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• Investigating Science Interest in a Game-Based Learning Project

  Annetta, L., Vallett, D., Fusarelli, B., Lamb, R., Cheng, M.T., Holmes, S., Folta, E. & Thurmond, B. (2014). Investigating Science Interest in a Game-Based Learning Project. Journal of Computers in Mathematics and Science Teaching, 33(4), 381-407. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Good Online Conversation: Building on Research To Inform Practice

  Sherry, L., Billig, S.H. & Tavalin, F. (2000). Good Online Conversation: Building on Research To Inform Practice. Journal of Interactive Learning Research, 11(1), 85-127. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

• Student Participation and Interaction On-Line: A Case Study of Two College Classes—Freshman Writing and a Plant Science Lab

  Ruberg, L., Taylor, D. & Moore, D. (1996). Student Participation and Interaction On-Line: A Case Study of Two College Classes—Freshman Writing and a Plant Science Lab. International Journal of Educational Telecommunications, 2(1), 69-92. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

• Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning Environments

  Johnson, S.D., Aragon, S.R. & Shaik, N. (2000). Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning Environments. Journal of Interactive Learning Research, 11(1), 29-49. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

• Online Project-Based Learning: How Collaborative Strategies and Problem Solving Processes Impact Performance

  Thomas, W.R. & MacGregor, S.K. (2005). Online Project-Based Learning: How Collaborative Strategies and Problem Solving Processes Impact Performance. Journal of Interactive Learning Research, 16(1), 83-107. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

• Cooperative learning in graduate student projects: Comparing synchronous versus asynchronous collaboration

  Strang, K. (2013). Cooperative learning in graduate student projects: Comparing synchronous versus asynchronous collaboration. Journal of Interactive Learning Research, 24(4), 447-464. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Indicators of Support in Online Interaction

  Fahy, P. (2003). Indicators of Support in Online Interaction. The International Review of Research in Open and Distributed Learning, 4(1),. Athabasca University Press.

• Addressing diverse learner preferences and intelligences with emerging technologies: Matching models to online opportunities

  Zhang, K. & Bonk, C.J. (2009). Addressing diverse learner preferences and intelligences with emerging technologies: Matching models to online opportunities. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 34(2),. Canadian Network for Innovation in Education.

• Perceptions of Roles and Responsibilities in Online Learning: A Case Study

  Craig, A., Goold, A., Coldwell, J. & Mustard, J. (2008). Perceptions of Roles and Responsibilities in Online Learning: A Case Study. Interdisciplinary Journal of E-Learning and Learning Objects, 4(1), 205-223. Informing Science Institute.

• Perceptions of Social Loafing in Online Learning Groups: A study of Public University and U.S. Naval War College students

  Piezon, S. & Ferree, W. (2008). Perceptions of Social Loafing in Online Learning Groups: A study of Public University and U.S. Naval War College students. The International Review of Research in Open and Distributed Learning, 9(2),. Athabasca University Press.

• A Framework for Developing and Implementing An Online Learning Community

  Khoo, E. & Cowie, B. (2011). A Framework for Developing and Implementing An Online Learning Community. Journal of Open, Flexible, and Distance Learning, 15(1), 47-59. Distance Education Association of New Zealand.

• Comprehensive framework for evaluating e-learning systems: using BSC framework

  Momeni, M., Jamporazmey, M., Mehrafrouz, M. & Bahadori, F. (2013). Comprehensive framework for evaluating e-learning systems: using BSC framework. International Journal on E-Learning, 12(1), 81-98. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Social Processes and Pedagogy in Online Learning

  Hewson, L. & Hughes, C. (2005). Social Processes and Pedagogy in Online Learning. AACE Review (formerly AACE Journal), 13(2), 99-125. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

• A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan

  Bae Kwon, J., DeBruler, K. & Kennedy, K. (2019). A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan. Journal of Online Learning Research, 5(2), 199-225. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Creating participatory online learning environments: A social learning approach revisited

  Conley, Q., Lutz, H.S. & Padgitt, A.J. (2017). Creating participatory online learning environments: A social learning approach revisited. Journal of Interactive Learning Research, 28(1), 5-27. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Blending online asynchronous and synchronous learning

  Yamagata-Lynch, L. (2014). Blending online asynchronous and synchronous learning. The International Review of Research in Open and Distributed Learning, 15(2),. Athabasca University Press.

• Searching for effective peer assessment models for improving online learning in HE – Do-It-Yourself (DIY) case

  Leppisaari, I., Peltoniemi, J., Hohenthal, T. & Im, Y. (2018). Searching for effective peer assessment models for improving online learning in HE – Do-It-Yourself (DIY) case. Journal of Interactive Learning Research, 29(4), 507-528. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program

  Ellis, J., Polizzi, S.J., Roehrig, G. & Rushton, G. (2017). Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program. Journal of Technology and Teacher Education, 25(3), 245-272. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Pupil Science Learning in Resource-Based e-Learning Environments

  So, W.m.W. & Ching, N.y.F. (2011). Pupil Science Learning in Resource-Based e-Learning Environments. Journal of Computers in Mathematics and Science Teaching, 30(2), 203-223. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Reflections on e-learning from a communication perspective.

  Mersham, G. (2009). Reflections on e-learning from a communication perspective. Journal of Open, Flexible, and Distance Learning, 13(1), 51-70. Distance Education Association of New Zealand.