Research
Research in the Learning, Design, and Technology (LDT) area focuses on how design and technology shape teaching and learning across classrooms and communities. Faculty and students collaborate on projects that develop innovative digital tools and apply design thinking to create meaningful learning experiences. This work highlights both practical applications and new possibilities for the future of education.
Programs
The LDT area of study offers undergraduate courses and graduate programs.
Undergraduate Courses
Graduate
Our graduate programs include:
- A Graduate Certificate in Online Teaching and Learning (Online) which is intended for currently admitted graduate students seeking to develop skills necessary for designing, developing, and teaching online courses in various contexts such as higher education, corporate, K-12 education, and military settings.
- A Master of Science (M. S.) in Learning, Design, and Technology which is designed to prepare educators and professionals to create technology-rich learning environments.
- An Education Specialist (Ed.S.) in Educational Technology (Distance Education) which is designed individuals who hold a master’s degree in education and who are employed as a Job-Embedded practitioner.
- A Doctor of Philosophy (Ph. D.) in Learning, Design, and Technology which provides advanced study and research opportunities for those seeking to shape the future of technology and learning.
More on Graduate Certificate in Online Learning and Teaching (Online)
More on M. S. in Learning, Design, and Technology
More on Ed.S. in Educational Technology (Distance Education)
Learning, Design, and Technology is about imagining what’s possible for learning—bringing creativity, innovation, and evidence together to design experiences that make a lasting impact in classrooms and communities.
Learning, Design, and Technology Faculty
The LDT concentration is taught by faculty with deep expertise in instructional and educational technology, online learning environments, instructional systems design. LDT faculty also teach classes and undertake research in the Computing, AI, and Data Analytics in Education (CADE) concentration.
Sharing Recent Work From Faculty and Students
The North American Chapter of the International Group for the Psychology of Education
Boles, K. L. (2024). Spatial equity considerations for calculus and statistics as secondary mathematics endpoints. In K. W. Kosko, J. Caniglia, S. A. Courtney, M. Zolfaghari, & G. A. Morris. (Eds). Envisioning the Future of Mathematics Education in Uncertain Times: Proceedings of the 46th Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) 2024 (pp. 211-216). Cleveland, OH. Kent State University. https://doi.org/10.51272/pmena.46.2024
Computer Science Education
Moudgalya, S. K., Lachney, M., Yadav, A., & Allen Kuyenga, M. (2024). What does the phrase “diverse students” mean? An exploration of CS teachers’ ideas of race, culture, and community in their classrooms. Computer Science Education, 1-29.
Educational Technology Research and Development
Romero-Hall, E., Allen, E., Duan, Y. & Morris, A. (2025). A Decade of HyFlex Learning: A Systematic Review in Undergraduate Education. Educational Technology Research and Development.https://doi.org/10.1007/s11423-025-10544-4
Teachers College Record
Rosenberg, J. M., Romero-Hall, E., Veletsianos, G., & Allen, E. (in press). The accessibility of published educational research. Teachers College Record.https://osf.io/mvh87_v1/