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• Synchronous Communication and Higher-Order Thinking in a Tertiary Course in Occupational Therapy

  Penman, M. & Lai, K.W. (2003). Synchronous Communication and Higher-Order Thinking in a Tertiary Course in Occupational Therapy. Journal of Interactive Learning Research, 14(4), 387-404. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

• Student perceptions of the web-based homework program WeBWorK in moderate enrollment college algebra classes

  Hauk, S. & Segalla, A. (2005). Student perceptions of the web-based homework program WeBWorK in moderate enrollment college algebra classes. Journal of Computers in Mathematics and Science Teaching, 24(3), 229-253. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

• Toward a Learner-Oriented Community College Online Course Dropout Framework

  Liu, S., Gomez, J., Khan, B. & Yen, C.J. (2007). Toward a Learner-Oriented Community College Online Course Dropout Framework. International Journal on E-Learning, 6(4), 519-542. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Technologically-Based Mentoring Provided to Teachers: A Synthesis of the Literature

  Gentry, L.B., Denton, C.A. & Kurz, T. (2008). Technologically-Based Mentoring Provided to Teachers: A Synthesis of the Literature. Journal of Technology and Teacher Education, 16(3), 339-373. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• An Analysis of Electronic Media to Prepare Children for Safe and Ethical Practices in Digital Environments

  Berson, I., Berson, M., Desai, S., Falls, D. & Fenaughty, J. (2008). An Analysis of Electronic Media to Prepare Children for Safe and Ethical Practices in Digital Environments. Contemporary Issues in Technology and Teacher Education, 8(3), 222-243. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Standards for Educational, Edutainment, and Developmentally Beneficial Computer Games

  Peterson, R., Verenikina, I. & Herrington, J. (2008). Standards for Educational, Edutainment, and Developmentally Beneficial Computer Games. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1307-1316). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).

• The Impact of Self-Efficacy and Peer Support on Student Participation with Interactive White Boards in the Middle School Math Class

  Olsen, A., LeMire, S. & Baker, M. (2011). The Impact of Self-Efficacy and Peer Support on Student Participation with Interactive White Boards in the Middle School Math Class. Journal of Computers in Mathematics and Science Teaching, 30(2), 163-178. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• What is the impact of students’ ability to choose across and within course modality (OL or FTF) on course completions?

  DeCosta, J. (2013). What is the impact of students’ ability to choose across and within course modality (OL or FTF) on course completions?. International Journal on E-Learning, 12(1), 45-67. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Technology and writing environment

  Parvini sani, H. & Parvini Sani, G. (2011). Technology and writing environment. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1169-1178). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).

• University Students Face-up to their Informal Learning Practices and Cognitive Learning Strategies with Facebook

  Vivian, R. (2011). University Students Face-up to their Informal Learning Practices and Cognitive Learning Strategies with Facebook. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1234-1243). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).

• Experience, Adoption, and Technology: Exploring the Phenomenological Experiences of Faculty Involved in Online Teaching at One School of Public Health

  Kidd, T., Davis, T. & Larke, P. (2016). Experience, Adoption, and Technology: Exploring the Phenomenological Experiences of Faculty Involved in Online Teaching at One School of Public Health. International Journal on E-Learning, 15(1), 71-99. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Cognitive and Social Factors Affecting the Use of Wikipedia and Information Seeking

  Chung, S. & Chung, S. (2012). Cognitive and Social Factors Affecting the Use of Wikipedia and Information Seeking. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 38(3),. Canadian Network for Innovation in Education.

• Causal competencies and learning styles: A framework for adaptive instruction

  Kumar, V., Graf, S. & -, K. (2011). Causal competencies and learning styles: A framework for adaptive instruction. Journal of e-Learning and Knowledge Society, 7(3), 13-32. Italian e-Learning Association.

• Adding Some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online

  Bonk, C.J. & Khoo, E. (2014). Adding Some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online. OpenWorldBooks.com and Amazon CreateSpace.

• A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework

  Zaka, P. (2013). A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework. Journal of Open, Flexible, and Distance Learning, 17(1), 24-40. Distance Education Association of New Zealand.

• Bricks or clicks? Predicting student intentions in a blended learning buffet

  Hood, M. (2013). Bricks or clicks? Predicting student intentions in a blended learning buffet. Australasian Journal of Educational Technology, 29(6),. Australasian Society for Computers in Learning in Tertiary Education.

• A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT

  Koh, J. (2013). A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6),. Australasian Society for Computers in Learning in Tertiary Education.

• Credit Recovery in a Virtual School: Affordances of Online Learning for the At-Risk Student

  Oliver, K. & Kellogg, S. (2015). Credit Recovery in a Virtual School: Affordances of Online Learning for the At-Risk Student. Journal of Online Learning Research, 1(2), 191-218. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• University of Toronto instructors’ experiences with developing MOOCs

  Najafi, H., Rolheiser, C., Harrison, L. & Hklev, S. (2015). University of Toronto instructors’ experiences with developing MOOCs. The International Review of Research in Open and Distributed Learning, 16(3),. Athabasca University Press.

• Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis

  Shea, P., Hayes, S., Uzuner Smith, S., Vickers, J., Bidjerano, T., Gozza-Cohen, M., Jian, S.B., Pickett, A., Wilde, J. & Tseng, C.H. (2013). Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis. The International Review of Research in Open and Distributed Learning, 14(3), 427-461. Athabasca University Press.