Learning Design & TechnologyCurriculum and Instruction
Dr. Choi is currently an associate director of Instructional Design at Stanford University. In her current work, she works with faculty members who would like to transfer their course to an online learning platform. Dr. Choi mainly consults about the academic learning strategies, and communicate with different teams (media production, academic programs team, professional education team, etc) to develop a fully online course. Previously, she worked as an e-learning product coordinator at IEEE Computer Society. She received her Ph.D. in Learning Design and Technology from Purdue University, received M.Ed. in Instructional Technology from the University of Georgia, and got B.A. in Educational Technology from Ewha Womans University in Korea. Dr. Choi’s main research area is in e-learning, especially in online social presence and student motivation
- Ph.D. — Learning Design and Technology, Purdue University (2014)
- M.Ed. — Instructional Technology, Purdue University (2009)
- B.A. — Educational Technology, Ewha Women’s University (2007)
Associate Director of Instructional Design
- Association for Educational Communication & Technology (AECT)
- American Educational Research Association (AERA)
- Online Learning Consortium (OLC)
- Luo, Y., Pan, R., Choi, J. H., & Strobel, J. (2018). Effects of Chronotypes on Students’ Choice, Participation, and Performance in Online Learning. Journal of Educational Computing Research, 55(8), 1069-1087.
- Luo, Y., Choi, J. H., Pan, R., & Strobel, J. (2013). Chronotypes and Online Learning: A Study on Learners’ Choice, Participation and Performance. Proceedings of 2013 AECT International Convention, Anaheim, CA.
- Choi, J. H. & Strobel, J (2012). Validation of a Modified Instrument: Using Social Network Analysis to Measure Social Presence. Proceedings of the American Education Research Association, Vancouver, BC, Canada, (13 pages).
- Chen, X., Choi, J. H. & Yu, J. (2012). Applying social network analysis and social capital in personal learning environments of informal learning. In V. Dennen and J. Myers (eds.) Virtual Professional Development and Informal Learning Via Social Networks. New York, NY: IGI Global.
- Chen, X., Choi, J. H. Yu, J., & Newby, T. (2012). The teaching assistants’ community of practice facilitates undergraduate online learning in a blended course. In H. Yang and W. Shuyan (eds.) Cases on Online Learning Communities and Beyond: Investigations and Applications. New York: IGI Global.
- Luo, Y., Pan, R., Choi, J. H., Mellish, L. & Strobel, J. (2011). Why choose online learning: Relationship of existing factors and chronobiology. Journal of Educational Computing Research, 45 (4), 381-399.