Mik Fanguy is an educational technology researcher, instructional designer, and invited professor in the English as a Foreign Language Department at the Korea Advanced Institute of Science and Technology. He received his Master of Arts degree in 2001 at Southern Illinois University, where he doubled majored in English (Rhetoric and Composition) and Linguistics (Teaching English to Speakers of Other Languages – TESOL). He completed a Bachelor of Arts degree in 1999 at William Carey University, double majoring in English and History.
Much of his recent research has examined interplay between collaboration and learning. While the benefits of collaboration learning and writing are well known, there is a lack of understanding regarding when collaboration is most helpful, and more specifically, what behaviors and processes the learners should engage in to maximize the educational benefits. To address this gap, he has published a series of studies in which he has examined the specific behaviors and approaches learners engage in when collaborating. In addition, he has collaborated with computer scientists to create new software to facilitate online collaborative writing and the collection of learning analytics from those assignments.

• 2023
  ▪ Kim, E.G., Baldwin, M., Shin, A., Peyton, C., & Fanguy, M. (2023). Developing a Model for Interdisciplinary Collaboration for STEM Graduate Students. Journal of Science Education and Technology.
• 2022
  ▪ Courtney, M., Costley, J., Baldwin, M., Lee, K., & Fanguy, M. (2022).Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing. The Internet and Higher Education, 55, 100873.
  ▪ Costley, J., Courtney, M., & Fanguy, M. (2022). The role of collaborative note-taking behaviors, note completeness, and course performance: Examining multi-level temporal effects for a 10-week student writing program. The Internet and Higher Education, 52, 100831.
  ▪ Lee, K., & Fanguy, M. (2022). Online exam proctoring technologies: educational innovation or deterioration? British Journal of Educational Technology.
  ▪ Lee, K., Fanguy, M., Bligh, B., & Lu, X.S. (2022). Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity, Educational Review, 74(3). 460-483.
  ▪ Zhang, H., Courtney, Shulgina, G., Fanguy, M., & Costley, J. (2022). Online peer editing: effects of comments and edits on academic writing skills. Heliyon, 8(7).
  ▪ Southam, A., Zhang, H., Cao, R., Fanguy, M., & Costley, J. (2022). Understanding how the CoI framework affects discussions and posts created in online collaborative learning. Innovations in Education and Teaching International.
  ▪ Courtney, M., Costley, J., & Fanguy, M. (2022). A Protocol for Analyzing Repeated Measures of Online Group Behavior. MethodsX.
• 2021
  ▪ Fanguy, M., Lee, S. Y., & Churchill, D. G. (2021). Adapting educational experiences for the chemists of tomorrow. Nature Reviews Chemistry, 5(3), 141-142.
  ▪ Costley, J., & Fanguy, M. (2021). Collaborative note-taking affects cognitive load: The interplay of completeness and interaction. Educational Technology Research and Development, 69(2), 655-571.
  ▪ Lee, K., Fanguy, M., Lu, X.S., & Bligh, B. (2021). Student learning during COVID-19: It was not as bad as we feared. Distance Education, 42 (1), 164-172.
  ▪ Costley, J., Fanguy, M., Lange, C., & Baldwin, M. (2021). The effects of video lecture viewing strategies on cognitive load. Journal of Computing in Higher Education, 33(1), 19-38.
  ▪ Fanguy, M., Baldwin, M., Shmeleva, E., Lee, K., & Costley, J. (2021). How collaboration influences the effect of note-taking on writing performance and recall of contents. Interactive Learning Environments, 1-15.
  ▪ Fanguy, M., Costley, J. (2021). Creating a framework for understanding and defining flipped learning. Journal of Educators Online, 18(1).
  ▪ Zhang, H., Southam, A., Fanguy, M., & Costley, J. (2021). Understanding how embedded peer comments affect student quiz scores, academic writing, and lecture note-taking accuracy. Interactive Technology and Smart Education.
  
• 2020
  ▪ Lange, C., Costley, J., & Fanguy, M. (2020). Collaborative group work and the different types of cognitive load. Innovations in Education and Teaching International, 58(4), 377-386.
  ▪ Almusharraf, N. M., Costley, J., & Fanguy, M. (2020). The effect of postgraduate students’ interaction with video lectures on collaborative note-taking. Journal of Information Technology Education: Research, 19, 639-654.
• 2019
  ▪ Fanguy, M., Costley, J., Baldwin, M., Lange, C., & Wang, H. (2019). Diversity in video lectures: Aid or hindrance? International Review of Research in Open and Distributed Learning, 20(2).
  ▪ Baldwin, M. P., Fanguy, M., & Costley, J. H. (2019). The effects of collaborative note-taking in flipped learning contexts. Journal of Language and Education, 5(4), 25-35.
• 2018
  ▪ Costley, J., Fanguy, M., Baldwin, M., Lange, C., & Han, S. (2018). The role of motivation in the use of lecture behaviors in the online classroom. Journal of Information Technology Education: Research, 17(1), 471-484.
• 2017
  ▪ Fanguy, M., Costley, J., & Baldwin, M. (2017). Pinch hitter: The effectiveness of content summaries delivered by a guest lecturer in online course videos. International Review of Research in Open and Distributed Learning, 18(7).
• 2016
  ▪ Krasnyak, O., Fanguy, M., & Tikhonova, E. (2016). Linguistic approaches in teaching history of science and technology courses through a content block on cognitive Sciences. Journal of Language and Education, 2(3), 32-44.

• 2022
  Kim, E.G., Fanguy, M., Baldwin, M., & Payton, C. (2022, March) Integrated Content and Language Scientific Writing Courses for Graduate Students. In TESOL Virtual Convention & English Language Expo. TESOL. Virtual.
• 2021
  ▪ Fanguy, M., & Chang, J. (2021). Operationally defining turn-taking in collaborative online documents. In E-Proceedings of the International Society of Learning Sciences 2021. Association for Computing Machinery (ACM).
  ▪ Chang, J., & Fanguy, M. (2021). Collab_doc_maker: A Google-Doc-making tool. In Proceedings of the International Conference on Computer Science and Education 2021. IEEE.
• 2019
  ▪ Fanguy, M. (2019, June). Facile or flashy? How multimedia delivery styles affect recall of lecture video contents for EFL learners. 2019 Okinawa JALT Summer Language Teaching Symposium, Okinawa, Japan.
• 2018
  ▪ Fanguy, M., Lange, C., & Costley, J. (2018, June). Flipped learning in an EFL class: How varied forms of media can affect student performance. English Teaching in Korea (ETAK). Kongju, South Korea.
  ▪ Fanguy, M., Costley, J, & Lange, C. (2018, May). How media diversity in scientific writing video lectures can aid or hinder learning. Modern English Society of Korea (MESK) Conference. Daejeon, South Korea.
  ▪ Lange, C., Fanguy, M., & Costley, J. (2018, May). Scaffolding, content complexity, and learning. National KOTESOL Conference. Yongin, South Korea.
• 2017
  ▪ Costley, J., Lange, C., & Fanguy, M. (2017, September). The advantages of offline informal learning for cyber university students. The Applied Linguistics Association of Korea 2017 International Conference. Seoul, South Korea.
  ▪ Fanguy, M. (2017, June). Is increasing media diversity in online video lectures worthwhile? International Conference on Education, Psychology, and Social Science (ICEPSS). Malolos City, Philippines.
• 2016
  ▪ Fanguy, M. (2016, December). The guest lecturer effect on student comprehension and recall of online video lecture contents. Integrated Southeast Asian Research Conference on Higher Education (ISEARCHED). Puerto Princesa, Philippines.
• 2015
  ▪ Fanguy, M., Wang, H., & Baldwin, M. (2015, October). Flipping the Classroom in the Context of Blended Learning Initiatives. KOTESOL Proceedings 2015. Korea Teaching English as a Second Language (KOTESOL) Conference. Seoul, South Korea.