Research

My Research Areas Overview

My research interests are centered on learning transfer as I want to explore performance improvement from the lens of how learners or trainees apply what they learn to close environments, with focuses on authentic learning- and experiential learning-based design practices, and learner attitudes, in online learning, traditional learning, and blended learning environments.

I am interested in using experiential learning and authentic learning principles in curriculum and training design, to improve training and learning effectiveness.

Experiential and Authentic learning

Attitude plays a critical role in directing individual behavior. I am interested in the role that attitude plays in learning and transfer of learning processes, and how to change individual attitude for optimal learning design.

Attitudinal learning

I am interested in designing effective online learning by taking into consideration of online learning culture, social presence, and learning community.

Online learning

Effective learning is not the final goal. More attention should be given to understand the transfer of newly acquired knowledge, skills, and attitude to close environments. I am interested in looking at transfer from a systematic perspective.

Learning transfer

Publications

1. Yang, M., Lowell, V., Talafha, A., & Harbor, J. (2020). Transfer of Training, Trainee Attitudes and Best Practices in Training Design: A Multiple-Case Study. TechTrends.

I formed a research team and acted as the lead author in IRB application, research design, data collection, data analysis, and writing up the manuscript. This is a multiple-case study in exploring trainees’ attitudes toward a training program, and their perceived relationships between their attitudes and transfer of learning. I was the corresponding author in communicating with the journal and making revisions based on the feedback from reviewers.

2. Yang, M., Ashby, I., McCord, B., Farmer, T., Sarwar, U., & Exter., M.(in press). Educational Software Design in Practice: Understanding the power of intersecting disciplines on design process. In Hokanson, B. (Eds). Intersections across disciplines: Interdisciplinarity and learning design. Springer.

As the first author of this manuscript, I worked with a research team under the guidance of Dr. Exter from research design to making final round of revisions on the chapter. We used an autoethnographical method in understanding how interdisciplinary course design impact student designers’ design process and design thinking.

3. Yang, M., & Watson, S.L. (under revision). Attitudinal influences on transfer of training: A systematic literature review. Performance Improvement Quarterly.

I independently conducted this systematic literature review manuscript while my co-author provided lots of insightful perspectives and suggestions. This systematic literature review examined existing studies on the relationship between trainee attitude and transfer of training. A framework of attitudinal influences on transfer of training was proposed based on the identified attitudinal factors.

4. Yang, M. & Lowell, V. (accepted). Authentic learning for transfer of learning: A framework for online educators. In Hokanson, B. (Eds). Learning: Design, Engagement and Definition. Springer.

I initiated this chapter on authentic learning and learning transfer and worked with my coauthor collaboratively throughout the process. The chapter underwent rounds of peer-review from multiple scholars. In this chapter, we proposed a framework to guide online instructors and designers in teaching and designing online courses for transfer.

5. Yang, M. (under review). Universal design in online education: A systematic literature review. Journal of Applied Instructional Design.

The proposal of this manuscript was accepted and invitation for the full version was received. Currently I am working on the full manuscript that will be submitted in one month.

6. Yang, M. & Castellanos-Reyes, D. (2020). Authentic learning in your online course. Purdue Repository for online Teaching and Learning. https://www.purdue.edu/innovativelearning/supporting-instruction/portal/files/24_Authentic_Learning.pdf

This resource was written for Purdue Repository for Online Teaching and Learning. The resource went through multiple rounds of peer-review process before being published online.

7. Yang, M. Lowell, V., & Yang, M., (under review). Authentic Learning Experiences in an Online Instructor Mentoring Program: Improving Instructor Performance, Skills, and Self-Efficacy. International Review of Research in Open and Distributed Learning.

This is a design case based on the design and development of the mentoring program in the online graduate program of LDT.

8. Caskurlu, S., Richardson, J.C., Alamri, H., Chartier, K., Farmer, T., Janakiraman, S., Strait, M., Yang, M. (under review). Instructional designers’ perceptions of the use of cognitive load for developing quality online courses. Educational Technology Research & Development.

As a part of the research team, we each contributed to the manuscript equally through a year-long collaboration. Specifically, I conducted an interview and finished the "Results" section with another teammate based on the analysis. In this case study we investigated instructional designers' use of cognitive load strategies in designing online courses.

On-going projects

1. "Attitudinal Influence on Transfer of Training: A Mixed Methods Approach"

This is a sequential mixed method study investigating the influences of trainee attitudes on their transfer of training. The quantitative study involved 45 participants from a variety of disciplines, who participated the semester-long training program from 2017-2019. The initial quantitative results informed the design of the qualitative study, which in turn explained the quantitative findings.

2. "A longitudinal Study on the impact of a service-learning (authentic learning) program on graduate students’ professional careers"

This is a study that I've been working on with a research team who helped me collect quantitative data. Qualitative data (semi-structured interviews) has been collected by me as well. It is an effort in investigating the impact of the service-learning (authentic learning) program on graduate students’ professional careers. Participants from 2006-2017 were surveyed (n=22) and interviewed (n=5).

3. "Designing for transfer: considering context in an authentic learning and experiential learning-based training program"

This is a design case demonstrating the design of a service learning program that integrated authentic learning and experiential learning principles. The concept of context-based design from the field of Human-computer interaction is also borrowed in enlightening this design case of an authentic learning program.

4. "Experiential learning and authentic learning based educational outreach program: The perceived benefits and challenges for transfer of learning"

This is a qualitative manuscript in studying participants' experience of an authentic learning- and experiential learning-based training program and their perceptions of the benefits and challenges for transfer. Around 10 participants will be interviewed.

5. "Authentic learning in online education: A systematic literature review"

This is a collaborative research that I am working on with my research team. We are in the process of finalizing the literature inclusion (2nd round of full-text review has been completed). In this manuscript, we focus on the strategies used in online learning programs and the challenges in creating authentic learning experience.

Presentations

1. Yang, M., Randolph, A.E, Duran, L., & Duha, M. S. (2019). Redefining Learning and Development: A case study of Metro National Banking Corporation. International Society for Performance Improvement. New Orleans, LA.

2. Lowell, V., Farmer, T., Yang, M. & Long, Y., (2019). Creating Accessibility Modules for Instructional Designers and Instructors: An Instructional Design Project. Curriculum and Instruction seminar, Purdue University: West Lafayette.

3. Lowell, V., Farmer, T., Yang, M., &Long, Y. (2019). Designing for Online Learning Accessibility: An Instructional Design Project. Association for Educational Communications and Technology. Las Vegas, NV.

4. Richardson, J., Caskurlu, S., Janakiraman, S., Strait, M. & Yang, M. (2019). Developing Quality Online Courses in Light of Cognitive Load Theory. Curriculum and Instruction seminar, Purdue University: West Lafayette.

5. Richardson, J., Castellanos-Reyes, D., Janakiraman, S., Duha, M. S., Caskurlu, S., Ashby, I., Huang, W., & Yang, M.(2019). Developing a digital repository for online teaching and learning using design-based research. Association for Educational Communications and Technology. Las Vegas, NV.

6. Exter. M., Ashby, I.,Yang, M., Farmer, T., McCord, B., & Sarwar, U. (2019). Developing process models for an interdisciplinary project-based class. Clive L. Dym Mudd Design Workshop. Claremont, CA.

7. Yang, M. (2018). Attitude and Transfer of Training. Discipline-based Education Research Seminar. Purdue University: West Lafayette.

8. Yang, M. (2018). Attitudinal Influences on Transfer of Training: A Mixed Methods Approach. AECT International Convention. Kansas City, MO.

9. Yang, M. (2018). Attitudinal Influences on Transfer of Training: A systematic review. AECT International Convention. Kansas City, MO.

10. Lowell, V. & Yang, M. (2017). Purposeful formation of online learning culture: Impact on learner self-identity and social presence, for the development of community. AECT International Convention. Jacksonville, FL.

11. Yang, M. (2017). A hypothesized path model on the influences of attitudinal factors on training transfer. AECT International Convention. Jacksonville, FL.

12. Yang, M. (2015). The logistics of teaching. The eighth Annual Conference of Chinese Language Association of Michigan. Detroit, MI.

Professional Awards

1. International Society for Performance and Improvement (ISPI) University Case Study Competition: 2nd place

I formed a team for the ISPI case study competition. During our three-round presentation ("Refining Learning and Development: A case study of MNBC") in ISPI conference, our solution to the learning and development problems was reviewed by experts in this field and led us to the second place.

2. Division of Organizational Training and Performance (OTP) of AECT Scholarship Winner of 2019

3. Division of Organizational Training and Performance (OTP) 2017 Outstanding Poster Session Award in AECT annual conference

Grants

1. Teach Access: Instructional Designers and Accessible Design (08/2018 - 10/2019)

Total amount of Award: $ 5,000

I applied the grant with a team of other three instructional designers. We wrote the application collaboratively.

2. Community Service Learning Grant (01/2019 - 12/2019; 02/2017 - 05/2017)

Total amount of Award: $3,500

The service learning grants were parts of my community engagement in K-12 teaching on a semester basis. I wrote the application independently even though I was working on the project with other teammates.