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Soleimani, F., Lee, J., & Soylu, M. Y. (2022). Analyzing learners engagement in a micromasters program compared to non-degree MOOC. Journal of Research on Technology in Education

Lee, J., Soleimani., F., Irish, I., Hosmer, J. Soylu, M., Y., Finkelberg, R., & Chatterjee, S. (2022). Predicting cognitive presence in at-scale online learning: MOOC and for-credit online course environments, Online Learning, 26(1), 58-79. DOI: 10.24059/olj.v26i1.3060

Lee, J., Soleimani, F., & Harmon, S. W. (in press). Reflecting on a Year of Emergency Remote Teaching. (Book chapter for Global Perspectives on Educational Innovations for Emergency Situations) 

Lee, J., Soleimani, F., & Harmon, S. W. (2021). Emergency Move to Remote Teaching: A Mixed-Method Approach to Understand Faculty Perceptions and Instructional Practices. American Journal of Distance Education, 35(4), 259-275. 

Read the Full Paper

Hosmer IV, J., & Lee, J. (2021, June). How Online Learners Build Cognitive Presence: Implications from a Machine Learning Approach. In Proceedings of the Eighth ACM Conference on Learning@ Scale (pp. 351-354). (Conference Proceedings)

Soleimani, F., & Lee, J. (2021, June). Comparative analysis of the feature extraction approaches for predicting learners progress in online courses: MicroMasters credential versus traditional MOOCs. In Proceedings of the Eighth ACM Conference on Learning@ Scale (pp. 151-159). (Conference Proceedings)

Lee, J. J., Lisle, M., & Courville, T. (2020). Adapting vertically-scaled solutions across many Georgia Tech classes. In Y. Gazi & N. Baker (Eds.), Moving horizontally: The new dimensions of at-scale learning at the time of COVID-19 (pp. 115-130). Georgia Institute of Technology. Retrieved from (Book Chapter)

Staudaher, S., Lee, J., & Soleimani, F. (2020, August). Predicting Applicant Admission Status for Georgia Tech's Online Master's in Analytics Program. In Proceedings of the Seventh ACM Conference on Learning@ Scale (pp. 309-312). (Conference Proceedings)

Confidence in the value of online learning has been growing at Georgia Tech. The introduction of the Canvas learning management system and the associated support it has been given have allowed more and more faculty to come to appreciate the value of using technology to support their instruction. Still, doubts remain among some faculty that online learning programs have value beyond merely being more convenient for students and instructors.