Publications

Qualitative research
  • Phan, T., Zhu, M., Paul, M. (2021). The effects of technological professional development training on faculty’s perceptions and actual use of technology. Educational Media International Journal, 58(4), 335-354.  
  • Phan, T., Paul, M. (2021). Teaching and Learning during the Pandemic: Challenges and Merits of International Co-Designing and Instruction. International Journal of Designs for Learning, 12(3), 57-70.
  • Phan, T., Shin, M. (2021). Design Case: Re-imagining Technology Education for Student Teachers Using Design Thinking and Human-centered Design. International Journal of Designs for Learning, 12(3), 31-48.
  • Phan, T., Paul, M., & Zhu, M. (2021). The Role of Teaching Goals and Instructional Technology Perceptions in Faculty Members’ Technology Use. Contemporary Educational Technology, 13(3), ep307. https://doi.org/10.30935/cedtech/10885
  • Phan, T. (2020). Exercises of voice, choice and collaboration in a Personalized Learning Initiative. Educational Media International Special Issue Journal, 57 (1), 73-85.
  • ​Phan, T., Zhu, M. (2020). Professional development journey in MOOCs by pre- and in-service teachers. Educational Media International Journal, 57 (2), 148-166.
  • Phan, T. (2020). The Emotional Benefits of Diversity in MOOCs: Reshaping Views of Online Education Through Exposure to Global Learners. In Zhang K., Bonk C., Reeves, T., Reynolds, T. MOOCs and Open Education Across Emerging Economies: Challenges, Successes, and Opportunities (pp.113-126). NY: Routledge.
  • Phan, T. (2018). Instructional strategies that respond to global learners’ needs in massive open online courses. Online Learning, 22(2), 95-118. doi:10.24059/olj.v22i2.1160.
  • Phan, T. (2018). Impacts of Massive Open Online Courses on online learning and campus-based course design. In Milheim K. Cultivating Diverse Online Classrooms through Effective Instructional Design (pp. 218-232). PA: IGI Global.

Quantitative research
  • Phan, T., McNeil S., & Robin, B. (2016). Students’ Patterns of Engagement and Course Performance in a Massive Open Online Course. Computers & Education, 95, 36-44.

Mixed Methods
  • Phan, T., Aguilera, E., Tracz, S. (2022). Students’ Level of Satisfaction and Perceptions of Technological Proficiency in Teacher Education Coursework. Contemporary Educational Technology, 4(1), pp.   

Others 
  • Phan, T., Kalum, A., Anthony Noel Beltran, A., McNeil, S. & Robin, B. (2014). Lessons Learned from Designing and Developing MOOCs by Doctoral Students. In T. Bastiaens (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 1580-1585). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). 
  • Phan, T. (2015). Flipped Classes: Mind mapping to make sure students learn. Published on the EdTekHub, ISTE. https://www.iste.org/explore/articleDetail?articleid=513&category=Toolbox&article=.

Manuscripts in Revision 
  • Human-centered Design and Student Engagement
  • Design Case: Teaching and Learning during the Pandemic: Challenges and Merits of International Co-Designing and Instruction
  • Aspiring Teachers’ Technology-Enhanced Learning Practices Before and During Teacher Education Coursework
  • Students’ Level of Satisfaction and Their Technological Proficiency Growth in Technological Teacher Education Coursework
  • The Effects of Technological Professional Development Training on Faculty’s Perceptions and Actual use of Technology 

Interviews Published 
Ongoing Collaborative Design & Research Projects  
  • Faculty transitioning to virtual teaching during COVID-19
  • Faculty use of technology to enhance student-centered learning
  • Student use of technology in their academic coursework at Fresno State
  • Design Thinking and Human-centered Design in Teacher Education
    ​

​
Copyright © 2021