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eLearn Magazine is committed to advancing eLearning innovations, applications, and policy ideas that move the global conversation forward.


eLearn Magazine is an open-access, blind peer-reviewed publication at the intersection of eLearning research and practice. eLearn is where practice informs research and research informs practice. It provides a space for evidence-based conversations with practical implications for higher education, K-12, corporate, government, and not-for-profit contexts.

eLearn Editors - Editorial Board

eLearn Editors

Dr. Simone C.O. Conceição, is Editor-in-Chief of eLearn Magazine. She is Professor Emerita at the University of Wisconsin-Milwaukee. Dr. Conceição received her doctorate in Adult and Distance Education from the University of Wisconsin-Madison and her master's in Adult and Continuing Leadership Education from the University of Wisconsin-Milwaukee. Dr. Conceição was born in Brazil and has lived in the United States since 1989. Her diverse background brings an international perspective to the fields of education and training. She has researched and identified many aspects of good practice in online environments. Her research interests include adult learning, distance education, impact of technology on teaching and learning, instructional design, international education, and staff development

Denise Doig is a Senior Editor at ACM for eLearn, Ubiquity, and XRDS: Crossroads, the student magazine of the ACM,  Denise began her career with the ACM   as the Managing Editor of interactions. She was previously the Managing Editor at trade publisher Outsourcing Today, providing editorial and production support for three titles. She has experience in technical writing and book publicity and marketing. Denise holds a BSE from Princeton University and a certificate from the Columbia University Publishing Course. She also works as a freelance writer and copyeditor. 

Associate Editors

Aras Bozkurt is an academician and researcher at Anadolu University, Open Education Faculty. He received his MA and PhD degrees in Distance Education from Anadolu University.   His current research interests are topics related to digital books, interactive e-books, gamification, game-based learning, research trends in distance education, online social networks, online interaction, online learning spaces, online learning communities, online community formation and online learning. He is also interested in critical theories such as connectivism, rhizomatic learning, heutagogy and emerging research paradigms such as social network analysis, sentiment analysis, and data mining.

Ali Carr-Chellman is the Dean of the School of Education & Health Sciences (SEHS) at the University of Dayton. She is a graduate of Indiana University in Instructional Systems Technology and has written numerous books, articles, and chapters on topics ranging from change, diffusion of innovation, gaming, instructional design, cybercharters and online learning.

Dr. Jon Ernstberger is an Associate Vice President for Academic Affairs and an Associate Professor of Mathematics at LaGrange College in LaGrange, GA. He earned his doctorate in Applied Mathematics with a Computational Concentration from NC State University in 2008 and has research interests focused on elearning, pedagogy, student success, and computational applications of mathematics. He has also served at LaGrange College as Director of Online Instruction and as Faculty Chair of Graduate and Adult Programs.


David Guralnick holds a Ph.D. from Northwestern University, where his work synthesized concepts from the fields of computer science, instructional design, and cognitive psychology. Over the past 25 years, he has designed, with the team at Kaleidoscope Learning, simulation-based training applications; performance-support systems;, a variety of online courses for corporate, non-profit,  and university audiences; mobile applications; and authoring tools. David is president of New York-based Kaleidoscope Learning; president of the International E-Learning Association (IELA) and founding chair of the International E-Learning Awards program; an Adjunct Professor at Columbia University a regular keynote speaker at international conferences; chair of the International Conference on E-Learning in the Workplace (ICELW); Editor-in-Chief of the International Journal on Advanced Corporate Learning (iJAC); and was founding chair of the American Society for Training & Development (ASTD)'s New York E-learning Special Interest Group.

Amy J. Hilbelink, Ph.D. is a digital education leader and consultant.  She is currently the AVP for Learning Engineering at Southern New Hampshire University. She has served as an Executive Director of Strategic Partner Initiatives for the Laureate Network Office, a division of Laureate Education, Inc. Amy’s responsibilities included advising and consulting with academic campus partners on innovative approaches to student learning solutions to ensure positive student outcomes. She held senior roles in the areas of academic strategy and development, as well as curriculum development at Kaplan University where she led teams of course designers and developers.  Amy’s background includes work within traditional and for-profit institutions of higher education.  Interests include online academic quality initiatives, project development, and management. She obtained her bachelor’s degree from Marshall University in Huntington, West Virginia, and her master’s degree in biology and doctoral degree in curriculum and instruction from the University of South Florida in Tampa, Florida..

Les Howles has more than 30 years of experience in online education, eLearning design, and multimedia learning. He has held multiple positions at the University of Wisconsin-Madison including Director of Distance Education Professional Development, team leader for the Learning Solutions group and senior instructional design consultant. Throughout his career, Les has designed and taught numerous online courses and led professional teams to create innovative solutions for education and training. He has worked in diverse industries including higher education, corporate training, government, health care, K-12 and also as an independent training consultant for Howles Associates. He has authored and co-authored several articles for professional publications related to learning and technology. Les holds undergraduate degrees from Saint Edward’s University and State University of New York, Brockport. He earned his graduate degree in Educational Technology from the University of Oregon. Les has been a frequent presenter at regional, national, and international conferences. From 2014 to 2017 he served as the director for the Annual Distance Teaching & Learning Conference in Madison, WI.

Suzan Koseoglu is an Academic Developer (Research and Development in Technology Enhanced Learning) at Goldsmiths College, University of London. Suzan teaches for the Postgraduate Certificate in Learning and Teaching in Higher Education program, which is designed to enhance the pedagogical practice of teaching staff and PhD students at Goldsmiths. She also works on college-wide projects and initiatives related to pedagogy. Prior to working at Goldsmiths, Suzan taught completely online classes on technology and ethics, youth's use of social media, and online learning communities at the University of Minnesota, where she also earned her doctorate degree in Learning Technologies. Suzan’s most recent research focuses on open online learning, in particular the nature of open scholarship and the interplay of power and pedagogy in hashtag communities.

B. Jean Mandernach, Ph.D. is Executive Director of the Center for Innovation in Research and Teaching at Grand Canyon University. Her research focuses on enhancing student learning in the online classroom through innovative instructional and assessment strategies. She explores strategies for integrating efficient online instruction in a manner that maximizes student learning, satisfaction, and engagement. In addition, she has interests in the development of effective faculty evaluation models, perception of online degrees, and faculty workload considerations. Jean received her B.S. in comprehensive psychology from the University of Nebraska at Kearney, an M.S. in experimental psychology from Western Illinois University and Ph.D. in social psychology from the University of Nebraska at Lincoln.


Clark Quinn leads learning system design through Quinnovation, providing strategic solutions to Fortune 500, education, government, and not-for-profit organizations. He earned his Ph.D. in applied cognitive science from the University of California, San Diego, and has led the design of mobile, performance support, serious games, online learning, and adaptive learning systems. He's an internationally known speaker and author, with five books and numerous articles and chapters. He has held management positions at Knowledge Universe Interactive Studio, Open Net, and Access CMC, and academic positions at the University of New South Wales, the University of Pittsburgh's Learning Research and Development Center, and San Diego State University's Center for Research in Mathematics and Science Education.

Begüm Saçak holds an M.A. in Applied Linguistics and a Ph.D. from Ohio University Patton College of Education with a focus on Instructional Technology. Her research interests include multimodal and new literacies, participatory learning and reading practices, instructional design models, and learning theories. She is currently a practitioner, and she previously worked as an instructional designer at Ohio University, Erikson Institute, and Northwestern University. She is also actively involved in other professional organizations, such as AECT’s Design and Development Division, AECT Mentorship Initiative (one of the founding members), and AERA’s special interest groups, such as Semiotics in Education, Design and Technology, and Constructivist Theory and Research. Currently, she works as a learning advisor for Fidelity Investments.

Anita Samuel, Ph.D., is currently Assistant Professor in the Health Professions Education program at the Uniformed Services University of Health Sciences in Bethesda, Maryland. She received her doctorate in Adult and Continuing Education from the University of Wisconsin-Milwaukee where she now teaches courses on distance learning, instructional technology, and organizational change. She has also worked, for more than a decade, in Malaysia serving an international student population. Her current research interests include faculty experiences in online learning, faculty development, online education in health professions, and instructional design.

Steven W. Schmidt, Ph.D., is a Professor of Adult Education and the Adult Education Program Coordinator in the Department of Interdisciplinary Professions at East Carolina University, in Greenville, North Carolina. He holds Ph.D. and MS degrees in adult education from the University of Wisconsin – Milwaukee and a Bachelor of Business Administration Degree from the University of Wisconsin – Whitewater. Prior to his faculty appointment, he worked in employee training and development at Harley-Davidson Motor Company. In his teaching, research, and consulting work, Dr. Schmidt specializes in online teaching and learning and workplace training and development. He served as president of the American Association for Adult and Continuing Education in 2014 ( and is the author of two books: “Organization and Administration of Adult Education Programs” and “Case Studies and Activities in Adult Education and Human Resource Development”.

Yating Teng, Ph.D., is an Assistant Professor of Health Professions Education at Uniformed Services University for Health Sciences in Bethesda, Maryland. Dr. Teng received her doctoral degree in Human Development Education from the University of Illinois at Urbana-Champaign with a focus on Instructional Technology and Quantitative Research Methods. Dr. Teng has worked in the corporate, higher education, and government agency as a researcher, evaluator, and learning experience designer. Her primary research interests are in the area of motivation to learn, advanced technologies for learning, and evaluation of learning experiences. Her work has focused on applying learning analytics to evaluate educational programs and to influence organizational decision-making.

Melissa A, Venable, Ph.D., works as a subject matter expert in online education for Higher Education at Red Ventures. In this role she leads an annual research project reporting online education trends based on feedback from school administrators and students. Her professional background includes work in higher education instructional design, curriculum management, and student support services. Melissa is a certified career coach and serves on the Board of the National Career Development Association. She currently teaches online courses in instructional design as an adjunct professor for Saint Leo University and the University of South Florida. Her areas of expertise include online education, instructional design, higher education, and career development. Melissa earned her doctorate in curriculum and instruction – instructional technology from the University of South Florida.

Ellen D. Wagner, Ph.D., is Vice President, Research, Hobsons. She was co-founder of the Predictive Analytics Reporting Framework, now a part of Hobsons’ Student Success business, and served as PAR’s strategy officer from its inception to its acquisition by Hobsons. She was Vice-President, Technology, of the Western Interstate Commission for Higher Education, and was Executive Director of WICHE’s Cooperative for Educational Technologies. Ellen is the former senior director of worldwide eLearning, Adobe Systems, Inc. and was senior director of worldwide education solutions for Macromedia, Inc. As Chief Learning Officer at both Informania, Inc and Viviance new Education, AG, she supervised the developments of corporate education, including online learning, learning management and competency management efforts, featuring the development of the Novell, Inc. certification programs and CBE courses and programs offered by the National Learning Network of Norway and Western Governors University. Before joining the private sector, Ellen was a tenured professor and chair of the Educational Technology program at the University of Northern Colorado, where she held a number of administrative posts, including Director of the Western Institute for Distance Education and Coordinator of Campus Instructional and Research Technologies, Academic Affairs. Ellen’s Ph.D. in learning psychology comes from the University of Colorado - Boulder. Her M.S. and B.A. degrees were earned at the University of Wisconsin – Madison.