Heng-Yu Ku, Ph.D.

Contact Information

Education

• Ph.D., Arizona State University: Learning and Instructional Technology
• M.T., Arizona State University: Industrial Management
• B.S., Arizona State University: Industrial Management and Supervision

Professional/Academic Experience

Dr. Ku has been teaching at the University of Northern Colorado since 2001. He is the recipient of the College of Education and Behavioral Sciences Outstanding Scholar Award in 2005, 2010, and 2021. Dr. Ku also served as Research Advisor on more than 25 dissertations at UNC.

Research/Areas of Interest

Technology integration, online teaching and learning strategies, and cross-cultural studies.

Publications/Creative Works

• Speckien, M., & Ku, H. Y. (2022). A case study of Western teachers’ perceptions of Myanmar high school student college readiness in Western Society. Journal of Educational Research and Innovation, 10(1), 1-18.
• Monzon, G., Alrmuny, D., & Ku, H. Y. (2021). College students' attitudes towards an App for creating videos in online introductory Spanish classes. Quarterly Review of Distance Education, 22(2), 31-38.
• Clancy, Z., & Ku, H. Y. (2021). Shared values and beliefs of classroom teachers who operate as transformative intellectuals in online communities. Educational Media International, 58(3) 261-279.
• Riney, D., & Ku, H. Y. (2021). Gender differences in socio-emotional and socio-cultural perspectives of middle school students in STEM learning. Journal of Educational Research and Innovation, 9(1), 1-18.
• Diteeyont, W., & Ku, H. Y. (2021). Internet literacy among the elderly in Thailand. Educational Media International, 58(3), 248-260.
• Tsai, C. L., Ku, H. Y., & Campbell, A. (2021). Impacts of course activities on student perceptions of engagement and learning online. Distance Education, 42(1), 106-125. 
• Alebrahim, F., & Ku, H. Y. (2020). Perceptions of student engagement in the flipped classroom: A case study. Educational Media International, 57(2), 128-147. 
• Tsai, C. L., & Ku, H. Y. (2020). Does teacher quality mean the same thing across teacher candidates, cooperating teachers, and university supervisors? Educational Studies, 47(6), 716-733. 
• Hbaci, I., Ku, H. Y. & Abdunabi, R. (2020). Evaluating higher education educators’ computer technology competencies in Libya. Journal of Computing in Higher Education, 33(1) 188-205. 
• Alruwaili, T. O., & Ku, H. Y. (2020). Saudi female international college students’ self-identities through the use of social media in the United States. Journal of International Students, 10(3), 629-645. 
• Alebrahim, F., & Ku, H. Y. (2019). Faculty members’ experiences with the implementation of flipped classroom environments in higher education. Journal of Educational Research and Innovation, 7(1), 1-22.
• Abdunabi, R., Hbaci, I., & Ku, H. Y. (2019). Toward enhancing programming self-efficacy perceptions among undergraduate information systems students. Journal of Information Technology Education: Research, 18, 185-206. 
• Alhammad, R., & Ku, H. Y. (2019). Graduate students’ perspectives on using e-books for academic learning. Educational Media International, 56(1), 75-91.
• Liu, D. F., Ku, H. Y., & Morgan, T. L. (2019). The condition of poverty: a case study of low socioeconomic status on Chinese students’ National College Entrance Exam and college enrollment. Asia Pacific Journal of Education, 39(1), 113-132.
• Alruwaili, T. O., & Ku, H. Y. (2019). The role of online communities and the impact of educational social media on Saudi female college students in the United States. Educational Media International, 56(2), 149-163.

Honors and Awards

• 2021 Arno H. Luker Award for Excellence in Scholarship
• 2016 and 2023 Fulbright Specialist Award
• 2005, 2010, and 2021 College of Education and Behavioral Sciences Outstanding Scholar Award