Research Interests

  • Self-directed Learning/Self-regulated Learning
  • STEM Education
  • Learning Analytics
  • AI in Education
  • Online Education

Selected Journal Publications

  1. Zhu, M., Berri, S., Huang, Y., & Masoud, S. (accepted). Enhancing computer science and engineering students’ self-directed learning and satisfaction with online learning. Computers and Education Open.

  2. Li, Z., Zhu, M., Kadirova, D., Bonk, C. (accepted). Towards self-directed learning: How do Nepali adolescents learn with MOOCs? Distance Education.

  3. Wang, C., Qu, P., & Zhu, M. (accepted). Course Design Practices Using Open Educational Resources (OER)-Enabled Pedagogy in Language Teacher Education. The Journal of Applied Instructional Design.

  4. Zhu, M., & Wang, C. (accepted). Core competencies of K-12 computer science education from the perspectives of college faculties and K-12 teachers. International Journal of Computer Science Education in Schools.

  5. Doo, M.-Y. & Zhu, M. (2023). A meta-analysis of effects of self-directed learning in online learning. Journal of Computer Assisted Learning. http://doi.org/10.1111/jcal.12865.

  6. Zhu, M., Berri, S., Koda, R., & Wu, Y. (2023). Exploring students' self-directed learning strategies and satisfaction in online learning. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11914-2

  7. Zhang, K. & Zhu, M. (2023). Facilitate online problem-based learning using 4S PBL: Strategies and technologies. Distance Learning. https://doi.org/10.6084/m9.figshare.21695633.v1

  8. Bonk, C. J. & Zhu, M. (2023). On the trail of self-directed learners. ECNU Review of Education. doi: 10.1177/20965311231169795

  9. Doo, M.-Y., Zhu, M., & Bonk, C. J. (2023). A systematic review of the research trends in online learning during COVID-19: Documenting the sudden shift. Online Learning, 27 (1). http://dx.doi.org/10.24059/olj.v27i1.3405

  10. Zhu, M. & Wang, C. (2023) Computer science teaching strategies, challenges and K-12 teachers’ professional development opportunities and need. Computers in the Schools, 1-22. https://doi.org/10.1080/07380569.2023.2178868

  11. Doo, M.-Y., Zhu, M., & Bonk, C. J. (2023). Influences of self-directed learning on learning outcomes in MOOCs: Meta-analysis. Distance Education, 44(1), 86-105. https://doi.org/10.1080/01587919.2022.2155618

  12. Zhu, M. & Ergulec, F. (2023). Strategies for online collaborative learning assessment: A systematic review. Distance Education, 44(3), 522-543. https://doi.org/10.1080/01587919.2022.2150127

  13. Malik, K. & Zhu, M. (2023) Do project-based learning, hands-on activities, and flipped teaching enhance student’s learning of introductory theoretical computing classes? Education and Information Technologies, 28 (3), 3581-3604. https://doi.org/10.1007/s10639-022-11350-8

  14. Zhu, M. & Zhang, K. (2023). Promote collaborations in online problem-based learning in a user experience design course: Educational design research. Education and Information Technologies, 28 (6), 7631-7649. https://doi.org/10.1007/s10639-022-11495-6

  15. Zhu, M. & Bonk, C. J. (2022). Guidelines and strategies for fostering and enhancing online self-directed learning. Open Learning: The Journal of Open and Distance Learning. https://doi.org/10.1080/02680513.2022.2141105

  16. Zhang, K. & Zhu, M. (2022). Define “Learning Engineering” with the TRAP Framework. Engineering Technology Open Access Journal, 4(2). https://dx.doi.org/10.19080/ETOAJ.2022.04.555635

  17. Lee, Y. & Zhu, M. (2022). Digital game-based learning can develop students’ literacy skills and meet learning standards. Computers in the Schools, 39(3), 274-296. https://doi.org/10.1080/07380569.2022.2075163

  18. Zhu, M., Sari, A. R., & Lee, M. M. (2022). Trends and issues in MOOC learning analytics empirical research: A systematic literature review (2011-2021). Education and Information Technologies, 27(7), 10135-10160. https://doi.org/10.1007/s10639-022-11031-6

  19. Zhu, M., Bonk, C. J., & Berri, S. (2022). Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction. Online Learning, 26(1), 153-173. doi: 10.24059/olj.v26i1.2629

  20. Gamze, O., Zhu, M., & Phillips, T. (2022). Student perceptions and actuals of cognitive presence: A case study of an intentionally designed asynchronous online course. Online Learning, 26(1), 38-57. doi: 10.24059/olj.v26i1.3051

  21. Zhu, M. (2022). Designing and delivering MOOCs to motivate learners for self-directed learning. Open Learning: The Journal of Open and Distance Learning. https://doi.org/10.1080/02680513.2022.2026213

  22. Zhu, M. & Zhang, Y. (2022). Medical and public health instructors’ perceptions of online teaching: A qualitative study using technology acceptance model 2. Education and Information Technologies, 27 (2), 2385-2405. https://doi.org/10.1007/s10639-021-10681-2

  23. Masoud, S., Zhu, M., Rickli, J., & Djuric, A. (2022). Challenges and Future Directions for Extended Reality-enabled Robotics Laboratories During COVID-19. Technology Interface International Journal, 14.

  24. Zhu, M. & Doo, M.-Y. (2022). The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. Journal of Journal of Computing in Higher Education, 34(2), 321-342. https://doi.org/10.1007/s12528-021-09301-2

  25. Zhu, M. & Kadirova, D. (2022). Self-directed learners’ perceptions and experiences of learning computer science through MIT OCW. Open Learning: The Journal of Open and Distance Learning, 37(4), 370-385. https://doi.org/10.1080/02680513.2020.1781606

  26. Zhu, M. (2021). Enhancing MOOC learners’ skills for self-directed learning. Distance Education, 42(3), 441-460. https://doi.org/10.1080/01587919.2021.1956302

  27. Zhu, M., Berri, S., & Zhang, K. (2021). Effective instructional strategies and technology use in blended learning: A case study. Education and Information Technologies, 26(5), 6143-6161. https://doi.org/10.1007/s10639-021-10544-w

  28. Zhu, M., Sabir, N., Bonk, C. J., Sari, A., Xu., S., & Kim, M. (2021). Addressing learner cultural diversity in MOOC design and delivery: Strategies and practices of instructors and experts. Turkish Online Journal of Distance Education, 22(2), 1-25. https://doi.org/10.17718/tojde.906468

  29. An, Y., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33(1), 64-84. https://doi.org/10.1007/s12528-020-09256-w

Book

Bonk, C. J. & Zhu, M. (Eds.). (2022) Transformative Teaching Around the World: Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy. NY: Routledge https://doi.org/10.4324/9781003213840

Selected Book Chapters

Bonk, C. J., & Zhu, M. (2022). Preface: Before making impact. In C. J. Bonk, & Zhu, M. (Eds.), Transformative Teaching Around the World: Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy. NY: Routledge.
Bonk, C. J., & Zhu, M. (2022). Time for making impact. In C. J. Bonk, & Zhu, M. (Eds.), Transformative Teaching Around the World: Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy. NY: Routledge.
Zhu, M., & Bonk, C. J. (2022). After making impact. In C. J. Bonk, & Zhu, M. (Eds.), Transformative Teaching Around the World: Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy. NY: Routledge.