Angela M.

Profile: Angela M. O'Donnell


Angela M. O’Donnell, Ph.D., is a Professor at the Rutgers Graduate School of Education. O’Donnell is also the Chair of the Department of Educational Psychology and is involved in doctoral education primarily with the Ed. D. program. She teaches a combination of undergraduate and graduate courses. As a graduate student, O’Donnell first studied Special Education and then Experimental Psychology. She was drawn to Experimental Psychology because she was curious about the psychology of human learning. O’Donnell was inspired to go into education through her experiences as a primary school teacher in a very impoverished school in Dublin, Ireland. She quickly realized that her greatest resource was the students themselves. While they might not have had books and other resources, they had each other. This led her to an interest in collaborative and cooperative learning. O’Donnell believes that in her work, she sees the effective use of collaborative learning in classrooms as a strategy to reduce inequity in participation in the classroom, and to provide a more inclusive classroom.


Ph.D., Experimental  Psychology, Texas Christian University, 
M. S. Experimental Psychology, Texas Christian University
M. Ed. Special Education, Texas Christian University
B. Ed. English, Education, Carysfort College

Research Work With Students

Cooperative and collaborative learning, memory and learning strategies

Recent & Selected Publications

Peer Reviewed Journal Articles

Lee, A., O’Donnell, A. M., & Rogat, K. T. (2015). Exploration of the cognitive regulatory sub-processes employed by groups characterized by socially shared and other-regulation in a computer-supported collaborative learning context. Computers in Human Behavior, 52, 617-629.

Swan, A., & O’Donnell, A. M. (2009). The contribution of a virtual biology laboratory to college students’ learning . Innovations in Education and Teaching International, 46, 405-419.

McInerney, C. R., DiDonato, N. C., Giagnacova, R., & O’Donnell, A. M. (2008). Students’ choice of information technology majors and careers: A qualitative study. Information Technology, Learning, and Performance Journal, 24(2), 35-52.

Coté, C., & O’Donnell, A. M. (2007). Field dependence and stimulus complexity in a figure copying task. Perceptual and Motor Skills, 105, 1159-1170.

O’Donnell, A. M. (2004). A commentary on design research Educational Psychologist, 39, 255-260.

Levin, J. R., O’Donnell, A. M., & Kratochwill, T. R. 2003). A case for enhancing the credibility of educational/psychological intervention research. In W. M. Reynolds & G. E. Miller (Eds.), Comprehensive handbook of psychology, Volume 7: Educational Psychology (pp. 557-581). New York: Wiley.

O’Donnell, A. M ., Dansereau, D. F., & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14, 71-86.

Foley, K., & O’Donnell, A. M. (2002). Cooperative learning and visual organizers: Effects on learning to solve mole problems in high school chemistry. Asia Pacific Journal of Education, 22,38-50.


O’Donnell, A. M., Barnes, N. C., & Reeve, J. M. (in progress). Handbook of educational psychology, Oxford University Press.

Hmelo-Silver, C.E., Chinn, C. A., Chan, C. K. K., & O’Donnell, A. M. (2013). The international handbook of collaborative learning. New York: Routledge.

O’Donnell, A. M., Reeve, J. M., & Smith, J. K. (2007). Educational psychology: Reflection for action. Hoboken, NJ: John Wiley & Sons.

O’Donnell, A. M., Hmelo-Silver, C., & Erkens, G. (2006). Collaborative learning, reasoning, and technology. Mahwah, NJ: Lawrence Erlbaum.

O’Donnell, A. M., & King, A. (1999). Cognitive perspectives on peer learning. Mahwah, NJ. Lawrence Erlbaum.

Book Chapters

O’Donnell, A. M. (2006). The role of peers and group learning. In P. Alexander & P. Winne (Eds)., Handbook of educational psychology, 2nd Edition. Mahwah, NJ: Lawrence Erlbaum.

Etkina, E., Mestre, J, & O’Donnell, A. M. (2005). The impact of the cognitive revolution on science teaching and learning.. In J. Royer (Ed.)The cognitive revolution in educational psychology (pp. 119-164). Information Age Publishers

O’Donnell, A. M. (2005). Learning with technology. In A. M. O’Donnell, C. Hmelo-Silver, and G. Erkens (Eds.), Collaborative learning, reasoning, and technolog (pp. 1-12). Mahwah, NJ: Lawrence Erlbaum.

O’Donnell, A. M. (2005). Experimental classroom research. In G. Phye, D. Robinson, and J. R. Levin (Eds.). Experimental methods for educational intervention (pp. 213-233).. St. Louis, MO: Elsevier Press.

O’Donnell, A. M., & Derry, S. D. (2005). Cognitive processes in interdisciplinary groups: Problems and possibilities. In S. J. Derry, C. Shunn, & M.Gernsbacher (Eds.) Interdisciplinary collaboration: An emerging cognitive science (pp. 51-82 Mahwah, NJ: Lawrence Erlbaum Associates.

O’Donnell, A. M. (2005). The No Child Left Behind Act: What if it worked? In J. Carlson & J. R. Levin (Eds.), Scientifically based education research and federal funding agencies: The case of the No Child Left Behind legislation (pp. 97-102). Greenwich, CT: Information Age Publishing.

O’Donnell, A. M. (2004). Shared and unshared knowledge: The collaborative analysis of a classroom case by preservice teachers. In J. van der Linden & P. Renshaw (Eds.), Dialogic learning: Shifting perspectives to learning, instruction, and teaching (pp. 233-250).Dordrecht: Kluwer Academic Press.

Honors & Awards

Inaugral Fellow of the American Educational Research Association 2008.

Outstanding Career Contributions to Cooperative Learning, AERA, 2008.

Scholar-Teacher Award, 2007, Rutgers, The State University of New Jersey

Carnegie Academy for the Scholarship of Teaching and Learning Presidential Fellow 2006-2009.

Fellow of the American Psychological Association, January 2002

Graduate School Alumni Award for Outstanding Faculty Service, 2002

New Jersey Psychological Association Distinguished Teacher Award, 2001.

Senior Faculty Fellow, Teaching Excellence Center, New Brunswick, 1997-1998

Early Career Research Award, Division 15, American Psychological Association, 1995.

Graduate School Alumni Award for Research, 1995.

Faculty Fellow, National Institute for Science Education, University of Wisconsin at Madison, 1995.

Outstanding External Collaborator Award, Gallaudet University Council on Graduate Education, 1994.

Faculty Initiate to Mu Rho Chapter of Kappa Delta PI, 1994.

Pauline P. French Excellence in Teaching Award, GSE Alumni Association, 1994 Faculty Fellowship, New Brunswick Teaching Excellence Center, 1993-1994.

Professional Affiliations

Fellow, American Psychological Association

Fellow, American Educational Research Association

Member, European Association for Learning and Instruction

Member, International Society for Learning Sciences