Patricia L. Hardré is a Professor Emeritus in the Instructional Psychology and Technology program at the University of Oklahoma. She earned her Ph.D. in Instructional Systems from Florida State University in 1982. Dr. Hardré has authored two books and numerous journal articles, technical reports, and chapters on computer-based instruction and instructional design. She has held various leadership positions in the Association for Educational Communications and Technology, including serving as president of the Research and Theory Division and as a member of the board of directors of that division as well as the Division of Instructional Development (now "Design and Development"). Dr. Hardré has also served as co-chair of the Professors of Instructional Design and Technology conference and as president of the Instructional Technology Special Interest Group of the American Educational Research Association. Her primary areas of interest are instructional design, particularly the design of organizational strategies, the design of print-based instruction, instructional feedback, and program evaluation. She has received several research awards, including the Henry Daniel Rinsland Memorial Award for a distinguished record of research (University of Oklahoma), the Stanley A. Brzezinski Award for an outstanding career record of rural education research (National Rural Education Association), and the Best Research Paper Award in Engineering Design Education (American Society of Mechanical Engineers).

Most Cited Works:

• Smith, Patricia & Dillon, Connie. (1999). Lead article: Comparing distance learning and classroom learning: Conceptual considerations. American Journal of Distance Education. 13. 6-23. 10.1080/08923649909527020. 

• Smith, Patricia & Dillon, Connie. (1999). Authors' response: Toward a systems theory of distance education: a reaction. American Journal of Distance Education. 13. 32-36. 10.1080/08923649909527022. 

• Smith, Patricia L. & Ellwood F. Oakley, I. I. I. (1997). Gender-related differences in ethical and social values of business students: Implications for management. Journal of Business Ethics 16 (1):37-45.

• Smith, Patricia L. & Ragan, Tillman J. (2004). Instructional Design. Wiley.

• Hardré, Patricia & Nanny, Mark & Morales, Shaida & Kenton, Regina & Lewis, Laura & Guo, Shichen & Peng, Qianuyun & Xu, Hui. (2019). Rural Teachers Learning Bioanalytical Engineering. International Journal of Designs for Learning. 11. 31-40. 10.14434/ijdl.v11i1.22862. 

• Hardré, P. L., Ling, C., Shehab, R.L., Nanny, M., Nollert, M., Refai, H., Ramseyer, C., Herron, J. & Wollega, E.D. (2018). Teachers Learning to Prepare Future Engineers: A Systemic Analysis through Five Components of Development and Transfer. Teacher Education Quarterly, Spring 2018, 61-88. 

• Hardré, P. L. & Pan, R. (2017). Their Best and Worst of Graduate School: Graduate Students’ Most Significant Positive and Negative Graduate College Experiences. Journal of Faculty Development, 31(2), 5-19.

• Hardré, P.L., Nihira, M.L., & LeClaire, E.L. (2017). Developing Expertise in Gynecologic Surgery: Reflective Perspectives of Medical Faculty Experts on Learning Environments and Processes. Psychology Research and Behavior Management, 2017:10, 17-30.

• Madden, J. S. & Hardré, P. L. (2016). Meeting the Needs of TAs in Online Professional Development. Journal of Education and Training, 3(2), 64-89. 

• Hardré, P. L. (2011). Motivating Math Learning for Rural Students: Teacher and Student Perspectives. Math Education Research Journal, 23, 213-233.

Social Media

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