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Dr. Nada Dabbagh
PhD, The Pennsylvania State University
Division Director, Division of Learning Technologies
Learning Design and Technology
Learning Technologies Design Research

Contact Information

Send email to Dr. Dabbagh

Phone: (703) 993-4439
Fax: (703) 993-2722
Email: ndabbagh (

George Mason University
Fairfax Campus
Thompson Hall 1402
4400 University Dr.
MS 5D6
Fairfax, VA 22030


Nada Dabbagh is Professor and Director of the Division of Learning Technologies in the College of Education and Human Development at George Mason University. She holds a Ph.D. in Instructional Systems Design from The Pennsylvania State University and a Masters of Science in Math Methodology and Operations Research from Columbia University. Dr. Dabbagh teaches courses in instructional design, digital pedagogy, and design research in the Learning Design and Technology (LDT) masters program and the Learning Technologies Design Research (LTDR) PhD specialization. She also teaches in the Chief Learning Officer (CLO) Executive Development Program. In 2003, Dr. Dabbagh received the George Mason University Teaching Excellence award, Mason’s highest recognition for faculty members who demonstrate exceptional skill in and commitment to their teaching practice. Prior to joining the Mason faculty, Dr. Dabbagh served on the faculties of the Computer Science Department at The Pennsylvania State Universtiy and the Department of Reading, Special Education, and Instructional Technology at Towson University.

Dr. Dabbagh‛s research is steeped in the learning sciences specifically as this relates to learning at the intersection of pedagogy and technology with the goal of understanding the techno-social affordances of learning systems design. She is currently examining the design of Personal Learning Environments (PLEs) and the impact this has on personal and professional development. Additional research areas include online learning, interaction design, problem-based learning, and supporting self-regulated learning in technology mediated learning environments.

Dr. Dabbagh has an extensive publication record which includes six books and over 100 research papers and book chapters. She has presented her research at over 100 scholarly venues participating as keynote and invited speaker at local, regional, national, and international conferences. Dr. Dabbagh has facilitated numerous learning technology design projects which led to the award winning Learning Asset Technology Integration Support Tool or LATIST and the TechSelect Decision Aide mobile application. Her L&D projects and products have been funded by the National Science Foundation, U.S. Department of Labor (Mine Safety and Health Administration), U.S. Army Simulation and Training Technology Center (Defense Acquisition University), U.S. Department of Education, and the Institute of Education Sciences (IES) among other national and international organizations.

Research Interests

Dr. Dabbagh‛s research areas include:

  • online learning
  • personal learning environments (PLEs)
  • pedagogical ecology of technology mediated learning tasks (digital pedagogy)
  • affordance based design/interaction design
  • case problem generation and representation in problem based learning
  • supporting student self-regulation in online and blended learning
Recent Publications


  • Fake, H., & Dabbagh, N. (2023). Designing personalized learning experiences: A framework for higher education and workforce training. New York, N.Y.: Routledge.
  • Dabbagh, N., Howland, J., & Marra, R. (2019). Meaningful online learning: Integrating strategies, activities, and learning technologies for effective designs. New York, N.Y.: Routledge.
  • Moallem, M., Woei, H., & Dabbagh, N. (Eds.) (2019). Wiley handbook of problem-based learning. Hoboken, NJ: Wiley.


  • Dabbagh, N. & Fake, H. (in press). Convergence Challenges of PLEs with Higher Education. In Y. Sun and X. Xiaoshu (Eds.), The Development of Personal Learning Environments in Higher Education: Promoting Culturally Responsive Teaching and Learner Autonomy, Routledge.
  • Dabbagh, N. (2023). The pedagogical ecology of learning technologies: A learning design framework for meaningful online learning. In A. Badran and E. Baydoun (Eds.), Higher Education in the Arab World: E-Learning and Distance Education (pp. 25-51), Springer Nature.
  • Gregg, A., & Dabbagh, N. (2023). Engineering online learning: From resistant follower to innovative leader. In A. Johri (Ed.), International Handbook of Engineering Education (pp. 479-500), Routledge.
  • Dabbagh, N. (2021). Aligning learning design principles with problem design principles to foster critical thinking skills in PBL. In Scholkmann, A., Telléus, P. K., Ryberg, T., Hung, W., Andreasen, L. B., Kofoed, L. B., Christiansen, N. L. S., & Nielsen, S. R. (Eds.), Transforming PBL Through Hybrid Learning Models: Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond (pp. 175-179). Aalborg Universitetsforlag. International Research Symposium on PBL.
  • Dabbagh, N., & Castaneda, L. (2020). Beyond personalization: The PLE as a framework for lifelong learning. Educational Technology Research and Development, 68(6), 3041-3055.
  • Fake, H., & Dabbagh, N. (2020). Personalized learning within online workforce learning environments: Exploring implementations, obstacles, opportunities, and perspectives of workforce leaders. Technology, Knowledge, and Learning. Advance online publication. doi: 10.1007/s10758-020-09441-x
  • Zgheib, G., & Dabbagh, N. (2020). Social Media Learning Activities (SMLA): Implications for design. Online Learning, 24(1), 50-66.
  • Dabbagh, N., Fake, H., & Zhang, Z. (2019). Student perspectives of technology use for learning in higher education. The Iberoamerican Review of Digital Education (RIED), 22(1), 127-152.
  • Dabbagh, N., & Kitsantas, A. (2018). Fostering self-regulated learning with digital technologies. In R. Zheng (Ed.), Strategies for deep learning with digital technology: Theories and practices in education (pp. 51-69). Hauppauge NY: NOVA Science Publishers.
  • Dabbagh, N., & Fake, H. (2017). College students’ perceptions of Personal Learning Environments (PLEs) through the lens of digital tools, processes, and spaces. Journal of New Approaches in Educational Research, 6(1), 28-36. Available from
Other Information