Yi-Chun Hong

Assistant Professor
TEMPE Campus


Yi-Chun (Shelly) Hong is an assistant professor in the division of educational leadership and innovation and primarily teaches the master of educational technology program. She received her PhD in learning, design, and technology from the University of Georgia. Hong’s diverse professional experience includes instructional design, textbook development, and teaching English as a foreign language. She has been working in various contexts, including higher education, K-12, and industry settings. Hong’s research interests lie in two areas. Her first research line focuses on designing effective and meaningful online collaborative learning environments. She specifically considers the elements that facilitate and support students’ promotive interactions to understand the interaction patterns among students and between the instructors and students in asynchronous online group work activities. Hong has been collaborating with colleagues from the fields of bilingual education and statistics to improve students’ online collaborative learning experience. Her second research area seeks to support students’ development of ill-structured problem-solving abilities. Hong has developed and studied case-based e-learning environments to help students acquire design problem solving, ethical problem solving, and decision-making problem-solving skills by collaborating with scholars from medical education, teacher training programs, and engineering education on several interdisciplinary research projects. She also has been investigating the role of reflective thinking during design problem-solving process in the context of engineering design and instructional design. Hong has published in various outlets including Educational Technology Research & Development, British Journal of Educational Technology, and Tech Trends.


Ph.D. in Learning, Design, and Technology, University of Georgia

M.Ed. in Instructional Technology, University of Georgia

B.S. in Applied Foreign Language, National Yunlin University of Science and Technology

Google Scholar

Research Interests

Guiding Research Questions:

  • How do student designers reflective behaviors evolved over the course of an open-ended engineering design project?
  • What are the differences in the reflection patterns between high and low performing student designers?
  • How do statistics students interact with their peers in an online collaborative learning activity to assist their acquisition of statistics knowledge and skills?

Current Research Interests:

With the increasing offerings of online programs in higher education, Dr. Hong and her colleagues are researching the antecedent events that influence students participation in online collaborative learning activities. They have collected the data from students contributions in online asynchronous discussion forums and are in the process of analyzing the data using the qualitative approach.

Hong is currently working on an interdisciplinary research project that investigates students interaction patterns in online collaborative learning activities in graduate-level statistics courses. They are using a mixed method approach to uncover students general perceptions toward collaborative online activities and to understand how they interact and communicate with each other during their collaboration.

This project centers on design problem solving in the engineering context. They are in the process of using thematic analysis to analyze engineering students reflection journals to surface how their reflective patterns evolved during the process of working on an open-ended engineering design project. 


Hong, Y. -C., & Choi, I. (2011). Three dimensions of reflective thinking in solving design problems: A conceptual model. Educational Technology Research & Development, 59(5), 687-710.

Kleinsasser, R., & Hong, Y. -C. (2016). Online group work design: Processes, complexities, and intricacies. TechTrends, 60(6), 569-576.

Choi, I., Hong, Y. -C., Park, H., & Lee, Y. (2013). Case-based learning for Anesthesiology: Enhancing dynamic decision-making skills through cognitive apprenticeship and cognitive flexibility. In R. Luckin, S. Puntambekar, P. Goodyear, B. L. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of Design in Educational Technology. New York: Routledge.


Spring 2018
Course NumberCourse Title
EDT 501Fndtns of Learning Design&Tech
EDT 502Design and Development of Inst
Fall 2017
Course NumberCourse Title
EDT 502Design and Development of Inst
EDP 540LearningTheories&InstrctStratg
EDT 584Internship
DCI 790Reading and Conference
Summer 2017
Course NumberCourse Title
EDT 523Distance Education Theory/Prac
Spring 2017
Course NumberCourse Title
EDT 502Design and Development of Inst
Fall 2016
Course NumberCourse Title
EDT 502Design and Development of Inst
EDT 584Internship
Spring 2016
Course NumberCourse Title
EDT 502Design and Development of Inst
EDT 506Educational Evaluation
Fall 2015
Course NumberCourse Title
EDT 502Design and Development of Inst
EDT 584Internship