Find Academic Supervisors

• Open and Distance Learning
• Distance Education Design and Management
• Instructional Design
• +4 more

Dr. Yusuf Ziya OLPAK is a Turkish Associate Professor at Kirsehir Ahi Evran University's Faculty of Education , Department of Computer and Instructional Technologies Education. With a PhD in the same field from Gazi University (2013), he has served continuously since 2007, holding roles as department head (2024-present) and faculty governance positions. His research focuses on open/distance education , peer instruction , and educational data mining . His work reveals strong emphasis on educational technology and instructional design through 62 publications, including studies on AI anxiety scales, metacognitive support systems, and social presence in digital environments. He has supervised multiple Master's theses on topics like digital game addiction and AI literacy. His 15 most recent articles (2018-2022) demonstrate expertise in peer instruction (8 publications), mobile learning (3), and educational data mining (2). Professional experience includes: Department Chair, 2024-present Faculty governance roles (2017-2025) Teaching courses like Web Design, Database Systems, and Instructional Design Leading 11 research projects on peer instruction and online learning

• Service Supply Chains
• Distribution Channels Management
• Industrial Marketing Management
• +2 more

Öznur Yurt is a Professor at Izmir University of Economics in the Department of Logistics Management. She also holds a concurrent academic position at The Open University (UK), teaching supply chain and operations management. Previously, she served as faculty at the University of Roehampton and the University of Liverpool. She earned two doctoral degrees: one in Marketing and Logistics Management from Izmir University of Economics (2007) and another in Logistics Management from the University of Miskolc, Hungary. Her professional background includes industry experience as a Marketing Specialist at Akbank. Her research focuses on service supply chains , distribution channels management , industrial marketing , purchasing management , and food supply chains . She has conducted postdoctoral research at Cranfield University's Supply Chain Research Centre and Plymouth University's International Maritime and Logistics Centre. Yurt's recent publications emphasize supply chain resilience (particularly during COVID-19), service modularization in e-commerce and education, humanitarian logistics innovation , and sustainability in emerging markets. Her work consistently addresses operational strategies for complex, multi-stakeholder environments.

• Turkish Education
• Open and Distance Education
• Distance Education Technologies

Nurten Demet DEMİREL is a Lecturer at Kastamonu University , affiliated with the Turkish Language Teaching Application and Research Center since 2012. Her work focuses on Turkish education, open/distance learning, and educational technology integration. PhD in Distance Education, Anadolu University (2020) Master's in Distance Education (2014) and Turkish Language Teaching (2008) Bachelor's in Turkish Language and Literature, Eskişehir Osmangazi University (2007) Her research explores digital tools in Turkish language instruction , including video conferencing, mobile apps, and social media platforms. She has published on collaborative learning environments, technology usage in listening skills, and adaptation challenges for foreign students. Key trends in her publications include foreign language teaching methodologies , technology-enhanced learning environments , and analysis of distance education systems . Collaborative work with scholars like Evrim Genç Kumtepe and Murat Sümer demonstrates interdisciplinary engagement.

Thierry SprietView profile

Associate Professor

• Educational Technology
• Digital Pedagogy
• Learning Analytics
• +5 more

Thierry Spriet is an Associate Professor in Computer Science at Avignon University, where he has served since September 1994. He currently holds multiple significant roles including Vice-President for Digital Technology and Educational Innovation, and Head of the CMI Computer Science degree and master's program since its creation in September 2018. His career demonstrates a strong commitment to academic excellence and educational innovation, with a focus on developing student creativity and 360° curiosity to position learners at the heart of future innovation. Spriet earned his DEA in Mathematics and Computer Science from the Faculty of Sciences of Luminy, Aix-Marseille II in 1987, followed by a Doctorate in Computer Science from the University of Avignon and the Pays de Vaucluse in January 1993. His academic journey includes positions as ATER at IUT d'Aix-en-Provence (1988-90, 1991-92) and UAPV (1993-94) before his permanent appointment. His research focuses on the intersection of educational technology and pedagogical innovation, with particular emphasis on hybrid and flipped classroom approaches, learning analytics, and pedagogical dashboards. He has pioneered the BoardZ pedagogical dashboard system to track student engagement through Learning Management System data. His work explores how institutional strategies impact pedagogical transformation, with numerous publications examining post-pandemic digital education experiences and competency-based approaches in higher education. His teaching philosophy centers on design thinking approaches to integrative projects that span multiple semesters. Analysis of Spriet's scholarly output reveals a clear evolution from foundational work in natural language processing (1998-2000) to contemporary research in educational technology (2015-2025). His recent publications demonstrate increasing emphasis on data-driven pedagogical approaches, with a strong focus on practical applications of technology to enhance teaching effectiveness and student outcomes in higher education settings. Spriet has demonstrated leadership in representing Avignon University in national educational initiatives including Unisciel (Digital University in Sciences), UOH (Open University of Humanities), and FIED (Inter-University Federation for Distance Education). He serves on the steering committee for the national 'digital platforms' project and is a founding member of VPNUM (association of digital vice-presidents), ADSI (association of Information Systems Directors), and MoodleMootFr. As Head of the CMI Computer Science program, he oversees a curriculum designed to produce future researchers and entrepreneurs through integrative project modules spanning four semesters. He also teaches the database modeling module using active teaching approaches that combine flipped classroom and peer learning methodologies, positioning students as active participants in their learning process.

Sridhar IyerView profile

Professor

• Educational Technology
• Technology Enhanced Learning of Thinking Skills
• Teacher Use of Educational Technologies
• +3 more

Sridhar Iyer is a Professor in the Center for Educational Technology at the Indian Institute of Technology Bombay, where he has been a faculty member since 1999. He previously served as Head of Educational Technology and CDEEP, and was faculty in the Department of Computer Science and Engineering. His career at IIT Bombay includes progression from Assistant Professor (1999-2003), to Associate Professor (2003-2014), to Professor (2014-present), with his current focus in Educational Technology since July 2021. Dr. Iyer completed his B.Tech (1985-1989) and M.Tech (1989-1991) in Computer Science and Engineering at IIT Bombay, followed by Ph.D. studies at IIT Bombay (1992-1997) after a year as a graduate student at PennState (1991-1992). His early academic career included positions at IIT Guwahati as Lecturer (1997-1998) and Assistant Professor (1998-1999) before joining IIT Bombay. His primary research interests focus on Technology Enhanced Learning of Thinking Skills (TELoTS) , Teacher Use of Educational Technologies (TUET) , Computer Science Education Research (CSER) , and exploring Emerging Technologies in Education in the Indian context. Previously (2000-2015), he conducted significant work in networking with the SynerG Group at CSE, IIT Bombay, and earlier worked with CFDVS on program analysis for his PhD. ACM India OCCE Award 2020 AECT International Contribution Award 2019 Excellence in Teaching Award at IIT Bombay 2016 Excellence in Teaching Award at IIT Bombay 2013 Dr. Iyer has secured multiple sponsored projects including Computer Masti (with SSRVM), Project OSCAR (with Open Source Software Resource Center), eOutreach (with TIFAC), and WiFiRe (with CEWiT). He advises numerous students working on educational technology projects, particularly through the Next Education Research Lab. His research has led to practical implementations in schools across India through the Computer Masti series (levels 1-8) and interactive learning objects via Project OSCAR. He leads the Next Education Research Lab exploring emerging technologies and teacher training, and directs the development of the Learner-Centric MOOCs (LCM) Model. His Computer Masti initiative evolved into InOpen Technologies (incubated at SINE-IIT Bombay) and was later acquired by Next Education in 2016, reaching students in 140 countries with approximately 77,000 page views.

Katja MaaßView profile

Professor

• Mathematical Modeling
• STEM Education
• Inquiry-Based Learning
• +4 more

Prof. Dr. Katja Maaß is Professor and Director of the International Centre for STEM Education (ICSE) at Freiburg University of Education, where she has been affiliated since 2004. She leads the Institute for Mathematical Education Freiburg and coordinates pan-European STEM initiatives. Her academic trajectory includes a doctorate under Prof. Gabriele Kaiser (2003), secondary school teaching experience (1995-2003), and foundational studies in mathematics, biology, and computer science (1986-1993). Research Focus: Maaß pioneers work in mathematical modeling, inquiry-based learning, and interdisciplinary STEM education. Her research examines how mathematics can address societal challenges like sustainability and equity, while developing frameworks for teacher training and classroom implementation. She emphasizes real-world applications and cross-curricular connections between mathematics, technology, and environmental education. Publication Trends: Her scholarly output demonstrates consistent focus on practical educational innovation. Recent works explore technology integration (3D printing, AI), pandemic-era teaching adaptations, and sustainability education. Earlier publications established foundations in modeling competencies, differentiated instruction, and motivational frameworks, reflecting her career-long commitment to bridging theory and classroom practice. Major Projects & Leadership: As principal investigator, she coordinates significant European initiatives including: ICSE Academy (2022-2025): Cross-border STEM teacher development MOST (2020-2023): Open schooling community engagement STEMkey (2020-2023): Competency-based STEM teaching MaSDiV (2017-2020): Diversity-responsive pedagogy PRIMAS (2010-2013): Inquiry-based learning scaling She directs ICSE's international collaborations and oversees development of open-access teaching materials for K-12 mathematics.

• Phonology
• Phonetics
• Adult Language Acquisition
• +9 more

Rachel Hayes-Harb is a Professor of Linguistics at the University of Utah and Associate Dean in the Honors College. She co-directs the Speech Acquisition Lab , focusing on experimental studies of adult second language learners’ perception, phonolexical development, and speech production. Her institutional roles include former Director of the Office of Undergraduate Research (2014–2021) and leadership in mentoring initiatives. Education: PhD in Linguistics (University of Arizona, 2003) Professional Service: Programs Committee, Linguistic Society of America (2007–2010) Her research examines how adult learners acquire new sound systems, emphasizing phonological representations , cross-language perception , and orthographic effects . She investigates pre-existing perceptual sensitivity , accent bias , and social factors in input selection , often using auditory lexical decision tasks and AXB experiments. Recent publications analyze variability in Hindi consonant perception , orthography’s role in German devoicing acquisition , and social science open science practices . Key grants include a Sound-attenuated booth (2013) and HVPT methodology (2017–2018). Awards: Student’s Choice Award (2011), Faculty Fellow Award (2009) Teaching: Courses on General Linguistics, Special Topics, Ethics, and Senior Capstone (2023–2024)

Anastasia NatsinaView profile

Associate Professor

• Modern Greek Literature
• Literary Theory
• Digital Humanities
• +3 more

Anastasia Natsina is an Associate Professor in the Department of Byzantine and Modern Greek Philology at the University of Crete. She earned her PhD in Modern Greek Literature from the University of Athens and Oxford. Since 2008, she has directed the Research Laboratory of Literary Genres and History of Literature, focusing on modern Greek literature from the late 19th century to the present, literary theory, and digital technologies in literary education. Modern Greek Literature Literary Theory Digital Humanities Ecocriticism Her research spans postmodern trends, ecocritical studies of Greek prose, and digital tools for literature. She has authored monographs including Nature So Far, So Close (2023) and co-edited volumes on distance learning and post-1974 literature. Her publications highlight interdisciplinary approaches to literary analysis. Scientific awards include the Constantine Trypanis Award (2004). She has taught at the University of Patras and Hellenic Open University, contributing to open and online education frameworks.

Nuria SagarraView profile

Professor

• Cognitive Science
• Linguistics
• Second Language Acquisition
• +2 more

Nuria Sagarra is a Professor at Rutgers, The State University of New Jersey , affiliated with research groups in Latin American, Iberian, and Luso-Afro-Brazilian Literatures and Cultures (LAILAB) and Second Language Acquisition (SLA) and Bilingualism. Her work bridges cognitive science, linguistics, and language pedagogy. Educated at the University of Illinois, Urbana-Champaign (Ph.D.) Her research investigates factors underlying adults’ challenges in acquiring second language (L2) morphosyntax, focusing on working memory, language proficiency, exposure, and cross-linguistic similarity. She employs experimental methods like self-paced reading , eye tracking , and event-related potentials to analyze real-time processing and instructional effectiveness. Recent publications highlight trends in computerized training (AI and human voices), lexical stress processing , and the interplay between interpreting experience and L2 morphological anticipation . These studies emphasize suprasegmental and segmental cues, proficiency metrics, and cognitive resource allocation. Her work also explores the longitudinal impacts of cognitive variables on L2 grammar and reading abilities, with implications for linguistic and cognitive models. Collaborative projects and methodological guides, such as her eye-tracking manual , further underscore her technical and theoretical contributions.

• Online Learning
• Instructional Design
• Peer Review in Online Settings
• +2 more

Holly Fiock serves as a Senior Instructional Design Manager at Purdue University Online and an instructor in the Learning Design and Technology and Curriculum and Instruction programs within Purdue University's College of Education. She partners with faculty and administration to implement evidence-based online pedagogical strategies across West Lafayette campus. Education: Ph.D. in Learning Design and Technology, Purdue University (in progress) M.S. in Learning Design and Technology, Purdue University (2015) B.A. in Social Studies Education, Purdue University (2010) Research Focus: Fiock's scholarship centers on optimizing online learning through evidence-based instructional design, with emphasis on Community of Inquiry frameworks, scaffolding techniques, and peer review implementation. Her work bridges theoretical foundations with practical applications to enhance student engagement and outcomes in digital learning environments, particularly addressing cross-disciplinary adaptation challenges and instructor support systems. Publication Analysis: Her 15 most recent publications (2020-2024) demonstrate consistent thematic concentration on online course design frameworks, with 60% explicitly addressing Community of Inquiry models and 40% focused on scaffolding methodologies. Key trends include the operationalization of teaching presence metrics, comparative analysis of feedback modalities (particularly screencasting), and culturally responsive adaptations for diverse learner populations in virtual spaces. Award Recognition: UPCEA Outstanding Service in Postsecondary Instructional Design Award (2023) Best Paper Award – AERA Online Teaching and Learning SIG (2022) D2L Excellence Award, Purdue Online (2022) Central Regional Award for Excellence in Instructional Design, UPCEA (2018) Excellence in Digital Education Award, Purdue University (2018) Professional Contributions: While formal graduate advising isn't documented, Fiock actively mentors through curriculum development projects and instructional design collaborations. Her Purdue University Online role positions her at the nexus of faculty development and course innovation, where she leads initiatives translating educational research into scalable online teaching practices across multiple disciplines. Collaborative Infrastructure: As core leadership within Purdue's centralized instructional design unit, she operates within cross-functional teams comprising educational technologists, subject-matter experts, and accessibility specialists to establish university-wide standards for online course quality and implement systemic improvements to digital learning ecosystems.

Jeannette OkurView profile

Associate Professor

• Modern Turkish/Turkic literature
• Film studies
• Cultural studies
• +7 more

Jeannette Okur serves as Associate Professor of Instruction and Turkish Program Coordinator at the University of Texas at Austin's College of Liberal Arts, Department of Middle Eastern Studies. She also participates in the MES & MELC GSC (Middle Eastern Languages and Cultures Graduate Studies Committee). Dr. Okur coordinates the Turkish Studies program at UT Austin and has developed curricular materials for Turkish language instruction at all proficiency levels. She holds a Ph.D. from Ankara University (2007) and teaches courses including Intensive Turkish, Intermediate Turkish, Turkish Cinema, and Kurdish Fiction and Film. Her research focuses on modern Turkish/Turkic literature, film and cultural studies, with particular interest in teaching culture in foreign language classrooms, comparative literature, and translation studies. Her current research explores relationships between perpetrators and victims of political violence in transnational novels by Turkish- and Iraqi-Kurdish writers in exile. Dr. Okur's most significant publication is her openly licensed Turkish textbook 'Her Şey Bir Merhaba ile Başlar!' (Everything Begins with a Hello!), published by UT's COERLL in 2021, designed to help learners progress from Intermediate-Mid to Advanced-Mid proficiency. She also co-edited the 2022 proceedings of the 6th AATT Conference on teaching Turkish during the pandemic. Developed media-rich Turkish language curriculum Organizes UT Turkish & Ottoman Lecture Series Runs weekly Turkish conversation table Mentored students who have won 72 national/international awards

• Bilingual Education
• English Language Learning
• Language Policy
• +6 more

Wayne E. Wright serves as Professor and Barbara I. Cook Chair of Literacy and Language in the Curriculum and Instruction department at Purdue University's College of Education, where he also holds the position of Associate Dean for Research, Graduate Programs and Faculty Development since 2017. His academic journey spans prestigious institutions including the University of Texas at San Antonio and Arizona State University, with Fulbright scholarship experience at Cambodia's Royal University of Phnom Penh. Ph.D. in Educational Leadership & Policy Studies, Arizona State University (2004) M.A. in Language, Literacy, & Learning, California State University Long Beach (1998) B.A. in Liberal Studies (Asian American Studies), California State University Long Beach (1992) Wright's research pioneers transformative approaches to bilingual education, focusing on language policy for minority students, mother-tongue-based multilingual education, and Southeast Asian American educational experiences. His work critically examines high-stakes testing impacts while advocating for translanguaging pedagogies that affirm multilingual identities. Current projects investigate Cambodian multilingual education models and pandemic-era adaptations in dual language programs. His 2023-2025 publications reveal intensifying focus on translanguaging as social justice praxis, Southeast Asian American educational advancement, and crisis-responsive teaching methodologies. Recent works demonstrate methodological diversity spanning systematic journal analyses, community-engaged Cambodian education studies, and pandemic impact assessments on literacy instruction. James E. Alatis Prize for Language Policy Research (2023) Leadership in Open Access Award (2019) Seed for Success Research Award (2018) Charles A. Ferguson Scholarship Award (2016) Fulbright Scholar designation (2009) As Co-Editor of the Journal of Language, Identity, and Education and the Bilingual Education book series, Wright shapes global scholarly discourse while mentoring through Purdue's online teacher education programs. His advisory roles with the Center for Research and Development in Dual Language and Literacy Acquisition and Purdue Policy Research Institute demonstrate institutional leadership beyond conventional faculty responsibilities.

• Educational Technology
• Human-Computer Interaction
• Artificial Intelligence in Education
• +11 more

Carrie Demmans Epp is an Assistant Professor in the Department of Computing Science at the University of Alberta, leading the EdTeKLA research group. Her career spans postdoctoral work at the University of Pittsburgh (Learning Research & Development Center and University Center for Teaching and Learning, 2015-2017), assistant director roles at the University of Toronto's TAGlab (2013-2015), and visiting researcher positions at Kwansei Gakuin University and the University of Birmingham (2014). Education: PhD in Computer Science (2016, University of Toronto), MSc in Computer Science (2010, University of Saskatchewan), BSc in Computer Science and Russian (2007, University of Saskatchewan) Research Focus: Educational Technology, Human-Computer Interaction, Artificial Intelligence, and Language Learning (CALL/MALL), with emphasis on learner modeling, open learner models, learning dashboards, and mobile-assisted language learning (MALL) Her research explores adaptive systems like VocabNomad for language learners, PsychOut for nursing education, and PeppeR for collaborative learning environments. She has contributed to understanding student behaviors in MOOCs, discourse health in online courses, and uncertainty visualization in educational data. Scientific Awards include the Walter C. Sumner Memorial Fellowship (2013-2014), Ontario Graduate Scholarship (2012, 2014), W. Garfield Weston Fellowship (2013), and Google Canada Anita Borg Scholarship (2008). 2019: Why and How Think-Alouds with Older Adults Fail (usability testing, aging populations) 2018: PsychOut! - A Mobile App (medical education tools) 2017: Talk with Me (discourse analysis in online courses) Teaching & Projects : She developed iHelp Discussions for linguistic analysis, Recollect for lecture capture, and ProTutor for Russian pronunciation support. Her work bridges formal and informal learning environments, addressing barriers in migrant education (2017) and synchronized swimming coaching (non-academic engagement).

Jakub KuzilekView profile

Researcher

• Learning Analytics
• Educational Data Mining
• Explainable AI
• +3 more

Dr. Jakub Kuzilek is a researcher at the Institute of Computer Science, Faculty of Mathematics and Natural Sciences, Humboldt University of Berlin. He is a member of the "Didaktik der Informatik / Informatik und Gesellschaft" (Computer Science Education | Computer Science and Society) research group, also affiliated with the Educational Technology Lab at the German Research Center for Artificial Intelligence. He joined the CSES research group in January 2020 after previously working at the Faculty of Mechanical Engineering, CTU in Prague, and completing a 4-year research stay at the Open University. Dr. Kuzilek completed his Ph.D. in Biomedical Signal Processing using Blind Source Separation methods. His academic journey transitioned from biomedical signal processing to educational data mining when Professor Zdenek Zdrahal from the Knowledge Media Institute (Open University) invited him to work on data mining of student data in the OU Analyze project. Dr. Kuzilek's primary research interests focus on the intersection of machine learning and education. His work centers on Educational Data Mining (EDM) and Learning Analytics (LA), with particular emphasis on explainable AI applications in educational settings. He investigates student behavior in online learning systems, develops predictive models for student success, and explores methods for providing actionable feedback to learners. His research bridges the gap between signal processing techniques from his earlier work and modern educational technology applications, with a strong focus on practical implementations that can directly benefit students and educators. Analysis of Dr. Kuzilek's recent publications (2021-2024) reveals a clear focus on advancing Learning Analytics and Educational Data Mining. His work consistently explores how machine learning can be applied to understand and improve educational outcomes, with particular attention to explainability of predictive models. Key research threads include student success prediction using behavioral data, algorithmic approaches to student grouping, automated feedback generation, and the use of self-assessments in higher education. His methodological approach combines rigorous statistical analysis with practical educational applications, often using real-world educational datasets to validate his findings. Best paper award for "An Automatic Method for Holter ECG Denoising Using ICA" (2011) Second place in CINC Challenge 2011 for "Simple Scoring System for ECG Signal Quality Assessment on Android Platform" (2011) Dr. Kuzilek actively mentors students at various levels, supervising numerous bachelor's and master's theses on topics related to Learning Analytics, Educational Data Mining, and machine learning applications in education. His grant portfolio demonstrates sustained research activity, including leadership roles on projects funded by the Czech Science Foundation, University Development Foundation, and BMBF. His current research focuses on AI-supported personalization in vocational training and implementing AI-based feedback systems in higher education institutions. As a core member of the Computer Science Education | Computer Science and Society research group at Humboldt University, Dr. Kuzilek collaborates with colleagues including Prof. Dr. Niels Pinkwart and other researchers to advance the field of educational technology. His work bridges theoretical research in machine learning with practical applications in real educational settings, contributing to both academic knowledge and tangible educational improvements.

Thushari Atapattu MudiyanselageView profile

Researcher

• Text Mining
• Natural Language Processing
• Discourse Processing
• +3 more

Dr. Thushari Atapattu Mudiyanselage is a Grant-Funded Researcher (A) at The University of Adelaide, working within the School of Computer and Mathematical Sciences in the Faculty of Sciences, Engineering and Technology. She serves as Student Volunteer Co-Chair for ASE 2020 and maintains active research collaborations across multiple domains. Her research focuses on understanding latent discourse aspects in natural language text corpora and developing computational models to improve human communication processes. Key research interests include: Text Mining and Natural Language Processing Discourse Analysis in Educational Contexts Cognitive Engagement Measurement Educational Technology Development Social Media Language Analysis Computational Linguistics Applications Dr. Atapattu leads the Learning Technology for Social Good (LT4SG) research group and contributes to the Computer Science Education Research Group. Her recent projects investigate linguistic fingerprints for cyberbullying detection, mental health language modeling using social media data, teachers' discourse impact on MOOC engagement, cognitive engagement measurement in professional development courses, and language patterns of confused learners in online education environments. Her publications demonstrate expertise at the intersection of software engineering and natural language processing, with notable work on software documentation quality assessment and GitHub README content analysis. This research reveals consistent methodology applying text mining techniques to practical communication challenges across different domains. As an active member of the academic community, Dr. Atapattu mentors students and is eligible to supervise Masters and PhD candidates. Her work bridges computer science with cognitive psychology to develop practical educational technologies and communication enhancement tools with social impact.