Jason MacLeod, PhD

Jason MacLeod, MBA, PhD is a native of Syracuse, New York. He completed his undergraduate and graduate studies at State University of New York at Oswego (SUNY Oswego), then his doctoral studies at Central China Normal University (CCNU), Wuhan China. MacLeod lived abroad in China for three years while completing his doctoral studies then relocated to Buffalo, New York in 2018, when he began his tenure with D’Youville University as the Associate Vice President for Operations. Subsequently, MacLeod was promoted to Chief of Staff, and then Chief Operating Officer for DYU-COM.

• PhD, Educational Technology, CCNU
• MBA, Business Administration, SUNY Oswego
• BS, Technology Management/Facilities Planning, SUNY Oswego

• Learning Environment Design
• Technology-enhanced Active Learning
• Intercultural Interaction and Communications Studies 

MacLeod, J., Yang, H. H., Zhu, S., & Li, Y. (2018). Understanding students’ preferences toward the smart classroom learning environment: Development and validation of an instrument. Computers & Education, 122, 80-91.

MacLeod, J., Yang, H. H., & Shi, Y. (2019). Student-to-student connectedness in higher education: A systematic literature review. Journal of Computing in Higher Education, 31, 426-448.

MacLeod, J., & Yang, H. H. (2018). Intercultural computer-supported collaborative learning: Theory and practice. In Digital technologies and instructional design for personalized learning (pp. 80-97). IGI Global.

MacLeod, J., Yang, H. H., & Xiang, Z. (2017). Understanding college students’ intrinsic motivation and social interdependence in intercultural computer-supported collaborative learning between USA and China. The Asia-Pacific Education Researcher, 26, 205-217.

MacLeod, J., Yang, H. H., Zhu, S., & Shi, Y. (2018). Technological factors and student-to-student connected classroom climate in cloud classrooms. Journal of Educational Computing Research, 56(6), 826-847.

Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. Journal of Computers in Education, 7, 79-103.

Shi, Y., Yang, H., MacLeod, J., Zhang, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in technology-enabled active learning environments: A meta-analysis of the empirical literature. Journal of Educational Computing Research, 58(4), 791-817.

Xu, S., Yang, H. H., MacLeod, J., & Zhu, S. (2019). Social media competence and digital citizenship among college students. Convergence, 25(4), 735-752.

Lee, Y., Yang, H. H., MacLeod, J., & Dai, J. (2019). Developing the rotational synchronous teaching (RST) model: Examination of the connected classroom climate. Australasian Journal of Educational Technology, 35(1).