Skip top navigation

Dr. Jered Borup
PhD, Brigham Young University
Associate Professor
Associate Director, Global Online Teacher Education Center
Academic Program Co-Coordinator, Learning Technologies in Schools
Learning Technologies Design Research

Contact Information

Send email to Dr. Borup

Phone: (703) 993-3137
Fax: (703) 993-2722
Email: jborup (

George Mason University
Fairfax Campus
Thompson Hall 1400
4400 University Dr.
MS 5D6
Fairfax, VA 22030


Jered Borup is an Associate Professor in the Division of Learning Technologies at George Mason University. In his current position, he is the Academic Program Co-Coordinator of the Learning Technologies in Schools program that is devoted to improving teacher practices in online, blended, and technology-infused learning environments. Previous to earning his Ph.D. at Brigham Young University, Jered taught history at a junior high school for six years. He has also taught online and blended courses since 2008. The following summarizes Jered's teaching and scholarship: 

  • Research and Funding
    • Identified as one of the most productive scholars in K-12 online learning by Arnesen, Hveem, Short, West, and Barbour (2018)
    • Co-authored the open source book, Blended Teaching and Personalized Learning: A Practical Guide for K-12 Teachers (
    • $756,456 from internal and external grants, fellowships, and awards across several years 
    • 11 research awards including the AERA’s TACTL Early Career Scholar Award 
    • 51 peer-reviewed conference presentations (24 as primary presenter) 
    • 12 book chapters (6 as first author) in the areas of K-12 and post-secondary online learning 
    • 38 published or accepted articles (20 as first author) in various journals
  • Teaching and Mentoring
    • Over 11 years of experience teaching undergraduate and graduate courses using online, blended, and face-to-face formats, consistently achieving above average student ratings 
    • Serving or served on nine dissertation committees (chair or co-chair) 
    • 6 years of K-12 teaching experience with diverse student populations 
    • Designed, taught, and evaluated an online teaching initiative for George Mason University faculty 
    • Over 70 invited presentations and workshops for various organizations, schools, and universities 
  • Service and Leadership
    • Serving as the Assistant Chair for SITE’s Instructional Technology Council 
    • Serving as the Co-Editor of the Journal of Online Learning Research 
Research Interests

Current research interests include developing online learning communities and identifying support systems that adolescent learners require to be successful in online environments. 

Recent Publications

Bold=mentored students; AR=acceptance rate; IF=impact factor


Borup, J., Walters, S., &  Call-Cummings, M. (2020). Student perceptions of their interactions with peers at a cyber charter high school. Online Learning. 24(2), 207-224. (AR=25%)

Arnesen, K., Walters, S., Barbour, M. K., & Borup, J. (2020). Irrelevant, overlooked, or lost? Trends in 20 years of uncited and low cited K-12 online learning articles. Online Learning. 24(2), 187-206. (AR=25%)

Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education. 28(2), 383-391.  (AR=12%) 

Borup, J., Jensen, M., Archambault, L., Short, C. R., & Graham, C. R. (2020). Supporting students during COVID-19: Developing and leveraging Academic Communities of Engagement in a time of crisis. Journal of Technology and Teacher Education. 28(2), 161-169.  (AR=12%) 

Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic communities of engagement: An expansive lens for examining support structures in blended and online learning.  Educational Technology Research and Development. 68, 807-832.

Amro, F. & Borup, J. (2019). Exploring blended teacher roles and obstacles to success when using personalized learning software. Journal of Online Learning Research, 5(3), 229-250. Retrieved from (AR=22%)