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Lecturer

Krystle Phirangee

PhD
(She/Her)
Department of Curriculum, Teaching & Learning
Curriculum and Pedagogy
Contact info

Biography

Dr. Krystle Phirangee is an accomplished scholar and practitioner in digital learning, with extensive experience in higher education and learning and development. She holds a Ph.D. in Educational Technology and specializes in the application of inclusive pedagogy in online and blended learning environments. As a senior educational developer and leader in assessment and digital learning, she has driven key initiatives in equity-based course design, teaching with technology, and the integration of generative AI in education. Her research explores the critical role of fostering a sense of community/belonging in online and blended learning to create more equitable and meaningful educational experiences.

Academic Positions

  • Lecturer
    University of Toronto / Ontario Institute for Studies in Education (OISE), Curriculum, Teaching & Learning (CTL), Toronto, Ontario, Canada, Jan 2021 - Present
  • Senior Educational Developer – Lead, Assessment & Digital Learning
    University of Toronto-Scarborough, Centre for Teaching and Learning, Toronto, Ontario, Canada, Apr 2023 - Present
  • Educational Developer – Assessment & Online Learning
    University of Toronto-Scarborough, Centre for Teaching and Learning, Toronto, Ontario, Canada, Oct 2020 - Apr 2023
  • Senior Researcher, Online Learning (PeppeR)
    University of Toronto / Ontario Institute for Studies in Education (OISE), CTL, Toronto, Ontario, Canada, Apr 2016 - Jul 2020
  • Research Fellow (PeppeR & TheNOWPlay Project)
    University of Toronto / Ontario Institute for Studies in Education (OISE), CTL, Toronto, Ontario, Canada, Sep 2013 - Apr 2016
  • Research Fellow (PeppeR)
    University of Toronto / Ontario Institute for Studies in Education (OISE), CTL, Toronto, Ontario, Canada, Sep 2012 - Apr 2013

Scholarly & Creative Works

  • Decolonizing digital learning: equity through intentional course design [Special issue]link is external
    2024, Distance Education , 45(3), 357–364
    Phirangee, K., & Foster, L. (Eds.)
  • Enhancing learners’ sense of belonging in online threaded discussionslink is external
    2024, Distance Education, 1–21
    Phirangee, K., & Hewitt, J.
  • ZOOMing into a Community: Exploring Various Teaching Practices to Help Foster Sense of Community and Engagement in Emergency Remote Teaching.
    2021, Journal of Teaching and Learning with Technology
    Bakir, N. & Phirangee, K.
  • Learning management system and course influences on student actions and learning experiences.
    2020, Education Tech Research Dev
    Demmans Epp, C., Phirangee, K., Hewitt, J., & Perfetti, C.A.
  • “Think twice: exploring the effect of reflective practices with peer review on reflective writing and writing quality in computer-science education,”
    2019, Reflective Practice
    Demmans Epp, C., Akcayir, G., & Phirangee, K.
  • “Exploring mobile tool integration: Design activities carefully or students may not learn,”
    2019, Contemporary Educational Psychology
    Demmans Epp, C., & Phirangee, K.
  • “Student Perspectives on the Role of the Instructor in Face-to-Face and Online Learning,”
    2018, International Journal of Information and Education Technology
    Després-Bedward, A., Avery, T.L., & Phirangee, K.
  • Talk with Me: Student Pronoun Use as an Indicator of Discourse Health
    2017, Journal Learning Analytics
    Demmans Epp, C., Phirangee, K., & Hewitt, J.
  • Student Actions and Community in Online Courses: The Roles Played By Course Length and Facilitation Method.
    2017, Online Learning
    Demmans Epp, C., Phirangee, K., & Hewitt, J.
  • Resourceful instructors and students: Overcoming barriers to integrating mobile toolslink is external
    2017, IAmLearning: Mobilizing and Supporting Educator Practice
    Demmans Epp, C., Phirangee, K., Després–Bedward, A., & Wang, L.
  • Othering in Online Learning: An Examination of Social Presence, Identity, and Sense of Community
    2017, Distance Education
    Phirangee, K. & Malec, A.
  • Students’ Perceptions of Learner-Learner Interactions that Weaken a Sense of Community in an Online Learning Environment
    2016, Online Learning Journal
    Phirangee, K.
  • Exploring the Relationships Between Facilitation Methods, Students’ Sense of Community and Their Online Behaviours
    2016, Online Learning Journal
    Phirangee, K., Demmans Epp, C., & Hewitt, J.
  • Loving this dialogue!!!!: Expressing emotion through the strategic manipulation of limited non-verbal cues in online learning environments.
    2016, Emotions, technology, and learning (S. Y. Tettegah & M. P. McCreery Eds.)
    Phirangee, K., & Hewitt, J.
  • Polysynchronous: Dialogic construction of time in online learning.
    2013, Journal of E-Learning and Digital Media
    Oztok, M., Wilton, L., Lee, K., Zingaro, D., MacKinnon, K., Makos, A., Phirangee, K., Brett, C., & Hewitt, J.
  • Beyond the Elementary Classroom Walls: Exploring the Ways Participation within Web 2.0 Spaces are Reshaping Pedagogy
    2013, Journal of Educational Multimedia and Hypermedia
    Phirangee, K.
  • Log On: Exploring Web 2.0 Technologies in the Elementary Classroom.
    Society for Information Technology and Teacher Education Refereed Conference Proceedings.
    Phirangee, K.

Research Interests

Krystle's research focuses on 

  • Inclusive pedagogy 
  • Online/Digital learning
  • Sense of community
  • Social-emotional behaviour in an online learning environment 
  • Student-student interactions in an online learning environment 

Teaching Interests

Current courses being taught:

  • CTL1617 Social Media and Education
  • CTL1608 Constructive Learning and Design of Online Environments

Stay Connected with the Department of CTL

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