Lauren Margulieux is an assistant professor in the Department of Learning Sciences. Her research interests are in educational technology and online learning, particularly for science, technology, engineering and mathematics (STEM) education.

She focuses on designing instructions in a way that supports online students who do not necessarily have immediate access to an instructor or professor to ask questions or overcome problem solving impasses. Her other area of research explores factors that affect the success of hybrid, blended, flipped and inverted courses. Margulieux’s degree is in psychology, meaning that she has particular expertise in experimental research methodology and statistical analysis.

Margulieux, L. E., McCracken, W. M., and Catrambone, R. (2016). “Mixing face-to-face and online learning: Instructional methods that affect learning.” Educational Research Review. doi: 10.1016/j.edurev.2016.07.001

Margulieux, L. E., and Catrambone, R. (2016). “Improving problem solving with subgoal labels in procedural instructions and worked examples.” Learning and Instruction, 42, 58-71. doi: 10.1016/j.learninstruc.2015.12.002

Margulieux, L. E., Catrambone, R., and Guzdial, M. (2016). “Employing subgoals in computer programming education.” Computer Science Education, 26(1), 44-67. doi: 10.1080/08993408.2016.1144429