Dr. Robin Kay (0000-0003-0416-5980)

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Dr. Robin Kay is currently the Interim Dean and a Full Professor in the Faculty of Education at UOIT in Oshawa, Canada. He has published over 160 articles, chapters and conference papers in the area of technology in education, is a reviewer for five prominent computer education journals, and has taught computer science, mathematics, and educational technology for over 25 years at the high school, college, undergraduate and graduate level. Current projects include research on laptop use in higher education, BYOD in K-12 education, web-based learning tools, e-learning and blended learning in secondary and higher education, video podcasts, scale development, emotions and the use of computers, the impact of social media tools in education, and factors that influence how students learn with technology. Dr. Kay received his M.A. in Computer Applications in Education at the University of Toronto and his Ph.D. in Cognitive Science (Educational Psychology) at the University of Toronto.

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University of Ontario Institute of Technology: Oshawa, ON, CA

2019-04-15 to present | Interim Dean (Faculty of Education)

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Dr. Robin Kay

https://orcid.org/0000-0003-0416-5980

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Employment (4)

University of Ontario Institute of Technology: Oshawa, ON, CA

University of Ontario Institute of Technology: Oshawa, ON, CA

University of Ontario Institute of Technology: Oshawa, ON, CA

University of Ontario Institute of Technology: Oshawa, ON, CA

Education and qualifications (3)

University of Toronto: Toronto, ON, CA

University of Toronto: Toronto, ON, CA

University of Toronto: Toronto, ON, CA

Funding (5)

There's an App for That: Designing, Developing, Researching Educational Apps

Professional Development And Evaluation Of Professional Development Learning Environments

Exploring the Use of Learning Objects in Math & Science Classroom

Exploration and Evaluation of Professional Development Learning Environments

Evaluating the Impact of Learning Objects on Classroom Learning

Works (50 of 53)

BEYOND GRADES: STUDENT INSIGHTS ON THE BENEFITS AND CHALLENGES OF UNGRADING IN ONLINE HIGHER EDUCATION CLASSROOMS

BEYOND THE PLAY BUTTON: ANALYZING STUDENT PERCEPTIONS OF INTERACTIVE VIDEO DISCUSSIONS IN HIGHER EDUCATION

BOOSTING ENGAGEMENT AND LEARNING: HOW GAMIFIED QUIZZES VIA MENTIMETER IMPACT UNDERGRADUATE STUDENTS’ EXPERIENCES

EXPLORING STUDENT PERCEPTIONS OF CASE-BASED LEARNING IN A FLIPPED CLASSROOM: A MIXED-METHODS STUDY

EXPLORING THE EMERGING LANDSCAPE OF HYFLEX TEACHING AND LEARNING IN HIGHER EDUCATION: A SCOPING REVIEW

FLIPPING THE SCRIPT: UNDERGRADUATE STUDENTS' PERCEPTIONS OF SYNCHRONOUS ACTIVITIES IN THE FLIPPED CLASSROOM

HACKING HYFLEX IN HIGHER EDUCATION: AN ALTERNATIVE APPROACH

NAVIGATING COGNITIVE LOAD IN FLIPPED CLASSROOMS: HOW YEAR-LEVEL IMPACTS STUDENT ENGAGEMENT AND PERCEPTIONS

Empowering Autistic Adolescents and Adults through Online Social Engagement

A CASE STUDY EXPLORING SYNERGY BETWEEN ASYNCHRONOUS ONLINE DISCUSSIONS AND ONLINE PEER-ASSESSMENT IN HIGHER EDUCATION

EVALUATING VIRTUAL ONLINE LEARNING ENVIRONMENTS IN HIGHER EDUCATION: AN IN-DEPTH QUALITATIVE ANALYSIS

MOVEMENT SNACKS IN HIGHER EDUCATION—A CONCEPTUAL FRAMEWORK

TECHNOLOGY USE IN THE EARLY YEARS: A REVIEW OF THE LITERATURE

FROM DISRUPTION TO ADAPTATION: NAVIGATING THE TRANSITION FROM PANDEMIC HIGH SCHOOL TO POST-PANDEMIC UNIVERSITY

NAVIGATING THE HYFLEX HORIZON: UNCOVERING SUCCESSES AND HURDLES IN HYFLEX UNDERGRADUATE EDUCATION

A SYSTEMATIC REVIEW OF THE PERUSALL APPLICATION: EXPLORING THE BENEFITS AND CHALLENGES OF SOCIAL ANNOTATION TECHNOLOGY IN HIGHER EDUCATION

ENHANCING DIGITAL DESIGN: INVESTIGATING PROMISING PEDAGOGICAL PRACTICES FOR ONLINE LEARNING IN HIGHER EDUCATION

Examining the Benefits and Challenges of Using Discord in Online Higher Education Classrooms

Shifting Reading into a Socially Constructed Activity: A Case Study on the Benefits and Challenges of Using

The Effects of COVID-19 on Higher-Education Teaching Practices

Higher Education Faculty Supports for to the Transition to Online Teaching during the COVID-19 Pandemic

Examining the Discord Application in Higher Education: A Systematic Review of the Literature

Exploring Ethical Issues with Using Wearable Technology in K-12 Classrooms: A Review of the Literature

Introduction to the Special Issue: Technology and Human Connection

Examining Online Course Evaluations and the Quality of Student Feedback

Exploring Instructor Perceptions of Using Video-Based Feedback

Creating Engaging Online Synchronous Activities

Effective Video Use in Online Learning

Essential Technology for eLearning

Fair and Formative Feedback in Online Learning

Instructor's Guide for Online Learning

Introduction to Thriving Online

Pre-Course Activities for Online Learning

Ready, Set, Go - Your First Week Online

Video Feedback in Online Learning

Video Production for Online Learning

What's Next?

EXAMINING PEER ASSESSMENT IN ONLINE LEARNING FOR HIGHER EDUCATION - A SYSTEMATIC REVIEW OF THE LITERATURE

EXAMINING THE ROLE OF EMOTIONS IN LEARNING WITH TECHNOLOGY

INVESTIGATING THE EFFECTIVENESS OF SYNCHRONOUS LEARNING IN HIGHER EDUCATION

SELF-ASSESSMENT IN ONLINE LEARNING FOR HIGHER EDUCATION - A SYSTEMATIC REVIEW OF THE LITERATURE

Supporting at-Risk University Business Mathematics Students: Shifting the Focus to Pedagogy

EXAMINING PRACTICAL ISSUES ASSOCIATED WITH THE USE OF WEARABLE TECHNOLOGY IN K-12 CLASSROOMS: A REVIEW OF THE LITERATURE

EXAMINING BENEFITS AND CHALLENGES OF USING WEARABLE TECHNOLOGIES FOR K-12 STUDENTS: A REVIEW OF THE LITERATURE

EXPLORING STUDENT PERCEPTIONS OF VIDEO FEEDBACK: A REVIEW OF THE LITERATURE

Analyzing the use of mathematics apps in elementary school classrooms

Examining the use of audience response systems in secondary school classrooms: A formative analysis

Examining the benefits and challenges of using audience response systems: A review of the literature

Exploring the Use of Audience Response Systems in Secondary School Science Classrooms

Examining gender differences in attitudes toward interactive classroom communications systems (ICCS)

Peer review (2 reviews for 1 publication/grant)