Tags

• The Relationship Between Learning Styles and Student Learning in Online Courses

  Featro, S. (2011). The Relationship Between Learning Styles and Student Learning in Online Courses. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 266-273). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).

• Student Expectations of a Web-Based Collaborative Learning Environment

  Sae-Chin, J. & Resta, P. (2003). Student Expectations of a Web-Based Collaborative Learning Environment. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1760-1763). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE).

• Student Participation Patterns in Online Discussion: Incorporating Constructivist Discussion into Online Courses

  Kim, H.K. & Bateman, B. (2010). Student Participation Patterns in Online Discussion: Incorporating Constructivist Discussion into Online Courses. International Journal on E-Learning, 9(1), 79-98. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Faculty Actions that Result in Student Satisfaction in Online Courses

  Jackson, L.C., Jones, S.J. & Rodriguez, R.C. (2010). Faculty Actions that Result in Student Satisfaction in Online Courses. Journal of Asynchronous Learning Networks, 14(4), 78-96.

• Student Satisfaction with Blended and Online Courses Based on Personality Type / Niveau de satisfaction des étudiants dans les cours hybrides et en ligne basé sur le type de personnalité

  Bolliger, D. & Erichsen, E. (2013). Student Satisfaction with Blended and Online Courses Based on Personality Type / Niveau de satisfaction des étudiants dans les cours hybrides et en ligne basé sur le type de personnalité. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 39(1),. Canadian Network for Innovation in Education.

• Student Information-Age Mindset: A Key to Success in Distance Learning Courses

  Madrigal, O. & Schreiber, D. (2011). Student Information-Age Mindset: A Key to Success in Distance Learning Courses. International Journal on E-Learning, 10(3), 277-310. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

  Barnard, L., Paton, V. & Lan, W. (2008). Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement. The International Review of Research in Open and Distributed Learning, 9(2),. Athabasca University Press.

• Findings of Aspects Affecting Students’ Perceptions Regarding Instructional Quality of Online Courses: An Empirical Study

  Song, H. & Kidd, T. (2005). Findings of Aspects Affecting Students’ Perceptions Regarding Instructional Quality of Online Courses: An Empirical Study. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2402-2407). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).

• Investigation of Students’ Perceptions of Online Course Quality

  Yang, Y. & Durrington, V. (2010). Investigation of Students’ Perceptions of Online Course Quality. International Journal on E-Learning, 9(3), 341-361. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Methods for Evaluating Online, Resource-Based Learning Environments for Teachers

  Greenhow, C., Dexter, S. & Riedel, E. (2006). Methods for Evaluating Online, Resource-Based Learning Environments for Teachers. Journal of Computing in Teacher Education, 23(1), 21-28.

• Learning Together to Deliver Effective Online Learning Experiences to Pre-Service Teachers

  Higgins, H., Staal, L. & He, Y. (2011). Learning Together to Deliver Effective Online Learning Experiences to Pre-Service Teachers. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 352-357). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).

• Themes and Strategies for Transformative Online Instruction: A Review of Literature

  Mayes, R. (2011). Themes and Strategies for Transformative Online Instruction: A Review of Literature. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 2121-2130). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).

• Virtual Voices: Online Teachers' Perceptions of Online Teaching Standards

  Smith, R.D. (2009). Virtual Voices: Online Teachers' Perceptions of Online Teaching Standards. Journal of Technology and Teacher Education, 17(4), 547-571. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Frequency, Confidence, and Self-Perception: Comparing Two Modes of Preparation for Online Teaching

  Norton, P. & Hathaway, D. (2012). Frequency, Confidence, and Self-Perception: Comparing Two Modes of Preparation for Online Teaching. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2029-2036). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).

• Equipping the next Generation of Teachers: Technology Preparation and Practice

  Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Strycker, J., Abaci, S., Easterling, W., Roman, T., Shin, S. & van Leusen, P. (2010). Equipping the next Generation of Teachers: Technology Preparation and Practice. Journal of Digital Learning in Teacher Education, 27(1), 30-36.