Ray J. Amirault holds an MSc and PhD in instructional systems from The Florida State University and a BSc in computer science from The University of West Florida. Ray has worked in online education as an instructor, course designer, and researcher for more than 2 decades. A native of Chicago, he has a deep interest in medieval education and the history of the university. He is the International Section Director of QRDE, as well as on the review board of two other professional journals, ETR&D and The Internet and Higher Education. He is published by Cambridge University Press, Elsevier, Routledge, Information Age Publishing, and a number of distance learning and educational technology journals, including QRDE.
John Cheslock is an associate professor in the education policy studies department at the Pennsylvania State University. His research focuses on the financial sustainability challenges facing colleges and universities.
Janet Dillon is the former director of outreach analytics and reporting at The Pennsylvania State University.
Karly Sarita Ford is an assistant professor in the education policy studies department at The Pennsylvania State University. Her research focuses on the relationship between education and social stratification.
Stanley A. Skrabut recently earned his doctorate in education through the College of Education, University of Wyoming. He has worked as a trainer and instructional technologist for more than 25 years in the United States Air Force, Hobart and William Smith Colleges, the University of Wyoming, and Jamestown Community College. He just published Read to Succeed: The Power of Books to Transform Your Life and Put You on the Path to Success.
Jeffrey Graham is chief information officer of The University of Texas Rio Grande Valley, Edinburg, Texas. Prior to the current role, he was associate vice president for information technology, vice president for information technology, and chief information officer of The University of Texas—Pan American, Edinburg, Texas.
Ming-Tsan Pierre Lu is an associate professor of educational research and interim director of engaged scholarship and learning at The University of Texas Rio Grande Valley. He teaches research methods and educational psychology courses. Lu’s research interests include educational positive psychology, STEM education in Hispanic serving institutions, teaching and learning, and experiential learning.
Cheng Chang Pan is a course design facilitator/professor at Ron and Kathy Assaf College of Nursing, Nova Southeastern University. He has served as a peer reviewer for AECT Certificate Endorsement Program and Quality Matters. His current research interests include elearning design/development and management and predictive analytics in support of human performance.
Ismail Md. Zain is a former senior lecturer, Malaysian Institute of Teacher Education, Ipoh, Perak, Malaysia. He obtained his PhD in instructional design at Universiti Sains Malaysia, Penang, Malaysia (USM)–APEX University, in 1994. He began his career in 1979 as a schoolteacher and later as a lecturer. He is actively involved as a facilitator, speaker, and consultant in various courses and workshops for students, teachers, government servants, and corporations. An author of several books and journals, he has been a columnist in the local newspaper, member of the editorial committee of various journals, a guest speaker on local TV Talk shows, a facilitator for the Malaysia Smart School Program, the Malaysia Ministry of Education, and keynote presenter at national and international conferences. He was awarded “Wall of Fame” by the Centre for Instructional Technology and Multimedia USM in 2017 for his outstanding contribution in education. He has presented papers at several national and international conferences and was awarded for best paper presentation on several occasions. He is the founder of the Collaborative Instructional Design System project.
Liang Zhang is a professor of higher education at the NYU Steinhardt School of Culture, Education, and Human Development. His research focuses on higher education economics, finance, and public policy, particularly on the role of governments and institutions in affecting institutional performances and student outcomes.
