陳鏗任 副教授

Dr. Ken-Zen Chen

Associate Professor

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Dr. Ken-Zen Chen is an Associate Professor in the Institute of Education at National Yang Ming Chiao Tung University in Taiwan starting September, 2015. Prior to joining NYCU, Dr. Chen was an instructional Design Consultant/Research & Retention Analyst at eCampus Center, Boise State University, Idaho, U.S.A. Dr. Chen specialized in retention research & provided instructional design consultation to support the design & delivery of online courses & programs at Boise State. In line with the state government’s mission of Complete College Idaho 2020, he assisted with learning analytics to improve online student success as well as to provide faculty support with research collaborations for online scholarship of teaching & learning.

Dr. Chen completed his Ph.D. in math, science & technology education in 2012, & M.S. in applied statistics in 2010 from University of Illinois at Urbana-Champaign(UIUC); he also received a M.A in curriculum & instruction & a B.Ed. from National Taiwan Normal University (NTNU). With his experience in instructional design tools, Dr. Chen was formerly employed as a technical consultant at College of Education Online at UIUC & a network administrator at Department of Education, NTNU, in which he offered technical consulting, designed/created online environments, & managed online learning communities. Dr. Chen has broad research interests & backgrounds in the areas of educational technology, learning sciences, big-data analytics in education, & curriculum & instruction. Starting 2016, Dr. Chen collaborates with Dr. Barbara Oakley to transform her famous “Learning How To Learn” MOOC to be a series of culturally responsive MOOCs for Chinese-speaking learners and won a great success. Currently, the “landing” LHTL is on boarding in five MOOC platforms and one Podcast platform. Dr. Chen uses these MOOCs as research sites to generate a sustainable model for MOOC development. In addition, Dr. Chen works with College of Science faculty to develop and study a fully-online and self-directed learning undergraduate program.


  • Ph.D. in Math, Science, & Technology Education, University of Illinois at Urbana-Champaign (2012.12)
  • M.S. in Applied Statistics, University of Illinois at Urbana-Champaign (2010.12)
  • Ph.D. Candidate in Curriculum & Instruction, National Taiwan Normal University(2003-2012)
  • M.A. in Education, National Taiwan Normal University(2003)
  • B.A. in Education, National Taiwan Normal University(2001)


  • Assistant Professor, Institute of Education, College of Humanities and Social Sciences,
    National Chiao Tung University (2015.08-2021.07)
  • Instructional Design Consultant / Research & Retention Analyst, eCampus Center,
    Boise State University (2013.01-2015.08)
  • Adjunct Instructor, Dept. of World Languages, Boise State University(2013.5-2015.12)
  • Teacher, Mei-Yuan Elementary School, Miao-Li County, Taiwan(2011.07-2011.12)
  • Technology Consultant, College of Education Online, University of Illinois at Urbana-Champaign(2008.01-2013.06)
  • Full-time Research Associate, Center for Research on Educational Evaluation & Development, National Taiwan Normal University(2006.12-2007.07)
  • Adjunct Lecturer,National Taiwan Normal University(2005.7-2005.8)
  • Adjunct Lecturer,Taipei Municipal Teachers College(2004.9-2005.1)
  • Adjunct Lecturer,National Hsin-Chu Teachers College(2004.2-2004.6)
  • Adjunct Teacher, Taipei County San-Min High School(2003)


  • Qualitative Inquiry Methods (Grad.)
  • The NYCU e-Learning Designers’ Academy (Grad.)
  • Theories of Networked/Online Learning(Grad.)
  • Educational Research Methods(Grad.)
  • Introductory Statistics(Grad.)
  • Research in Digital Divide(Grad.)
  • Application of Learning Analytics in the Learning Management Systems(Grad.)
  • Philosophy of Education(Under.)
  • Sociology of Education(Under.)
  • Differentiated Instruction(Under.)
  • Learning How to Learn: Strategies for Reading and Learning(Under.)


吳建華、陳鏗任(2011)。經濟全球化下臺灣海外學校的挑戰與因應:以東莞臺商子弟學校為個案。教育研究與發展 ,7(3),181-214。
Chen, Ken-Zen✉, & Laway, Sinko (2022). One-person armies: The border-crossing Taiwanese native-language teachers in technology-rich classrooms. Interactive Learning Environments (SSCI), https://doi.org/10.1080/10494820.2022.2144894
Chen, Ken-Zen✉, Tseng, Ching-Yu, & Wu, Chien-Hua (2022). Renaissance of Field Placement in Taiwan's Teacher Education: Designing Two-stage Professional Development in an Overseas Practicum for Preservice Teachers. Journal of Education for Teaching (SSCI), https://doi.org/10.1080/02607476.2022.2053358
Chen, Ken-Zen✉, Lin, Yi-Hsuan (2022). Feasibility of preschool's parent-teacher communication using a mobile app: An action research in a remote fishing village. Interactive Learning Environments (SSCI) https://doi.org/10.1080/10494820.2021.1977963
Chen, Kzn-Zen, & Wu, Chien-Hua (2021). Negotiating, (Re)forming, and Creating Identity: An Observation of Students at a Taiwanese Overseas School in China. Education Journal (TSSCI), 49(2), 161-190. https://www.hkier.cuhk.edu.hk/journal/document/EJ/EJ_V49N2_161-190.pdf
Chen, Ken-Zen, & Li, S. -C. (2021). Sequential, typological, and academic dynamics of self-regulated learners: Learning analytics of an undergraduate chemistry online course. Computers & Education: Artificial Intelligence, 100024. https://doi.org/10.1016/j.caeai.2021.100024
Chen, Ken-Zen*, & Yeh, H. -H. (2021). Acting in secret: Interaction, knowledge construction and sequential discussion patterns of partial role-assignment in a MOOC. Australasian Journal of Educational Technology (SSCI), 37(6), 41-60. https://doi.org/10.14742/ajet.6979
Chen, C. -H., Chen, K. -Z.,* & Tsai, H. -F. (2021). Did Self-Directed Learning Curriculum Guidelines Change Taiwanese High-School Students' Self-Directed Learning Readiness? The Asia-Pacific Education Researcher (SSCI). https://doi.org/10.1007/s40299-021-00582-w
Chen, Ken-Zen (2020b). Bridging digital divide in a remote elementary school: A teacher&’s reflection on invisible work. Journal of Community Informatics, 16, 77-99. https://openjournals.uwaterloo.ca/index.php/JoCI/article/view/3496/4567
Chen, Ken-Zen, Chen, C. –H., Tsai, H. –F., Li, S. –C., & Guglielmino, L. M. (2020). Preparation to assess students during implementation of the new Taiwanese k-12 curriculum. International Journal of Self-Directed Learning, 17(2), 17(2), 10-32. [EJ1286450]
Chen, Ken-Zen (2020a). Coaching college students’ self-regulated online learning skills. Change: The Magazine of Higher Learning, 52(6), 48-56. https://doi.org/10.1080/00091383.2020.1839338
Chen, Ken-Zen, Chi, H. -H. (2020). Novice Young Board-Game Players’ Experience about Computational Thinking. Interactive Learning Environments (SSCI), Interactive Learning Environments, https://doi.org/10.1080/10494820.2020.1722712.
Chen, Ken-Zen, Oakley, B. (2020). Redeveloping a Global MOOC to be More Locally Relevant: Design-Based Research. International Journal of Educational Technology in Higher Education (SSCI), 17(1), 1-22. https://doi.org/10.1186/s41239-020-0178-6
Chen, Ken-Zen, Lowenthal, P., Bauer, C., Heaps, A., & Nielsen, C. (2017). Moving beyond smile sheets: A case study on the evaluation and iterative improvement of an online faculty development program. Online Learning Journal (formerly Journal of Asynchronous Learning Network), 21, 85-111. https://doi.org/10.24059/olj.v21i1.810(獲2017 AECT 遠距學習期刊論文獎第二名)
Chen, Ken-Zen, Anderson, J., Bauer, C., Hannah, E., & Provant-Robishaw, C. (2015). Resolving bottlenecks: Converting three high-enrollment nursing courses to an online format. Journal of Nursing Education (SSCI), 54, 404-408. https://doi.org/10.3928/01484834-20150617-09
Chen, Ken-Zen, Lowenthal, P., & Bauer, C. (2016). Effectiveness and student perception of three high-enrollment health studies online courses. Health Education Journal (SSCI), 75,343-357. https://doi.org/10.1177/0017896915581060 (獲2016 AECT 遠距學習期刊論文獎第一名)
Lowenthal, P., Bauer, C., & Chen, Ken-Zen (2015). Student perceptions of online learning: An analysis of online course evaluations. American Journal of Distance Education, 29, 85-97. https://doi.org/10.1080/08923647.2015.1023621 (獲NUTN年度研究學術獎)
陳鏗任(2023,6月)。數位教育的永續:陽明交大怎樣與高中合作推動數位自學? 論文發表於醫療人文跨領域研究國際學術研討會,2023年6月2-3日,臺灣金門。
陳鏗任(2022,12月),Proof of Concept → Proof of Value:遠距低延遲音訊實作經歷、成果、與建議。2022 以人為本:虛實跨界中新興媒體研究與實務應用之國際論壇。2022年12月2日,臺灣新竹。
邱嘉柔、陳鏗任(2021,3月)。行動自學在成人業餘合唱團基礎視唱能力影響之研究。論文發表於第十六屆台灣數位學習發展研討會(TWELF 2021),2021年3月25-26日,台灣宜蘭。
林逸萱、陳鏗任(2020,3月)。以Classting提升幼兒園親師溝通成效: 一個新北偏鄉的行動研究。論文發表於第十五屆台灣數位學習發展研討會(TWELF 2020),2020年3月20-21日,台灣新竹。
簡嫈儒、陳鏗任(2020,3月)。SAIL計劃學習教練輔助平台的需求分析。論文發表於第十五屆台灣數位學習發展研討會(TWELF 2020),2020年3月20-21日,台灣新竹。
黎少奇、陳鏗任(2020,3月)。在磨課師中的學習者行為類型:以學會學:學習之道為例。論文發表於第十五屆台灣數位學習發展研討會(TWELF 2020),2020年3月20-21日,台灣新竹。
陳鏗任(2016b,11月)。大學教學的暗角:作弊 -- and 科技能做什麼?主題演講於文化大學教學資源中心主辦,「追求大學教學品質提昇國際研討會」,2016年11月29日,台北市。
陳鏗任(2011c,12月)。拉近數位落差的美麗夢想與不停歇的批判:每童一筆電(One Laptop Per Child)慈善計畫個案評述。論文發表於文化大學教育學院主辦,「台灣教育傳播暨科技學會2011年國際學術研討會」,2011年12月2~3日,台北市。
陳鏗任(2011b,10月)。以科學課程實踐通識教育:Joseph Schwab在芝加哥大學的半世紀貢獻。論文發表於國立臺灣師範大學教育評鑑與研究中心主辦之「新世代的大學定位與價值國際學術研討會」,2011年10月28~29日,台北市。
陳鏗任(2011a,4月)。身在公門好修行:執法甘苦亂談。主題演講於伊利諾大學香檳分校台灣講談社例會,2011 年4 月22 日,美國。
陳鏗任(2009c,9月)。人鬼相恤‧頭城搶孤。主題演講於伊利諾大學香檳分校臺灣講談社例會,2008 年9 月18 日,美國。
Luk, Yin-Fung., Shih, Kai-Ping., & Chen, Ken-Zen. (2022, September 06-08). Digital natives, but digital learning foreigners: Typologies of traditional secondary school students learning online during COVID Lockdown [Paper presentation].BERA Conference 2020, University of Liverpool, Liverpool, United Kingdom
Chen, Ken-Zen, Seidle, R., Wang, I. K. (2021). Digital transformation: Learning, organizational change, and the moderating roles of firm size and environmental dynamism. Paper presented at the 18th Conference of the International Joseph Schumpeter Society, Rome, Italy and online.
Chen, Chang-Hua, & Chen, Ken-Zen (2021). SDL as a Key Competency in the New Taiwan National K-12 Curriculum Guidelines. Paper presented at the 2021 International Society for Self-Directed Learning Virtual Summit (Self-Directed Learning for a Changing World: A Virtual Summit), Feb. 3~5, online.
Chen, Ken-Zen, Chen, Chang-Hua, & Tsai, Hsiao-Feng (2019, Aug.).Self-Directed learning readiness of taiwan high school students: Will new curriculum guidelines create self-directed learners? Paper presented at the World Education Research Association (WERA) 2019 Focal Meeting, Tokyo, Japan: Gakushuin University.
Yeh, Hsiao-Han,Chen, Ken-Zen, (2019, Aug.). Promoting knowledge constructive discussion in mass open online courses: A role-assignment intervention. Paper presented at the World Education Research Association (WERA) 2019 Focal Meeting, Tokyo, Japan: Gakushuin University.
Liu, Yu-Han, Chen, Ken-Zen, (2019, Aug.). Improving pre-service teachers’ learning performance in educational foundations by an adaptive digital flashcard: Opportunities and challenges. Poster session presented at the World Education Research Association (WERA) 2019 Focal Meeting, Tokyo, Japan: Gakushuin University.
Chen, Ken-Zen, & Oakley, B. (2019, Apr.). Redeveloping a MOOC to Be More Culturally Relevant: A Design-Based Approach. Paper presented at the 2019 American Educational Research Association Annual Meeting, Toronto, Canada.
Tseng, Ching-Yu, & Chen, Ken-Zen (2019, Apr.). Creating a Community of Inquiry for Pre-service Teachers' Professional Development Through Cloud Platforms. Paper presented at the CAERDA 2008 International Conference, Toronto, Canada.
Chen, Ken-Zen, Zeng, Jin-Yu, & Wu, Chien-Hua (2017, Nov.).The effectiveness of pre-service teacher’s internship in Taiwanese oversea schools: An innovative case. Poster session presented at the World Education Research Association (WERA) 2017 Focal Meeting, Hong Kong, China: Hong Kong University of Education.
Chen, Ken-Zen, Lowenthal, P., Bauer, C. (2016, Apr.). How do online faculty perceive their professional development opportunity? A case study. Paper presented at the 2016 American Educational Research Association Annual Meeting, Washington, DC.
Chen, Hao, J., & Chen, Ken-Zen (2015, Sept.). Facilitation or hindrance? The dilemma of promoting indigenous language & digital literacy for Atayal students in Taiwan. Paper presented at the World Education Research Association (WERA) 2015 Focal Meeting, Budapest, Hungary: Corvinus University.
Caldwell-O'Keefe, J. R., Stefancic, M., Chen, Ken-Zen, & Provant-Robishaw, C. (2015, Jan.). Developing social awareness through community engagement: A design-thinking process for university foundation courses. Poster session presented at Great Ideas for Teaching & Learning Symposium, Boise, ID.
Chen, Ken-Zen (2014f, Nov.). “You Can't Teach That Online! (Online Chinese)” Panel session presented at the Blackboard Digital Ecosystems for Success Conference, Boise, ID.
Chen, Ken-Zen (2014e, Oct.). The Effectiveness of Synchronous Learning Components in an Asynchronous Introductory Language Course. Lightning Round session presented at the 2014 Northwest eLearning Conference, Boise, ID.
Lowenthal, P., Bauer, C., & Chen, Ken-Zen. (2014, Aug.). Student perceptions of online learning: An analysis of online course evaluations. Paper presented at 30th Annual Conference on Distance Teaching & Learning, Madison, WI.
Chen, Ken-Zen (2014d, Mar.). Supporting Faculty toward High-Quality Online Course Design: Boise State eCampus eQIP Program. Poster presented at the Conference of Diversity, Learning, and Student Success: Policy, Practice, and Privilege. Chicago, IL: Association of American Colleges and Universities.
Chen, Ken-Zen (2013c, May). Struggling, reflecting, and overcoming -- Making sense of being a teacher educator via adjunct experiences. Ninth International Congress of Qualitative Inquiry, Urbana, IL.
Chen, Ken-Zen (2013b, Apr.). Hidden works of bridging digital divides via OLPC XO laptops. Paper session presented at 2013 American Educational Research Association Annual Meeting, San Francisco, CA.
Chen, Ken-Zen(2012d, Oct.). Hidden works in a project of closing digital inequalities: A qualitative inquiry in a remote school. Paper session presented at the Fifth International Conference on Ubiquitous Learning, Champaign, IL.
Chen, Ken-Zen (2012c, May). Exploring teachers’ hidden works in a remote initiative of bridging digital divides. Paper session presented at the Eighth International Congress of Qualitative Inquiry, Urbana, IL.
Chen, Ken-Zen, & Wu, Chien-Hua (2010, Apr.). Taiwanese international school under challenges: A case study of school’s reactions in China/Taiwan economic transition. Paper session presented at the 2010 American Educational Research Association Annual Meeting, Denver, Co.
Chen, Ken-Zen (2008a, Mar.). Depicting a whole picture: A review of recent literature concerning international college students. Poster session presented at the CAERDA 2008 International Conference, New York City.
Chen, Ken-Zen (2005d, July). An Analysis to the Revision of Senior High School Guidelines in Taiwan. Paper session presented at the Pacific Circle Consortium 29th Annual Conference 2005, Sydney, NSW, Australia.
Chen, Ken-Zen (2005c, May). An Introduction for curriculum inquiry journals in SSCI. Paper session presented at the Implementation and Rethinking of Education Reforms in Mainland China, Hong Kong, Macau and Taiwan. Macau, China.
Chen, Ken-Zen, & Shan, Wen-Jing (2004a, Apr.). The characteristics of textbooks for cultivating citizenship in Hong Kong primary and secondary school. Paper session presented at the Pacific Circle Consortium 28th Annual Conference 2004 , Hong Kong, China.
Chen, Ken-Zen (2012e). Hidden Works in a Project of Closing Digital Inequalities: A Qualitative Inquiry in a Remote School (Unpublished doctoral dissertation), University of Illinois at Urbana - Champaign, IL.
陳鏗任✉、黎少奇、吳歡鵲、李威儀、陳永富(2020)。自主學習的學程設計、線上診斷、與系統支援。載於鄭章華主編,學習新動力:「自主學習」在十二年國教的多元展現(第十一章,頁311-338)。新北市,國家教育研究院。ISBN: 9789860564938
陳鏗任、黎少奇、吳歡鵲(2020)。SAIL計畫觸動大學教育新未來。載於王蒞君、劉奕蘭主編,化鏡為窗:大數據分析強化大學競爭力(第二章,頁38-65)。新竹市:交通大學出版社。ISBN: 9789578614413
Li, S. -C., & Chen, Ken-Zen, (2022). Analysing behavioral sequences of online learners: Lag Sequential Analysis using GSEQ. In SAGE Research Methods: Doing Research Online. SAGE Publications, Ltd. https://dx.doi.org/10.4135/9781529607918
Chen, Ken-Zen, & Lowenthal, P. (2018). Capturing professional growth of online instructors: Learning analysts’ reflections on studying a faculty development program. In SAGE Research Methods Cases. doi:10.4135/9781526441652 Online ISBN: 9781526441652
Chen, Ken-Zen (2017a). Learning Analytics: Using Learning Management System data to evaluate an online curriculum innovation of three high-enrollment health studies courses. In SAGE Research Methods Cases - Part 2. https://dx.doi.org/10.4135/9781526406880
陳鏗任(2019)。What do Researchers Do? 從SRM學到真切的研究歷程。台灣國際資訊整合聯盟協會(IFII) Library Watch電子報,302,取自https://www.ifii.org.tw/epaper.php?num=329
陳鏗任(2012b)。教師需求量估得準嗎? 美國百年經驗與問題。臺灣師資培育電子報,32。取自https://www.cher.ntnu.edu.tw/?p=636
Chen, Ken-Zen (2014g). Online course retention reports to inform actionable student intervention strategies. WCET Member Snippet, Retrieved at https://archives.informz.net/clients/wcet/archives/archive_4211360.html


  • 2021 NYCU Award in Teaching Excellence
  • 2020 TOCEC Excellent Open Courseware Award
  • 2020 NCTU Teaching Award
  • 2019 NCTU Best Student Advisor of the Year
  • 2017 Fall Best Taiwan MOOCs:  Learning how to learn (w/ Barbara Oakley)
  • 2017 NCTU Best  Student Advisor of the Year
  • 2017 Association for Educational Communication & Technology (AECT) Division of Distance Learning (DDL) Journal Article Award
  • 2016 Association for Educational Communication & Technology (AECT) Division of Distance Learning (DDL) Journal Article Award
  • National University Technology Network(NUTN) 2015 Research & Scholarship Award
  • University of Illinois Dissertation Fellowship
  • Studying Abroad Scholarship, Ministry of Education, Taiwan(2007)