Role

Ryan supports research activities and initiatives with the Research, Evaluation, and Innovation team at The Centre. His role requires comprehensive knowledge and skills in educational research and statistical methods, with a particular emphasis on the evaluation and application of educational research findings.

Some of Ryan’s current projects include the development of an instrument to assess online teaching readiness, evaluating classroom needs across campus including classroom response systems, as well as research on faculty motivation and burnout, faculty evaluation, and student motivation and persistence.

Ryan is also involved in the development and delivery of workshops focused on online teaching, specifically in terms of motivating and engaging online students.

Biography

Ryan obtained his Master of Arts in Human Development and Educational Psychology from the University of South Dakota with his thesis “The Effects of Self-regulation and Self-efficacy on Academic Outcome”, followed by his Ph.D. with his dissertation “The Interaction Between Student Motivation and the Instructional Environment on Academic Outcome: A Hierarchical Linear Model.”

While at the University of South Dakota, Ryan worked at the Center for Teaching and Learning as an Educational Technology Integrationist where he provided faculty and staff with pedagogical and technological support.

Ryan has a passion for teaching and educational research. Ryan’s primary area of research is to further understand the interaction between student and instructor, specifically in terms of motivation (i.e., self-efficacy, self-regulation) and teaching strategies (i.e., student-centered, active learning), in an effort to ensure that instructors are creating significant learning experiences that allow students to reach their full academic potential.

Education

B.A. (Honours), M.A., PhD

Publications

Peer-reviewed Journals

Peer-reviewed Publications

Los, R., & Schweinle, A. (2019). The interaction between student motivation and the instructional environment on academic outcome: a hierarchical linear model. Social Psychology of Education, 22(2), 471-500. https://doi.org/10.1007/s11218-019-09487-5

Stoesz, B. M., & Los, R. (2019). Evaluation of a Tutorial Designed to Promote Academic Integrity. Canadian Perspectives on Academic Integrity, 2(1), 3-26. https://doi.org/10.11575/cpai.v2i1.61826

Conference Presentations

Los, R. (2018). Promoting Student Responsibility for Learning through Mastery Goal Emphasized Teaching. Association for Psychological Science (APS) 2018 Conference. San Francisco, CA, USA.

Los, R. (2017). Manitoba’s Flexible Learning HUB: A Journey. 27th International Council for Open and Distance Education (ICDE) World Conference on Online Learning. Toronto, ON, Canada.

Los, R. (2017). Motivation and Specificity: A Lesson Learned from Self-efficacy. American Psychological Association (APA) 2017 Conference. Washington, DC, USA.

Torchia, M., Chelle, T., Los, R., & Lacroix, K. (2017). Manitoba’s Flexible Learning HUB. Manitoba Association for Distributed Learning and Training (MADLaT) Conference. Winnipeg, MB, Canada.

Los, R. (2017). Promoting Academic Integrity and Responding to Misconduct in Online Teaching. Academic Integrity Inter-Institutional Meeting (AIIIM) 2017. Winnipeg, MB, Canada

Los, R. (2016). Symposium: What Explains Academic Success? Examining Success from Unique Motivational Perspectives: Student Definitions of Success. American Psychological Association (APA) 2016 Conference. Denver, CO, USA.

Los, R. (2016). Cutting-Edge Research from Emerging Psychological Scientists: Predicting Academic Outcome via Multiple Motivational Structures and Student Learning Environment. American Psychological Association (APA) 2016 Conference. Denver, CO, USA.

Jackson, A., Los, R., Kelley, B., & Jerke, D. (2016). Developers’ Response to the Redefined ADA: Leading from the Middle. Professional and Organizational Development (POD) 2016 Conference. Louisville, KY, USA.

Los, R. (2016). Predicting Academic Outcome via Multiple Motivational Structures and Student Instructional Environment. IdeaFest 2016 Conference. Vermillion, SD, USA.

Dykstra, E., Los, R., & Schweinle, A. (2015). Creating the Student’s Definition of Success Scale. American Psychological Association (APA) 2015 Conference. Toronto, ON, Canada.

Los, R. & Dykstra, E. (2015). Defining the interaction of student’s personal traits and the learning environment to predict academic achievement: An examination of international and domestic students’ motivational patterns. IdeaFest 2015 Conference. Vermillion, SD, USA.

Los, R. & Schweinle, A. (2014). The Effects of Self-Regulation and Self-Efficacy on Academic Outcome. Association for Psychological Science (APS) 2014 Conference. San Francisco, CA, USA.

Los, R., Schweinle, A., & Anis, M. (2014). College Student’s Recollection of and Motivation to Engage in Challenging Activities. American Psychological Association (APA) 2014 Conference. Washington, DC, USA.

Schweinle, A., Los, R., & Anis, M. (2013). Predicting College Students’ Interest in Repeating Challenging Course Activities. American Psychological Association (APA) 2013 Conference. Honolulu, HI, USA.

Los, R. (2010). Learning Approaches and Memory in Academia. Canadian Psychological Association (CPA) 2010 Conference. Winnipeg, MB, Canada.