Holly Fiock Brown

• Ph.D. — Learning Design and Technology, Purdue University
• M.S. — Learning Design and Technology, Purdue University
• B.A. — Social Studies Education, Purdue University
• Qualitative Research Graduate Certificate, Purdue University

• 2025 – Present: Assistant Clinical Professor, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN
• 2017-2025: Adjunct Professor, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN
• 2022-2025: Senior Instructional Design Manager, Teaching and Learning Technologies, Purdue University, West Lafayette, IN
• 2016-2022: Senior/Instructional Designer, Teaching and Learning Technologies, Purdue University, West Lafayette, IN
• 2014-2016: Curriculum Coordinator, Learning Design and Technology, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN

• Bravo+ Award, Purdue University (2025)
• Purdue’s One-Time Recognition Program Award, Purdue University (2024)
• Purdue University Online Best in Class Award, Purdue University (2024)
• Bravo Award, Purdue University (2023)
• UPCEA Outstanding Service in Postsecondary Instructional Design Award, University (2023)
• Professional and Continuing Education Association (2023)
• Best Paper Award – Online Teaching and Learning SIG, American Educational Research
  Association; Richardson, J. C., Koehler, A. K., Tagare, D., Urena-Rodriguez, L., Xu, Q., Zhang,
  Z., Fiock, H., Long, Y., & Duha, M. S. (2023). Community of Inquiry design decisions across
  disciplines (2022)
• Division of Distance Learning Journal Article Award – Quantitative: Second Place,
  Association for Educational Communications and Technology; Lowenthal, P. R., Fiock, H. S.,
  Shreaves, D. L., & Belt, E. S. (2022). Investigating students’ perceptions of screencasting style of
  video feedback in online courses (2022)
• Great Place to Work Award, Purdue Online (2022)
• D2L Excellence Award, Purdue Online. Learning Online 101 (2022)
• Outstanding Research and Theory Division Sponsored Accepted Student Proposal Award,
  Association for Educational Communications and Technology; Fiock, H., Meech, S., Yang, M.,
  Long, Y., Farmer, T., Koehler, A., & Cheng, Z. (2021). Instructional design learners make sense
  of theory (2021)
• Bravo Award, Purdue University (2020)
• UPCEA Outstanding Credit Program Award, University Professional and Continuing Education
  Association, outstanding program award for the Online Master’s in Science LDT program;
  awarded with Dr. William Watson (2019)
• Online Learning MVP: Instructional Design and Support Award, Innovative Learning, Purdue
  University (2019)
• Bravo Award, Purdue University (2018)
• Excellence in Digital Education: Innovative Course Design and Use of Technology Award,
  Innovative Learning, Purdue University; awarded with Dr. William Watson (2018)
• Purdue University Rose Award, Barbara Cook Chapter of Mortar Board, Purdue University (2014)
• Outstanding Service Award for the College of Education, Purdue University (2014)

Association for Educational Communications and Technology (AECT)

• Richardson, J.C., Fiock, H. Olesova, L. & Stenbom, S. (2024). Evidence-based practices for developing a community of inquiry. In Martindale, T., Amankwatia, T., Cifuentes, L. & Pina, A. (Eds.), Handbook of Research in Online Learning.
• Fiock, H. & McKenzie, G. (2023). Frameworks to Engage Diverse Learners. In J. Noone & P. Gubrud (Eds.)., Best Practices in Teaching Nursing. Wolters Kluwer.
• Fiock, H. (2022). Designing an online student center. International Journal of Designs for Learning, 13(1), 19–34. https://doi.org/10.14434/ijdl.v13i1.31961
• Fiock, H., Meech, S., Yang, M., Long, Y., Farmer, T., Hilliard, N., Koehler, A., Cheng, Z. (2022). Instructional designers make sense of theory: A Collaborative autoethnography. Educational Technology Research and Development. https://doi.org/10.1007/s11423-021-10075-8
• Koehler, A., Cheng, Z., Fiock, H., Janakiraman, S., Wang, H., & Chartier, K. (2021). Examining students’ use of online case-based discussions to support problem solving: Considering individual and collaborative experiences. Computers & Education, 179. https://doi.org/10.1016/j.compedu.2021.104407
• Richardson, J. C., Caskurlu, S., Castellanos-Reyes, D., Duan, S., Ud Duha, M. S., Fiock, H., & Long, Y. (2021). Instructors’ conceptualization and implementation of scaffolding in online higher education courses. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-021-09300-3
• Lowenthal, P.R., Fiock, H.S., Shreaves, D.L. et al. (2021). Investigating students’ perceptions of screencasting style of video feedback in online courses. TechTrends. https://doi.org/10.1007/s11528-021-00665-x
• Fiock, H., Maeda, Y., & Richardson, J. C. (2021). Instructor impact on differences in teaching presence scores in online courses. The International Review of Research in Open and Distributed Learning, 22(3), 55-76. https://doi.org/10.19173/irrodl.v22i3.5456
• Koehler, A., Cheng, Z., Fiock, H., Janakiraman, S., & Wang, H. (2020). Asynchronous online discussions during case-based learning: A Problem-solving process. Online Learning, 24(4). http://dx.doi.org/10.24059/olj.v24i4.2332
• Fiock, H. (2020). Designing a Community of Inquiry in Online Courses. The International Review of Research in Open and Distributed Learning, 21(1), 135-153. https://doi.org/10.19173/irrodl.v20i5.3985