United States Air Force Academy

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Dr. Kim Hosler

Director, Instructional Design

Center for Educational Innovation

Dr. Hosler (CEI).
Contact Information

(719) 333-4787

Email

LinkedIn

Bio

Kim Hosler is the Director of Instructional Design at the U. S. Air Force Academy, where she has worked since February 2019. Prior to that she was affiliate faculty for Regis University, The Metropolitan State University of Denver, and James Madison University in Harrisonburg, VA. She is currently adjunct faculty for the University of Denver, University College. Courses taught include Information in Contemporary Society, Information Technology Research Methods, Instructional Design, Adult Learning Theory and Writing Hardware and Software Manuals.

Prior to moving into higher education, Dr. Hosler held various learning and development management positions across several industries including telecommunications, software and financial services.

Dr. Hosler hales from Northeastern Ohio (Aurora, Ohio) where her parents and siblings still reside. She currently lives in Castle Rock, Colo. with her husband and their Golden Retriever, Lexi.

Education

PhD., Educational Technology, Dissertation title: “Pedagogies, perspectives, and practices: Mobile learning through the experiences of faculty developers and instructional designers in centers for teaching and learning”. University of Northern Colorado, Greeley, Colo.

M.Ed., Master of Education, Kent State University, Kent, Ohio

B.A., French/Sociology major, Bethany College, Bethany, W.V.

Professional Experience

CoBank, ACB (financial services), Englewood, CO. Manager of Learning and Development Jan. 2002 – Sept. 2007. In the fall of 2007, Dr. Hosler began full time doctoral work in conjunction with adjunct teaching.

Research and Scholarly Interests

Instructional design

Pedagogies and effective student-centered practices in online learning

Community of Inquiry

Flipped classrooms

Publications

Hosler, K. A. (2016). Instructional re-design for an active flipped classroom: Two frameworks are better than one. In J. Keengwe, and G. Onchwari (Eds.). Handbook of research on active learning and the flipped classroom model in the digital age. Hershey, PA: IGI Global.

Hosler, K. A. (2015). Framing mobile learning: Investigating the framework for the rationale analysis of mobile education. In J. Keengwe, & M. Maxfield (Eds.) Advancing higher education with mobile learning technologies: Cases, trends, and inquiry-based methods (pp. 238-253). Hershey, PA: Information Science Reference.

Hosler, K. A. (2014). Emerging technologies: Purpose and practice in online learning. In A. P. Mizell & A. A. Piña, (Eds.). Real life distance education: Cases in practice. Charlotte, NC: Information Age Publishing.

Hosler, K. A., & Arend, B. D. (2013) Strategies and principles to develop cognitive presence in online discussions. In Z. Akyol & D. Garrison (Eds.), Educational communities of inquiry: Theoretical framework, research and practice (pp. 148-167). Hershey, PA: IGI Global.

Hosler, K. A., & Arend, B. D. (2012). The importance of course design, feedback, and facilitation:
Student perceptions of the relationship between teaching presence and cognitive presence. Educational Media International. (49)3, 217-229.
Publication: Journal Articles, Refereed