Liyan Song


Liyan Song

Contact Information

Hawkins Hall, Room 102D


Ph.D., Instructional Technology, The University of Georgia, 2005

M.Ed., Instructional Technology, The University of Georgia, 2002

M.Ed., Educational Leadership, The University of Georgia, 2000

B.A., Science English, Beijing Institute of Light Industry (now Beijing Technology and Business University), 1994

Areas of Expertise

Distance Education, Action Research, Technology Integration, Conceptual Change, Epistemic Beliefs


Dr. Liyan Song received her Ph.D. in Instructional Technology from The University of Georgia in 2005. She has worked at Towson University since then. Dr. Song teaches different levels of courses in the Instructional Technology program including undergraduate, master graduate, and doctoral level courses. She is the program director for the Instructional Technology Master’s program (EDTE and ISDV tracks). In addition she advises doctoral students on their dissertations as their dissertation advisor or dissertation committee member.


Sadera, W., Song, L. & Liu, L. (Eds.) (2017). Research on One-to-One Learning [Special issue]. Computers in the Schools: Interdisciplinary Journal of Practice, Theory and Applied Research, 34 (1, 2).

Cavanaugh, A., & Song, L. (2015). Audio and written comments in an online undergraduate composition class: Student and instructor approaches and preferences. American Journal of Distance Education, 29(4).

Elmendorf, D., & Song, L. (2015). Developing indicators for a classroom observation tool on pedagogy and technology integration: A Delphi Study. Computers in the Schools, 32(1),        1-19,  DOI:10.1080/07380569.2014.967620

Cavanaugh, A., & Song, L. (2014). Audio feedback vs. written feedback: Instructors' and students' perspectives. Journal of Online Learning and Teaching, 10(1), 122-138.      Available at

Sadara, W.A., Li, Q., Song, L., & Liu, L. (2014). Digital Game-Based learning. Computers in   Schools, 31(1-2), 1-1, DOI: 10.1080/07380569.2014.879801

Song, L. (2014). Instructors’ perspectives on online assessment practices: A qualitative       investigation. Paper presented at the annual conference of Association for Educational    Communication and Technology, Jacksonville, FL.

Roush, C. & Song, L. (2013). The impact of using clickers technology on classroom instruction:    Students’ and teachers’ perspectives. The Canadian Journal of Action Research, 14(1), 21-37

Song, L., Lohnes Watulak, S., Kritskaya, O., & Elmendorf, D. (2013). Exploring undergraduate students’ skills, level of comfort, and perceived benefit of using technology for learning,  International Journal of Technology in Teaching and Learning, 9(1), 18-36. Available at

West, R. E., Hannafin, M. J., Hill, J. & Song, L. (2013). Cognitive perspectives on online learning environments. In M. Moore (Ed.) Handbook of Distance Education (3rd ed.,          pp125-142). Mahwah, NJ: Lawrence Erlbaum Associates.