Sarah McCorkle, Ph.D.

Sarah McCorkle is an instructional technologist and instructional designer. My areas of focus are: Faculty Development, Distance Learning, Active Learning and Flipped Classrooms, Lightboard Lectures, and the use of Plagiarism Detection Software as a tool for teaching (not policing student work).



Research Gate

Presentation photos

Research In Progress

One Button Video Kiosk
Sarah McCorkle and Jesse Strycker (Ohio University) at Ed Tech Con, Athens, Ohio, April 27, 2019.

Abstract: One Button Studios are expensive and can cost up to $7,000 for equipment alone. What if we scaled back on the expectations of a One Button Studio, while still meeting the goals of faculty who are in need of a simple way to record an attractive, professional, well-lit video? This design project explores the challenges and resources required to produce a DIY One Button Kiosk on a budget (or no budget?).

Faculty Responses to Student Plagiarism and Detection Software
Findings presented at the 13th Annual Conference on Higher Education Pedagogy, Blacksburg, Virginia, February 4-5, 2021.

Abstract: This qualitative study explores faculty responses to student plagiarism in relation to the use or non-use of plagiarism detection software. Faculty responded to intentional and unintentional student plagiarism through a teaching lens: teaching students academic writing skills and/or life lessons on personality integrity. Pedagogical interventions were used by the participants to deter student plagiarism, including those participants who also chose to utilize plagiarism detection software. Exploration of faculty perceptions on plagiarism detection software showed similarities among participants when grouped by academic discipline, as plagiarism is complicated by differences in disciplinary writing conventions and concepts (intertextuality, text overlap, and patchwriting)..

Exploration of Faculty Views on Plagiarism Detection Software
Pilot study presented at the 2018 Mid-Western Educational Research Association Annual Meeting, Cincinnati, Ohio, October 24-26, 2018.

Abstract: This phenomenological study seeks to explore faculty attitudes, opinions, and practices on the use of Plagiarism Detection Software at a large, public university in the midwestern United States. The research goes on to explore how the criticisms presented within the literature align with faculty attitudes and opinions on Plagiarism Detection Software. How faculty are conducting written assessments, supporting students, and using Plagiarism Detection Software in their classrooms is also discussed.

Lessons from 100 Years of Media in Distance Learning and Instructional Technology
Chapter presented at the Teachers, Teaching, and Media Conference, Winston-Salem, North Carolina, March 3-5, 2017.

Abstract: The integration of technology and new media in teaching and learning is a passionately debated topic, though the use of instructional technology and media is not a modern development in education. This chapter explores the delivery of distance learning taken from 100 years of print, radio, television, and digital media. The challenges teachers face integrating media in teaching and learning today were long ago grappled with and explored by those delivering instruction by print, radio, and television. Examining these challenges and lessons documented in newspaper clippings and articles from popular magazines of that time, we are reminded that media-enhanced instruction is neither a passing fad nor an indication of the ruin of good instruction.


McCorkle, S. (2021). Exploring Faculty Barriers in a New Active Learning Classroom: A Divide and Conquer Approach to Support. Journal of Learning Spaces, 10(2), 14-23.

This qualitative study uses an emergent design to explore the experiences of faculty teaching in a newly renovated, large-capacity Active Learning Classroom (ALC). The present study takes first- and second-order barriers (Ertmer, 1999) into consideration for a specific type of technology-integrated classroom, the ALC, and looks at faculty barriers to implementing active learning and utilizing active learning spaces. By acknowledging barriers and identifying those which are extrinsic and intrinsic, faculty and faculty support staff can begin to address barriers more effectively.

McCorkle, S., & Whitener, P. (2020). The Lightboard: Expectations and Experiences. International Journal of Designs for Learning, 11(1), 75-84.

Abstract: This case study describes a small-scale Lightboard pilot and a full-scale Lightboard build with accompanying studio at a small, private liberal arts college in the southern United States. This article will provide an overview of the Lightboard landscape in higher education, offer considerations for the construction of a Lightboard, and share the authors’ experiences and outcomes. In writing this article, the authors’ goal is to present an attainable use case for the construction of a Lightboard by introducing a simplistic pilot design that was well received by faculty and administrators.

McCorkle, S. (2018, November). Six Ways to Use Video to Promote Learning and Engagement. The Teaching Professor.

Abstract: Whether you teach online or face-to-face, video is a great way to welcome students to your course, set the tone for the week ahead, and summarize major points at the end of the week in the form of a wrap-up. While regular weekly video presence provides an opportunity for you to connect with students outside of the classroom, the notion of producing weekly introductions, weekly wrap-ups, a course introduction video, and instructional content videos can at first seem overwhelming and time consuming. But once you understand the differences in video types and purposes, you will see that videos can be added to courses without significant extra time and effort.

McCorkle, S. (2010). The Preservice Teacher’s Web 2.0 Tool Kit. The Ohio Journal of Teacher Education, 23(2), 25-28.

Abstract: Today the Internet hosts an abundance of technology services that were once limited to costly software packages that offered no collaboration and very little interactivity. The emergence of Web2.0, a play on software version numbers indicating revisions and improvements, now allows those with limited technical ability to combine videos, photos, and audio in ways that were unimaginable a decade ago. And even with what appears to be limitless possibilities in digital expression and information sharing, the most exciting news is in the price tag: nearly all of these sites and services are free or relatively inexpensive.



Baby Steps and Little Flips: Flip your lessons, not your classrooms
Summer Technology Teacher Institute. Athens, Ohio, July 30, 2018.

Introduction to VoiceThread for K-12 Teachers & Teacher Candidates
Summer Technology Teacher Institute. Athens, Ohio, July 30, 2018.

Grab Your Pushpins: Easy interactive map making for student projects or faculty presentations
App State Free Learning Conference 2017. Boone, North Carolina, July 31, 2017.


Overcoming Faculty Barriers to New Active Learning Classrooms (ALCs)
McCorkle, Sarah. 38th Annual Original Lilly Conference on College Teaching, Oxford, Ohio, November 15-18, 2018.

The Lightboard: A faculty introduction to the development of supplemental learning media
McCorkle, Sarah and Whitener, Paul. 9th Annual Conference on Higher Education Pedagogy, Blacksburg, Virginia, February 15-17, 2017.

Redesigning Spanish Theater for Millennials: An Engaging Classroom Experience
Sanhueza, Teresa and McCorkle, Sarah. Lilly National Conference 2017: Evidence-Based Teaching and Learning. Asheville, North Carolina, August 7-9, 2017.

Sakai: Using Lessons in your Flipped Classroom as a weekly landing pad for student success
Open Apereo 2016. New York, NY, May 24-25, 2016.
Case appears in Bowen, J.A. & Watson, E. (2017). Teaching Naked Techniques: A Practical Guide to Designing Better Classes. Hoboken, NJ: Wiley.

Selecting and Supporting Appropriate Technologies. eTech Ohio Educational Technology Conference 2012. Columbus, Ohio, February 13-15, 2012.

What you Should be Using: A Look at Innovative, Collaborative, and Interactive Web 2.0 Tools. Session presented at the following conferences:
Innovate! 2010. Columbus, Ohio, May 19-21, 2010.
Ohio Free Tech 2010. Columbus, Ohio, February 25, 2010.
eTech Ohio Educational Technology Conference 2010, Columbus, Ohio. February 1-3, 2010.

Creative Ways to Provide Training and Support. ANGEL User Conference 2008. Cincinnati, Ohio, May 19-21, 2008.