Michael L Hoover

Department of Educational and Counselling Psychology (ECP)

Residences and Student Housing


Photo of Michael L Hoover



EDEC 302 Language&Learning - Curriculum
EDPE 300 Educational Psychology
EDPE 335 Instructional Psychology
EDPE 575 Educational Measurement
EDPE 600 Current Topics:Ed Psychology
EDPE 602 Uses of Res Findings in Educ
EDPE 605 Research Methods
EDPE 648 Instructional Psych Seminar
EDPE 661 Discourse Processes
EDPE 662 Psycholinguistics & Learning
EDPE 664 Expertise Reasoning & Prob Sol
EDPE 676 Intermediate Statistics
EDPE 682 Univariate/Multivariate Anal
EDPE 697D1 Special Activity 1
EDPE 704 Advanced Research Seminar 1
OCCH 603 Work&Environment Epid 1

BSc Tulane University
MA Columbia University
MPhil Columbia University
PhD Columbia University



Learning Sciences Research Group

Scholarly/supervision interests

My research interests revolve around the use of language in real-world educational situations. Although I continue to be interested in questions of psycholinguistics and second language acquisition, as well as the use of indigenous languages in the classroom, most of my recent work has concerned online teaching and learning.

Current Research: Building a Theoretical Model of On-line Teaching and Learning

My Research takes a theoretical approach to the issues surrounding teaching and learning in on-line environments, using a highly constructivist, Vygotskyan model of learning and analyzing online tasks of both teachers and learners using the Activity Systems Theory framework. Prof. Benilde Garcia Cabrero of the Universiad Autonoma Nacional de Mexico, and Prof. Egan Valentine of the Université de Québec a Trois Rivieres, and I are currently seeking funding for a project to develop our theoretical model of online teaching and learning

Central to our approach is analyzing how inter-connected learning activities are designed, implemented and assessed by instructors and how learners experience these activities within the on-line community. By identifying the contradictions (problems or challenges actually encountered), this approach allows us to investigate the quality of the online interactions (both instructor-student and student-student) as well as relating the on-line experience to outcome measures. This enables us to directly identify areas where direct improvement can be made to the on-line teaching and learning experience.

Recent Presentations

Hoover, M. L. & Wong, J. (2013) Constructing On Line Communities of Inquiry: An Activity Systems Approach. . To be presented at American Educational Research Association annual meeting, San Francisco.

Hoover, M. L. & Wong, J. (2012). . Instructors’ Experiences of Formative Assessment in Distance Education. Presented at American Educational Research Association annual meeting, Vancouver.

Hoover, M.L. (2011) Statistics as Artifact: A case study in online course design. Presented at the International Society for Cultural and Activity Research (ISCAR) conference, Rome.

Hoover, M.L. & Garcia Cabrero, B. (2011). Towards An Activity Theory Model for Distance Education. Presented at American Educational Research Association annual meeting, New Orleans.

Hoover, M.L. (2007) Improving on-line education: An Activity Theory approach. Presented at AERA, Chicago.