Caroline Crawford

Caroline M. Crawford, Ed.D., M.L.A., B.A.T.

Professor of Instructional Design and Technology,
College of Education

Contact number: 281-283-3587
Office: Bayou Suite 1125.10


Caroline M. Crawford, Ed.D., is a professor of instructional design and technology. She earned her doctoral degree from the University of Houston in 1998, with specialization areas in instructional technology and curriculum theory. She began her tenure at University of Houston-Clear Lake the same year. 

Dr. Crawford has designed, developed and instructed several courses during her tenure at UHCL, including Trends and Issues; Advanced Applications of Technology; Multimedia Design; Multimedia Development; Analyzing Emerging Technologies; Applications of Technology; Training Practicum; Advanced Grant and Proposal Writing; Applications of Java, Multimedia for Educators; Change Leadership, Creating Digital Resources; Project Management and Grant Writing; Web Development; Teaching and eLearning; Learning Theory and Instruction; and, Performance Technology. She has designed, developed and implemented at least 14 online and hybrid course learning environments, with strong formative and summative feedback from the learners within the courses and subject matter experts in the field. 

Her scholarly pursuits are varied, including more than 200 international, national and regional refereed journal articles, refereed book chapters, including innumerable conference proceeding publications, non-refereed journal articles, and edited book chapters. There are also at least 26 publication reprints. 

Dr. Crawford has presented more than 300 professional conference-focused presentations and over a dozen poster sessions, with keynote presentations at local and regional conferences. She has also published eight edited books, with five co-edited books and three edited books. In addition, two co-edited books are currently in process with the publication expected during 2022. In addition, she is one of the founding co-editors of the journal International Journal of eSports Research. 

She has a history of honored positions, including as a managing editor for the Society for Information Technology and Teacher Education (SITE) refereed review of conference manuscript proposals; review editor for six international refereed journals; and reviewer for innumerable regional, national and international refereed journals and professional conferences. A prior honored position was as chairperson for the Association of Teacher Educators’ Commission on Classroom Teachers as Associated Teacher Educators. 

Dr. Crawford was awarded the prestigious University of Houston-Clear Lake 2009 Outstanding Professor Award. Within the business and industry sector, she has successfully engaged in instructional design and strategic organizational contracts. Her main areas of interest focus upon esports research and online learning environments. This includes the business of eSports, communities of learning and communities of practice, instructional design, learning theory implementation (including her developing implicit cognitive vulnerability theory), and the appropriate and successful integration of technologies into the learning environment. The learning environment may be envisioned as face-to-face, blended and online (virtual or text-driven) environments, as well as microlearning and microassist deliverables.

Curriculum Vitae

Areas of Expertise

  • Instructional design
  • Professional development environments
  • Adult learning and training
  • Talent development
  • Organizational performance
  • Distance learning environments
  • Hybrid learning environments
  • Flipped learning environments
  • Interactive activities and engagement
  • Microlearning
  • Microassists
  • Instructionally relevant eSports
  • Learning analytics
  • Collegial communities of engagement
  • Implicit cognitive vulnerability


Select recent publications (for a wider range of publications, please review the available Curriculum Vitae).

Edited Books

  • Andrews, S., & Crawford, C. M. (Eds.). (2021). Pathways and opportunities into the business of esports. IGI Global.
  • Crawford, C. M. (Ed.). (2021). Shifting to online learning through faculty collaborative support. IGI Global. 
  • Crawford, C. M., & Simons, M. A. (Eds.). (2021). eLearning engagement in a transformative social learning environment. IGI Global.
International Double-Blind Peer-Reviewed Journals
  • Crawford, C. M., Andrews White, S., & Young Wallace, J. K. (accepted, 2021). Implicit cognitive vulnerability through nudges, boosts and bounces. International Journal of Hyperconnectivity and the Internet of Things (IJHIoT). 
  • Crawford, C. M., Andrews, S., & Wallace, J. K. Y. (2021). Co-creative collegial communities of instructional engagement. International Journal of Hyperconnectivity and the Internet of Things (IJHIoT), 5(2), 38-56.
Double-Blind Peer-Reviewed Edited Book Chapters
  • Andrews, S. K., Michael, T. B., Williams, M. A., Lacher, L. L., & Crawford, C. M. (2021). Impact of esports upon higher education from a faculty perspective: Transformational pathways and opportunities. In S. K. Andrews & C. M. Crawford’s (Eds.) Handbook of Research on Pathways and Opportunities into the Business of eSports (pp. 149-178). IGI Global. 10.4018/978-1-7998-7300-6.ch008
  • Crawford, C. M., Newsum, J. M., White, S. A., & Wallace, J. Y. (2021a). Creativity and Impactful Learning Through Implicit Cognitive Vulnerability. In Handbook of Research on Modern Educational Technologies, Applications, and Management (pp. 744-761). IGI Global.
  • Crawford, C. M., Newsum, J. M., White, S. A., & Wallace, J. Y. (2021b). Supporting Community Engagement Through Real-World Instructional Learning. In Handbook of Research on Modern Educational Technologies, Applications, and Management (pp. 415-431). IGI Global.
  • Crawford, C. M., Simons, M. A., & Walters, R. (2021). Social learning through a participative storytelling framework: Rethinking essence of course engagement. In C.M. Crawford & M. A. Simons’ (Eds.) eLearning Engagement in a Transformative Social Learning Environment (pp. 44-67). IGI Global. doi: 10.4018/978-1-7998-6956-6.ch003
  • Simons, M. A., & Crawford, C. M. (2021). RREDS: An instructional design model based on microlearning events and curricular engagement. In J. R. Corbeil, B. H Khan, & M. E. Corbeil (Eds.) Microlearning in the Digital Age: The Design and Delivery of Learning in Snippets (pp. 214-239). Routledge.

Courses (Current Academic Year)

  • INST 5130 Learning Theory for Instruction
  • INST 5131 Trends and Issues in Instructional Design and Technology
  • INST 5433 Project Management for Instructional Projects
  • INST 5233 Performance Technology
  • INST 5333 Systematic Design of Technology-Based Instruction
  • INST 6031 Applications of Technology
  • INST 5035 Creating Digital Resources
  • INST 5135 Multimedia for Design Applications
  • INST 6137 Technology and eLearning

Research Projects

  • Implicit cognitive vulnerability theory
  • Organizational performance through talent development
  • Collegial communities of engagement
  • Interactive activities and engagement
  • Instructional design
  • Performance improvement
  • Adult learning
  • Training
  • Microlearning 
  • Microassists

Awards and Accomplishments

  • 2020 Piper Award Nomination, University of Houston-Clear Lake
  • 2014 Association of Teacher Educators 2014 President’s Service Award
  • 2010 Excellence in Innovative Research Award for Outstanding Book Chapter Nomination
  • 2010 Distinguished Fellow in The Academy of Ubiquitous Communication Educators (AUCE)
  • 2009 University of Houston-Clear Lake Outstanding Professor Award