Faculty Profile

Yi Yang, Ph.D.

Program Chair, Doctor of Professional Studies Program & Masters in Instructional Design



Dr. Yi Yang holds a PhD in Instructional Systems and Workforce Development from Mississippi State University, a MA in Technology and Learning and a BA in TESL (Teaching English as Second Language). Her research interests include gamification, game & simulation learning design, social learning, quality of online education; online teaching and learning effectiveness; participatory learning; Web 2.0 and emerging learning technologies; Web-based training and teaching; blended/hybrid learning; computer supported collaborative learning; online learning communities; collaborative instructional design. Prior to joining Franklin, she has taught undergraduate educational technology courses at Mississippi State University.


Mississippi State University
Doctor of Philosophy, Instructional Systems
Alliant Int'l University
Master of Education, Technology and Learning
Hunan Normal University
Bachelor of Arts, English


Protecting Human Research Participants, The National Institute of Health (NIH) Office of Extramural Research

Work Experience

2020 - Present
Franklin University, Program Chair, Doctor of Professional Studies in Instructional Design Leadership; Program Chair, Master of Science in Instructional Design and Learning Technology
2016 - 2017
Franklin University, Department Chair & Instructional Designer & Chair, DPS
2015 - 2016
Franklin University, Department Chair International Teaching + Innovation Services and Instructional Designer
2013 - 2015
Franklin University, Faculty
2008 - 2013
Franklin University, Faculty
2007 - 2008
Franklin University, Faculty
2006 - 2007
Franklin University, Instructional Design Faculty

Publications & Presentations

Yang, Y., Fennema, B., Miner-Romanoff, K., & Sweetland, Y. (2019). Assessment of Professional Development and Research-Based Instructional Strategies for Instructors of Online Undergraduate STEM Courses. International Journal of Online Pedagogy and Course Design, 9 (1), pp. 51-61.
Yang, Y., & Washington, C. (2015, Feb. 06). Amplifying our impact: Exploring technology-enhanced approaches to extraordinary citizen diplomacy. 2015 Global Ties U.S. National Meeting, Washington D.C.
Yang, Y., Chongwony, L., Gardner, J., & Washington , C. (2014, Nov. 14). Going global: transnational education partnership models - challenges and opportunities. Franklin University Learning Showcase, Columbus, Ohio.
Yang, Y. (2014, Nov. 14). An innovative and promising doctoral program Doctoral of Professional Studies in instructional design leadership. Franklin University Learning Showcase, Columbus, Ohio.
Yang, Y., & Peng, M. (2014, Jun. 30). Using Game-based Learning to Enhance Students Problem Solving Ability. Franklin University The 2nd Teaching & Learning Conference, Columbus, Ohio.
Yang, Y. (2014). Three questions to ask before you embark on gamification. NO (Nov-14) eLearn Maganize. http://elearnmag.acm.org/archive.cfm?aid=2686999
Yang, Y., & Peng, M. (2014). Using Game-based Learning to Enhance Students Problem Solving Ability. Franklin University Teaching & Learning Conference. http://201 S. Grant Ave.,
Yang, Y., & Chongwony, L. (2013, Oct. 29). Innovative Use of Facebook in Creating Online Learning Community. AECT Annual International Conference, Anaheim, CA.
Yang, Y., Birmingham, B., Peng, M., & Shoop, R. (2013, Feb. 28). Let's Play! Building a user-centered game-based learning environment. Ohio Educational Technology Conference, Columbus, Ohio.
Yang, Y., Buchberger, M., & N/A, N. (2011). Assessing general education outcomes across programs. Handbook of Research on Practices and Outcomes in Virtual Worlds and Environment (pp. 620-634). IGI Global.
Yang, Y. (2010). Investigation of students perceptions of online course quality. (3), pp. 341-361. International Journal on E-Learning.
Yang, Y. Innovative use of Facebook in creating online learning community. American Educational Communications & Technology 2013 Conference, Anaheim, CA.

Professional Service

Officer, Vice President
Central Ohio Association of Talent Development
(Columbus, 157)
Board Member
Asian American Community Services
(Columbus, 157)
Grant Proposal Reviewer, Internal
National Science Foundation (NSF) Grant Review Committee
(Washington D.C., 157)
Society of International Chinese in Educational Technology
Committee Member
Curriculum Review Committee
Committee Member
Instructional Design Committee
Committee Member
Academic Standards Committee
Committee Member
Social and Behavioral Sciences Institutional Research Review Board
Committee Member
Social and Behavioral Sciences Institutional Research Review BoardSocial and Behavioral Sciences InstitutioSocial and Behavioral Sciences Institutional Research Review Boardnal Research Review Board at Ohio State University


American Society of Training and Development
ASTD (American Society for Training & Development) is the world's largest association dedicated to the training and development profession. ASTD's members come from more than 100 countries and connect locally in more than 120 U.S. chapters and with more than 10 international strategic partners. Members work in thousands of organizations of all sizes, in government, as independent consultants, and suppliers.
Society of International Chinese in Educational Technology
The Society of International Chinese in Educational Technology (SICET) is a nonpolitical, non-profit academic organization. The organization's goal is to aggregate international Chinese scholars and experts in the field of educational technology to encourage academic cooperation and support among members. The mission of SICET is to establish and strengthen academic international connections, exchanges, research, and studies in educational technology for teaching and learning, as well as to promote the application of educational technology in Chinese education.
American Educational Research Association
The American Educational Research Association (AERA), founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results. AERA's more than 25,000 members are faculty, researchers, graduate students, and other distinguished professionals with rich and diverse expertise in education research. They work in a range of settings from universities and other academic institutions to research institutes, federal and state agencies, school systems, testing companies, and nonprofit organizations. Based on their research, they produce and disseminate knowledge, refine methods and measures, and stimulate translation and practical application of research results. AERA is international in scope. Nearly 5% of members, representing over 85 countries, reside outside the United States. Over 28% of AERA members are students—approximately 6,500 graduate students and 600 undergraduate students. Over 74% of AERA members report that education is their primary discipline. Other disciplines represented by AERA members include psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science. AERA Leadership
Association of American Educational Communication and Technology
The Association for Educational Communications and Technology (AECT) is a professional association of thousands of educators and others whose activities are directed toward improving instruction through technology. AECT members may be found in colleges and universities; in the Armed Forces and industry; in museums, libraries, and hospitals; in the many places where educational change is underway. AECT members carry out a wide range of responsibilities in the study, planning, application, and production of communications media for instruction. The Association has become a major organization for those actively involved in the designing of instruction and a systematic approach to learning. It provides an international forum for the exchange and dissemination of ideas for its members and for target audiences; it is the national and international spokesperson for the improvement of instruction; and, it is the most recognized association of information concerning a wide range of instructional and educational technology. Along with our members, we have 24 state and six international affiliates who are all passionate about finding better ways to help people learn. AECT is the oldest professional home for this field of interest and has continuously maintained a central position in the field, promoting high standards, both in scholarship and in practice. AECT has 9 divisions and a Graduate Student Assembly that represent the breadth and depth of the field. The association produces two bimonthly journals, Educational Technology Research and Development and TechTrends.