Charles B. Hodges is a Professor of Instructional Technology at Georgia Southern University. He earned a B.S. in Mathematics with a minor in Computer Science from Fairmont State University, a M.S. in Mathematics from West Virginia University, and a Ph.D. from the School of Education at Virginia Polytechnic Institute and State University (Virginia Tech). He has edited or co-edited two books on Instructional Technology topics and is the Editor-in-Chief of the journal TechTrends. Prior to joining the College of Education faculty at Georgia Southern University he was a mathematics faculty member at Virginia Tech and Concord University.
Areas of Expertise (13)
Teacher Professional Development
Technology Enhanced Learning
Online Enhanced Teaching
Awarded from the Association for Educational Communications and Technology for exceptional work in advancing the journal TechTrends
Research and Scholarship Award
National University Technology Network (NUTN)
Invited Participant to Advancing Educational Technology in Teacher Preparation Summit
U.S. Department of Education, White House Eisenhower Executive Office Building
AECT Division of Distance Learning Journal Article Award, Qualitative Research
Jack Miller Award
Awarded for Scholarship and Creative Activity
Virginia Polytechnic Institute and State University: Ph.D, Curriculum and Instruction: Instructional Design and Technology 2005
West Virginia University: M.S., Department of Mathematics 1992
Fairmont State University: B.S., Mathematics, Computer Science (minor) 1990
- American Educational Research Association
- Association for Educational Communications and Technology
- Society for Information Technology and Teacher Education
This study was conducted to investigate eighth-grade science teachers’ self-efficacy during the implementation of a new, problem-based science curriculum. The curriculum included applications of LEGO® robotics, a new technology for these teachers. Teachers’ responded to structured journaling activities designed to collect information about their self-efficacy for teaching with the curriculum and, later, to a survey designed to probe their self-efficacy for enacting specific elements of the curriculum. Participants reported high confidence levels throughout the study but expressed some concerns related to their local contexts.
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved MOOCs into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this article, we present the results of our inquiry, with a specific focus on the implications the results have on day-to-day practice of designing online courses.
The purpose of this paper is to report the results of a two-part study. Study 1 was conducted to refine and validate a survey instrument, SELMA (Hodges, 2008), used to measure learners' self-efficacy toward learning mathematics in online or technology-intensive, asynchronous learning environments. Study 2 was conducted to investigate the relationships between self-efficacy to learn mathematics asynchronously, using the revised instrument from Study 1, and achievement in College Algebra. A statistically significant relationship was observed. The findings are discussed in the context of designing online mathematics courses similar to the one highlighted for these studies. Limitations and directions for future research are discussed.
We designed and developed an emotion control treatment and investigated its effects on college students’ academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of motivation than the control group but there was no difference between the two groups in achievement. Implications for the design and development of interventions or systems for students’ emotion control are discussed.
The researchers conducted this study to investigate undergraduate preservice teacher candidates’ perceptions regarding variables related to instructor presence in online courses. Participants included 52 undergraduate education students enrolled in 100% online technology integration courses at a doctoral research university in the southeastern United States. The researchers used a mixed-methods design and analyzed quantitative data, collected via an online survey, using descriptive statistics and content analysis. The results of each analysis confirmed the other. The main findings were that timely responses, clear instructions, instructor availability, and course design are important concerns of the participants in this study.