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• Understanding the Factors Limiting the Acceptability of Online Courses and Degrees

  Adams, J. (2008). Understanding the Factors Limiting the Acceptability of Online Courses and Degrees. International Journal on E-Learning, 7(4), 573-587. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• E-Learning in Undergraduate Humanities Classes: Unpacking the Variables

  Friedman, R., Elliot, N. & Haggerty, B. (2010). E-Learning in Undergraduate Humanities Classes: Unpacking the Variables. International Journal on E-Learning, 9(1), 51-77. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Pedagogical Issues in Managing Information Technology Projects Conducted by Geographically Distributed Student Teams

  Tappert, C. (2009). Pedagogical Issues in Managing Information Technology Projects Conducted by Geographically Distributed Student Teams. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 543-550). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).

• Using VoiceThread for Online Content Delivery: Effects on Classroom Community and Academic Performance

  Kidd, J. (2012). Using VoiceThread for Online Content Delivery: Effects on Classroom Community and Academic Performance. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1885-1890). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).

• Exploring the Effects of Web-Enabled Self-Regulated Learning and Online Class Frequency on Students' Computing Skills in Blended Learning Courses

  Shen, P.D. & Tsai, C.W. (2009). Exploring the Effects of Web-Enabled Self-Regulated Learning and Online Class Frequency on Students' Computing Skills in Blended Learning Courses. International Journal of Mobile and Blended Learning, 1(3), 1-16. IGI Global.

• Balancing Online and In-class Activities Using the Learning Activity Management System (LAMS)

  Lam, P., Au Yeung, M. & McNaught, C. (2007). Balancing Online and In-class Activities Using the Learning Activity Management System (LAMS). In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3603-3612). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).

• The Effect of Dynamic Web Technologies on Student Academic Achievement in Problem-Based Collaborative Learning Environment

  Korucu, A.T. & Cakir, H. (2018). The Effect of Dynamic Web Technologies on Student Academic Achievement in Problem-Based Collaborative Learning Environment. Malaysian Online Journal of Educational Technology, 6(1), 92-108.

• Ethnicity and Student Perceptions on Effectiveness, Accessibility, and Preferabilty of Online Courses.:

  Moseley, B., Pruitt, W., Ngoyi, L. & Jennings, S. (2011). Ethnicity and Student Perceptions on Effectiveness, Accessibility, and Preferabilty of Online Courses.:. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 2008-2020). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).

• Discourse of Student Asynchronous Communication in a Hybrid STEM Course

  Li, Z. (2012). Discourse of Student Asynchronous Communication in a Hybrid STEM Course. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 957-964). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).

• A Framework for Teaching English Communicative Skills in Thailand.

  Ngampornchai, A. & Akkanit, A. (2013). A Framework for Teaching English Communicative Skills in Thailand. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 858-863). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).

• Development of Student Worksheet-Based College E-Learning Through Edmodo to Maximize the Results of Learning and Motivation in Economic Mathematics Learning

  Nasrullah, A., Marlina, M. & Dwiyanti, W. (2018). Development of Student Worksheet-Based College E-Learning Through Edmodo to Maximize the Results of Learning and Motivation in Economic Mathematics Learning. International Journal of Emerging Technologies in Learning (iJET), 13(12), 211-229. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Interactive Features of Web 2.0 Technologies and their Potential Impact in Teaching-Learning Mathematics

  Hossain, M.M. & Quinn, R.J. (2012). Interactive Features of Web 2.0 Technologies and their Potential Impact in Teaching-Learning Mathematics. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 3632-3636). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).

• Best Practices in Blended Courses at a Community College

  Manning, K. & Emmons, K. (2010). Best Practices in Blended Courses at a Community College. Visions, 6(1), 10-13.

• Creating Hybrid Instruction: A Lens for Defining Exemplary Teaching in Distance Learning

  Schultz, L., Miller-Dunleavy, L. & Forte-Turner, A. (1999). Creating Hybrid Instruction: A Lens for Defining Exemplary Teaching in Distance Learning. In Proceedings of WebNet World Conference on the WWW and Internet 1999 (pp. 392-397). Honolulu, Hawaii: Association for the Advancement of Computing in Education (AACE).

• An Online Course to Help Teachers “Use Technology to Enhance Learning”: Successes and Limitations

  Marra, R.M. (2004). An Online Course to Help Teachers “Use Technology to Enhance Learning”: Successes and Limitations. Journal of Technology and Teacher Education, 12(3), 411-429. Norfolk, VA: Society for Information Technology & Teacher Education.

• Blended Learning: Impacting Student Learning and Learning Styles through Integrating Web-Enhanced Course Components

  Smart, K., Kumar, P. & Kumar, A. (2005). Blended Learning: Impacting Student Learning and Learning Styles through Integrating Web-Enhanced Course Components. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 422-435). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).

• Course Management Systems V.S. Online Instructors’ Needs

  Shen, D., Tsai, I.C. & Wu, C.H. (2005). Course Management Systems V.S. Online Instructors’ Needs. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2389-2393). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).

• Wiki-based Distance Learning: Interpreting Effectiveness Through the Community of Inquiry Framework

  Lambert, J. & Fisher, J. (2009). Wiki-based Distance Learning: Interpreting Effectiveness Through the Community of Inquiry Framework. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 429-434). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).

• When You Come to a Fork in the Road, Take It: Teaching Social Work Practice Using Blended Learning

  de Boer, C., Campbell, S., Hovey, A. & Hovey, A. (2011). When You Come to a Fork in the Road, Take It: Teaching Social Work Practice Using Blended Learning. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 37(3),. Canadian Network for Innovation in Education.

• Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course

  Çakıroğlu, Ü. (2014). Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course. The International Review of Research in Open and Distributed Learning, 15(4),. Athabasca University Press.