Books by Shanshan Gao
Comparative and International Education Society, 2019
Culture can serve as a way to enhance the motivation of learners because it can create culturally... more Culture can serve as a way to enhance the motivation of learners because it can create culturally responsive teaching, which is characterized by respect for diversity; engagement of the motivation of all learners; creation of a safe, inclusive, and respectful learning environment (Krasnof, 2016). In a culturally responsive classroom, effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are

University of San Francisco, 2022
In the modern higher educational system, technology permeated almost all the provisions of educat... more In the modern higher educational system, technology permeated almost all the provisions of educational processes and transformed individual learning transactions. Empirical evidence reveals students’ skill gaps in the digitized campus and the real-world work environment driven by technology. Technical training is of high value and in high demand in helping students to develop the skills necessary to carry out schoolwork and be prepared for the real-world work environment.
The purpose of this study was to investigate the effectiveness of the combined method of Andragogy and Cognitive Theory of Multimedia Learning (CTML) in enhancing learning results and optimizing students’ learning experience in an asynchronous Excel training program designed on Storyline 360. This study utilized a mixed-method design and was conducted in a private religiously affiliated university on the west coast of the U.S. Quantitative data (i.e., control group n=22; Treatment group n=22) were collected through quiz and survey to measure learning results and learning motivation, autonomy, and satisfaction respectively. Qualitative data (n=4) were collected through semi-structured individual interviews to obtain a deeper insight into the different learning experiences between conventional instruction and the Andragogy and CTML-enhanced instruction.
The first finding of this study was the effectiveness of the interventional training designed with a combined method of Andragogy and CTML in improving students’ learning outcomes in the post-test (i.e., t (42) = 2.65, p-value = 0.01<0.05, Cohen’s D = 0.80)) and maximizing gained scores (i.e., (t (42) = 2.23, p-value = 0.03), Cohen’s D = 0.67).
The second finding of the research was that the interventional training designed with a combined method of Andragogy and CTML had a significant effect on improving students’ learning motivation (t (42) = 2.71, p-value = 0.0096 < 0.05, Cohen’s d = 0.82,), but no effect on improving learning autonomy (t (42) = -0.17, p-value = 0.87 > 0.05, Cohen’s d = -0.05,) and learning satisfaction (t (42) = 1.43 p-value = 0.16 > 0.05, Cohen’s d = 0.42).
The third finding of this research revealed: (1) learners found both the conventional and the Andragogy and CTML-enhanced training beneficial as it met their current or future needs; (2) learners in both groups were engaged in the micro-learning experience multimedia-based (i.e., simulations and mind maps); (3) Project-based assessment and brief course navigation instructions are preferred in the self-paced training.
This study formulated an evidence-based framework to design effective online technical capability-building solutions that are centered on the needs of learners. Educational leaders should enable instructional technologies and define governance and processes to support the integration of the combined andragogy and CTML method. Additional research implementing the andragogy and CTML approach with learners in different educational settings and subject matters would further expand the findings and drive teaching innovations.
Conference Presentations by Shanshan Gao

Comparative and International Education Scoiety, 2022
Self-paced eLearning features a complicated demographic. The complicated demographic does not imp... more Self-paced eLearning features a complicated demographic. The complicated demographic does not impair us, nor our students. It drives us to create new solutions to deliver better learning experiences for our students. To help educational leaders to navigate a universal design, this research proposes three strategies: (a) utilize multimedia to deliver course content; (b) integrate game-based learning to sustainably drive learner’s engagement; (c) incorporate generative drawing to allow learners to express their understanding creatively and systematically. These strategies are grounded on research findings, theoretical claims, and professional experiences in designing effective eLearning solutions in both academia and the industry. By implementing these strategies, educational leaders can design a better self-paced learning experience that helps learners to absorb information, stay motivated, and express understanding.
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Books by Shanshan Gao
The purpose of this study was to investigate the effectiveness of the combined method of Andragogy and Cognitive Theory of Multimedia Learning (CTML) in enhancing learning results and optimizing students’ learning experience in an asynchronous Excel training program designed on Storyline 360. This study utilized a mixed-method design and was conducted in a private religiously affiliated university on the west coast of the U.S. Quantitative data (i.e., control group n=22; Treatment group n=22) were collected through quiz and survey to measure learning results and learning motivation, autonomy, and satisfaction respectively. Qualitative data (n=4) were collected through semi-structured individual interviews to obtain a deeper insight into the different learning experiences between conventional instruction and the Andragogy and CTML-enhanced instruction.
The first finding of this study was the effectiveness of the interventional training designed with a combined method of Andragogy and CTML in improving students’ learning outcomes in the post-test (i.e., t (42) = 2.65, p-value = 0.01<0.05, Cohen’s D = 0.80)) and maximizing gained scores (i.e., (t (42) = 2.23, p-value = 0.03), Cohen’s D = 0.67).
The second finding of the research was that the interventional training designed with a combined method of Andragogy and CTML had a significant effect on improving students’ learning motivation (t (42) = 2.71, p-value = 0.0096 < 0.05, Cohen’s d = 0.82,), but no effect on improving learning autonomy (t (42) = -0.17, p-value = 0.87 > 0.05, Cohen’s d = -0.05,) and learning satisfaction (t (42) = 1.43 p-value = 0.16 > 0.05, Cohen’s d = 0.42).
The third finding of this research revealed: (1) learners found both the conventional and the Andragogy and CTML-enhanced training beneficial as it met their current or future needs; (2) learners in both groups were engaged in the micro-learning experience multimedia-based (i.e., simulations and mind maps); (3) Project-based assessment and brief course navigation instructions are preferred in the self-paced training.
This study formulated an evidence-based framework to design effective online technical capability-building solutions that are centered on the needs of learners. Educational leaders should enable instructional technologies and define governance and processes to support the integration of the combined andragogy and CTML method. Additional research implementing the andragogy and CTML approach with learners in different educational settings and subject matters would further expand the findings and drive teaching innovations.
Conference Presentations by Shanshan Gao
The purpose of this study was to investigate the effectiveness of the combined method of Andragogy and Cognitive Theory of Multimedia Learning (CTML) in enhancing learning results and optimizing students’ learning experience in an asynchronous Excel training program designed on Storyline 360. This study utilized a mixed-method design and was conducted in a private religiously affiliated university on the west coast of the U.S. Quantitative data (i.e., control group n=22; Treatment group n=22) were collected through quiz and survey to measure learning results and learning motivation, autonomy, and satisfaction respectively. Qualitative data (n=4) were collected through semi-structured individual interviews to obtain a deeper insight into the different learning experiences between conventional instruction and the Andragogy and CTML-enhanced instruction.
The first finding of this study was the effectiveness of the interventional training designed with a combined method of Andragogy and CTML in improving students’ learning outcomes in the post-test (i.e., t (42) = 2.65, p-value = 0.01<0.05, Cohen’s D = 0.80)) and maximizing gained scores (i.e., (t (42) = 2.23, p-value = 0.03), Cohen’s D = 0.67).
The second finding of the research was that the interventional training designed with a combined method of Andragogy and CTML had a significant effect on improving students’ learning motivation (t (42) = 2.71, p-value = 0.0096 < 0.05, Cohen’s d = 0.82,), but no effect on improving learning autonomy (t (42) = -0.17, p-value = 0.87 > 0.05, Cohen’s d = -0.05,) and learning satisfaction (t (42) = 1.43 p-value = 0.16 > 0.05, Cohen’s d = 0.42).
The third finding of this research revealed: (1) learners found both the conventional and the Andragogy and CTML-enhanced training beneficial as it met their current or future needs; (2) learners in both groups were engaged in the micro-learning experience multimedia-based (i.e., simulations and mind maps); (3) Project-based assessment and brief course navigation instructions are preferred in the self-paced training.
This study formulated an evidence-based framework to design effective online technical capability-building solutions that are centered on the needs of learners. Educational leaders should enable instructional technologies and define governance and processes to support the integration of the combined andragogy and CTML method. Additional research implementing the andragogy and CTML approach with learners in different educational settings and subject matters would further expand the findings and drive teaching innovations.