Robin Kay
PhD
Professor
Dean
Faculty of Education
Contact information
Education Building
- Room 526
Downtown Oshawa
11 Simcoe Street North
Oshawa, ON
905.721.8668 ext. 2679
Dr. Robin Kay: Pedagogy, Education & Technology
Dr. Kay's current research interests include a cross section of three areas: how people learn (pedagogy), K-12 and higher education, and the use of technology, particularly in online, blended, flipped and mobile learning environments.Bio
Dr. Robin Kay is currently the Dean and a Full Professor in the Faculty of Education at Ontario Tech University in Oshawa, Canada. Dr. Kay received his MA in Computer Applications in Education at the University of Toronto and his Ph.D. in Cognitive Science (Educational Psychology) at the University of Toronto. He has published over 200 articles, chapters, and conference papers in the area of pedagogy, education, and technology and has taught in the fields of computer science, mathematics, and educational technology for over 30 years at the high school, college, undergraduate and graduate level.
Current projects include research on AI in education, e-learning tools, online and blended learning in secondary and higher education, video podcasts, scale development, emotions and the use of computers, and factors that influence how students learn with technology
For more information:
Courses Taught
Bachelor of Education
Master of Education
Research and expertise
Research areas include:
- Blended and flipped learning environments
- Design, quality and effectiveness of video podcasts and online learning tools
- Mobile apps and learning
- Scale development and research methodology
- Technology and mental health
- Use and impact of technology in K-12 and higher education classrooms
- Virtual classrooms
- Kay, R. H., Lesage, A., & Tepylo, D. (2019). Evaluating the learning, design and engagement value of mobile applications: The mobile app evaluation scale. In Proceedings of iCERi2019 (pp. 1103-1107). Seville, Spain.
- Kay, R. H. & Li, J. (2019). Assessing the quality of online learning for secondary school students: The online learning evaluation scale. In Proceedings of iCERi2019 (pp. 2363-2366). Seville, Spain.
- Kay, R., MacDonald, T., & DiGiuseppe, M. (2019). A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. Journal of Computing in Higher Education, 31(3), 449-471.
- Kay, R., & Kwak, J. Y. (2018). Comparing types of mathematics apps used in primary school classrooms: an exploratory analysis. Journal of Computers in Education, 5(3), 349-371.
- Kay, R., Benzimra, D., & Li, J. (2017). Exploring factors that influence technology-based distractions in bring your own device classrooms. Journal of Educational Computing Research, 55(7), 974-995.
- Kay, R. H., & Ahmadpour, K. (2016). Negotiating the digital maze of information literacy: A review of the literature. Journal of Educational Informatics, 1(1), 1-25.
- Kay, R. H., & Lauricella, S. (2015). Investigating and comparing communication media used in higher education. Journal of Communication Technology and Human Behaviors, 2(1), 1-20
- Kay, R. H. (2014). Developing a framework to create effective problem-based video podcasts. International Journal of Emerging Technologies, 9(1), 22-30.
- Kay, R. (2013). Evaluating the instructional architecture of web-based learning tools (WBLTs): Direct instruction vs. constructivism revisited. Journal of Interactive Learning Research, 24(1), 33-51.
- Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820-831.
- Kay, R.H., & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis. Canadian Journal of Learning and Technology, 37(1).
- Kay, R. H. (2011). Evaluating learning, design, and engagement in web-based learning tools (WBLTs): The WBLT Evaluation Scale. Computers in Human Behaviour, 27(5), 1849-1856.
- Lauricella, S., & Kay, R. (2010). Assessing laptop use in higher education classrooms: The laptop effectiveness scale (LES). Australasian Journal of Educational Technology, 26(2).
- Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computer & Education, 53(3), 819-827.
- Kay. R. H., & Knaack, L. (2009). Assessing Learning, Quality and Engagement in Learning Objects: The Learning Object Evaluation Scale for Students (LOES-S). Education Technology Research and Development, 57 (2), 147-168.
- Kay, R. H. (2008). Exploring gender differences in computer-related behaviour: Past, present, and future. In T .T. Kidd & I. Chen, Social Information Technology: Connecting Society and Cultural Issues (pp. 12-30). Hershey, PA: Information Science Reference.
- Kay, R. (2007). A formative analysis of resources used to learn software. Canadian Journal of Learning and Technology, 33(1).
- Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38 (4), 383 – 408.
