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Evren Eryilmaz, assistant professor of ITM
Evren Eryilmaz, assistant professor of ITM
Information and Technology Management — details on majors, minors, concentrations, as well as links to graduate study programs available.
Evren Eryilmaz, Ph.D., is an assistant professor of Information and Technology Management at the Bloomsburg University of Pennsylvania. He has previously worked as a co-principal investigator on a research project at the Empire State College that received the State University of New York Innovative Instruction Technology Grant. He earned his Ph.D. in Information Systems and Technology from Claremont Graduate University.
His research interests revolve around designing and evaluating computer supported collaborative learning software grounded in learning theory, analyzing the role of social interactions in technology-mediated learning, understanding whether, and under which conditions, electronic discourse supports deep learning. His articles have appeared in the Journal of the Association for Information Systems, International Journal of Computer Supported Collaborative Learning, and Computers & Education.
He has presented his research at major conferences such as the International Conference on Information Systems (ICIS), the Hawaii International Conference on System Sciences (HICSS), and the Americas Conference on Information Systems (AMCIS). He received SIGED-IAIM Best IS Education Award at ICIS in 2010 and was nominated for best paper awards at HICSS in 2010, 2012, and 2014.
Evren Eryilmaz, Ph.D., assistant professor of information and technology management, co-authored on the paper "How media choice affects learner interactions in distance learning classes" published in Computers & Education Vol., 75. The paper explored the affordances of an online social networking system to facilitate online interaction, course community development, and perceived learning. Furthermore, "Leveraging a Personalized System to Improve Self-Directed Learning in Online Educational Environments" article published in Computers & Education Vol., 70 was the most downloaded article in July.
- Eryilmaz, E., Chiu, M. M., Thoms, B., Mary, J., & Kim, R. (2014). Design and Evaluation of Instructor-Based and Peer-Oriented Attention Guidance Functionalities in an Open Source Anchored Discussion System,” Computers & Education, 71, 303-321. (Impact Factor 2.775)
- Kim, R., Olfman, L., Ryan, T., & Eryilmaz, E. (2014). Leveraging a Personalized System to Improve Self-Directed Learning in Online Educational Environments. Computers and Education, 70(1), 150-160. (Impact Factor 2.775)
- Thoms, B. & Eryilmaz, E. (In Press) Introducing a Twitter Discussion Board to Support Learning in Online and Blended Learning Environments. Education and Information Technologies
- Eryilmaz, E., Thoms, B., Mary, J., Kim, R., Van der Pol, J. (2014). Attention Guidance in Online Learning Conversations, Proceedings of Hawaii International Conference on System Sciences (HICSS-47), January 6-9, 2014, Waikoloa, Hawaii (Nominated Best Paper)
- Thoms, B., Eryilmaz, E., & Gerbino, S. (2014). Designing a Peer Support System for Computer Programming Courses using Online Social Networking Software, Proceedings of Hawaii International Conference on System Sciences (HICSS-47), January 6-9, 2014, Waikoloa, Hawaii.
- Mary, J. C., Eryilmaz, E., Berger, D.E. & Lipourli, E. (2014). Assessing the Effects of a Peer-Directed Anchored Discussion System. Western Psychological Association (WPA-47), April 24-27, 2014, Portland, OR. (Student Scholar Award)
- Thoms, B., & Eryilmaz, E. (2013). Introducing a twitter discussion board to support learning in online and blended learning environments. Education and Information Technologies, 75, 1-19.
- Eryilmaz, E., Ryan, T., Van der Pol, J., Kasemvilas, S., & Mary, J.(2013). Fostering Quality and Flow of Online Learning Conversations by Artifact-Centered Discourse Systems. Journal of the Association for Information Systems, 14(1), 22-48. (Impact Factor 2.246)
- Eryilmaz, E., Van der Pol, J., Ryan, T., Clark, M. P., and Mary, J. (2013). Enhancing Student Knowledge Acquisition from Online Learning Conversations. International Journal of Computer Supported Collaborative Learning, 8(1), 113-144. (Impact Factor: 2.243)