Faculty Profiles

Dr. Tim Newby is a Professor in the Learning Design and Technology program area of the Department of Curriculum and Instruction at Purdue University. He conducts research on issues pertaining to learning and motivation, instructional strategies, and the use of technology. In particular, he is examining the impact of digital badges on learning and motivation in post-secondary education. Newby teaches online, hybrid, and face-to-face undergraduate and graduate courses that include Introduction to Educational Technology; Instructional Strategies; Learning Theory, Motivation, and Foundations of Instructional Design Theory. He has published over 60 research articles and 16 books. He received his Ph.D. in Instructional Psychology from Brigham Young University.

Professor Newby’s research focuses on learning and motivation and the impact of various instructional strategies. In particular, he examines the impact of digital open badges on learning and motivation in post-secondary education. In addition, he has studied the creation and implementation of instructional analogies, the use of mentoring, and the integration of computer technology.

Select Recent Publications

Journal Articles

• Newby, T. J. & Cheng, Z. (2020). Instructional digital badges: Effective learning tools. Educational Technology Research and Development, 68, 1053-1067. https://doi.org/10.1007/s11423-019-09719-7
• Askeroth, J., & Newby, T. J., (2020). Digital Badge Use in Specific Learner Groups. International Journal of Innovative Teaching and Learning in Higher Education, 1(1), 1-15
• Cheng, Z., Richardson, J. C. & Newby, T. J. (2020). Using Digital Badges as Goal Setting Facilitators: A Multiple Case Study. Journal of Computing in Higher Education, 32(2), 406-428. https://doi.org/10.1007/s12528-019-09240-z
• Lim, J., & Newby, T. J. (2020). Preservice teachers’ Web 2.0 experiences and perceptions on Web 2.0 as a Personal Learning Environment. Journal of Computing in Higher Education, 32(2), 234-260. https://doi.org/10.1007/s12528-019-09227-w
• Besser, E. D. & Newby, T. J. (2019). Exploring the role of feedback and its impact within a digital badge system from student perspectives. TechTrends, 63(4), 485-495. https://doi.org/10.1007/s11528-019-00386-2
• Koehler, A. A., Ertmer, P. A., & Newby, T. J. (2019). Developing pre-service teachers’ instructional design skills through case-based instruction: Examining the impact of discussion format. Journal of Teacher Education, 70(4), 319-334.
• Cheng, Z., Watson, S.L., & Newby, T. J. (2018). Using open digital badges as goal facilitators: A case study. TechTrends, 62(2), 190-196.
• Koehler, A. A., Newby, T. J., & Ertmer, P. A. (2017). Examining the role of Web 2.0 tools in supporting problems solving during case-based instruction. Journal of Research on Technology in Education, 49(3-4), 182-197. DOI: 10.1080/15391523.2017.1338167
• Koehler, A. A., Newby, T. J., & Besser, E. D. (2016). In the eye of the beholder: Using student narrative to explore memorable teachers. Educational Review, 69(2). http://dx.doi.org/10.1080/00131911.2016.1176011
• Sadaf, A., Newby, T. J., & Ertmer, P. A. (2016). An investigation of the factors that influence preservice teachers’ intentions and integration of Web 2.0 tools. Educational Technology Research and Development, 64(1), 37-64.
• Newby, T. J., & Wright, C. (2013). Article update: The value of mentoring, then and now. Performance Improvement Quarterly, 26(2), 155-158.
• Ertmer, P. A., & Newby, T. J. (2013, reprinted from original in 1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-64. doi: 10.1002/piq.21143.
• Ertmer, P. A., & Newby, T. J. (2013). Article update: Behaviorism, cognitivism, constructivism: Connecting “Yesterday’s” theories to today’s contexts. Performance Improvement Quarterly, 26(2), 65-71. doi: 10.1002/piq.21143.

Book Chapters

• West. R., Newby, T., Cheng, Z, Erickson, A., & Clements, K. (2019). Acknowledging all learning: Flexible, micro, and open credentials. In M.J. Bishop, E. Boling, J. Elen, & V. Svihla (EDs.), Handbook of Research in Educational Communications and Technology (5th ed.). Springer: New York.
• Ertmer, P. A., & Newby, T. J. (2018). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. In R. E. West (Ed.), Foundations of Learning and Instructional Design Technology: Historical Roots. On online text: http://edtechbooks.org/lidtfoundations
• Newby, T., Wright, C., Besser, E., & Beese, E. (2016). Passport to creating and issuing digital instructional badges. In D. Ifenthaler, N. Bellin-Mularski, & D. Mah (Eds.), Foundations of Digital Badges and Micro-Credentials: Demonstrating and Recognizing Knowledge and Competencies. Springer: New York.
• Ertmer, P. A., & Newby, T. J. (2016). Learning theory and technology: A reciprocal and synergistic relationship. In N. Rushby and D. Surry (Eds.), The Handbook of Learning Technology. John Wiley & Sons: New Jersey.

• EDCI 27000 — Introduction to Educational Technology and Computing
• EDCI 53100 — Learning Theory and Instructional Design
• EDCI 56000 — Educational Technology for Teaching and Learning
• EDCI 57300 — Learning Design and Technology Practicum
• EDCI 67000 — Learning Design and Technology Integrated Project
• EDCI 67400 — Advanced Instructional Design Theory
• EDCI 67500 — Instructional Strategies
• EDCI 69500 — Internship in Education