' metacognitive processes in ill-structured problem solving in online environments. In B.Sutton & A.Basiel (Eds.), Teaching and Learning Online: New Models of Learning for a Connected World. Routledge.

    An, Y. J. (2013). Systematic design of blended PBL: Exploring the design experiences and support needs of PBL novices in an online environment. Contemporary Issues in Technology and Teacher Education, 13(1).

    An, Y. J. (2012). Learner-centered technology integration. In V. C. X. Wang (Ed.), Encyclopedia of E-Leadership, Counseling and Training. Hersey, PA: IGI Global.

    An, Y. J., & Reigeluth, C. M. (2011). Creating technology-enhanced, learner-centered classrooms: K-12 teachers' beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62.

    An, Y. J. (2010). Scaffolding wiki-based, ill-structured problem solving in an online environment. MERLOT Journal of Online Learning and Teaching, 6(4), 723-734.

    An, Y. J., & Williams, K. (2010). Teaching with Web 2.0 technologies: Benefits, barriers and lessons learned. International Journal of Instructional Technology & Distance Learning, 7(3), article 4.

    An, Y. J., & Bonk, C. J. (2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments, TechTrends, 53(3), 43-48.

    Reigeluth, C. M., & An, Y. J. (2009). Theory building. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-Design Theory, Vol. III: Building a Common Knowledge Base. New York: Routledge (Erlbaum Associates).

    An, Y. J., & Reigeluth, C. M. (2008). Problem-based learning in online environments. Quarterly Review of Distance Education, 9(1), 1-16.

    Reigeluth, C. M., & An, Y. J. (2006). Functional contextualism: An ideal framework for theory in IDT. Educational Technology Research and Development, 54(1), 49-53.

    An, Y. J., & Frick, T. (2006). Student perceptions of asynchronous computer-mediated communication in face-to-face courses. Journal of Computer-Mediated Communication, 11(2), article 5.

    An, Y. J., & Reigeluth, C. M. (2005). A study of organizational learning at Smalltown hospital. Performance Improvement Journal, 44(10), 34-39.

    Frick, T., Su, B. & An, Y. J. (2005). Building a large, successful Website efficiently through inquiry-based design and content management tools. TechTrends, 49(4), 20-31.