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• Facilitated and Self-Paced Design Strategies for Online Professional Learner Engagement

  Peterson, K. & Malyn-Smith, J. (2017). Facilitated and Self-Paced Design Strategies for Online Professional Learner Engagement. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 442-448). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE).

• eLearning Programme Design: Customised for user-centered participation

  McKay, E. & Izard, J. (2015). eLearning Programme Design: Customised for user-centered participation. In Proceedings of Global Learn Berlin 2015: Global Conference on Learning and Technology (pp. 644-649). Berlin, Germany: Association for the Advancement of Computing in Education (AACE).

• Achieving Complex Learning Outcomes Through Adoption of a Pedagogical Perspective: A Model for Computer Technology Delivered Instruction

  Bellard, B. (2017). Achieving Complex Learning Outcomes Through Adoption of a Pedagogical Perspective: A Model for Computer Technology Delivered Instruction. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 695-708). Washington, DC: Association for the Advancement of Computing in Education (AACE).

• Revitalizing the Spirit of Management Training

  Fairholm, M. (2016). Revitalizing the Spirit of Management Training. International Journal of Technology and Educational Marketing, 6(1), 1-18. IGI Global.

• Low/No-Cost Technologies to Support Differentiated Instruction for the Whole Class

  Lawrence-Brown, D. (2012). Low/No-Cost Technologies to Support Differentiated Instruction for the Whole Class. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4002-4010). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).

• diffMOOC: Differentiated Learning Paths Through the Use of Differentiated Instruction within MOOC

  Tahiri, J., Bennani, S. & Khalidi Idrissi, M. (2017). diffMOOC: Differentiated Learning Paths Through the Use of Differentiated Instruction within MOOC. International Journal of Emerging Technologies in Learning (iJET), 12(3), 197-218. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Integrating Technology through Universally Designed Professional Learning

  Rowland, A., Smith, S. & Basham, J. (2013). Integrating Technology through Universally Designed Professional Learning. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3354-3357). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).

• Using Technology in Multi-Tiered Interventions to Differentiate Instruction

  Bicard, S., Casey, L.B., Nichols, K., Plank, E. & Finley, S. (2009). Using Technology in Multi-Tiered Interventions to Differentiate Instruction. Journal on School Educational Technology, 4(4), 1-6.

• Avatars Talking:The Use of Virtual Worlds within Communication Courses

  Sarachan, J., Burk, N., Day, K. & Trevett-Smith, M. (2013). Avatars Talking:The Use of Virtual Worlds within Communication Courses. Journal of Interactive Learning Research, 24(1), 75-91. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Using Developmental Research To Design, Develop, and Evaluate an Urban Education Portal

  Sherry, L., Conceição, S. & Gibson, D. (1997). Using Developmental Research To Design, Develop, and Evaluate an Urban Education Portal. Journal of Interactive Learning Research. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

• SEARCH ENGINE TECHNOLOGY: Catalyst for the Knowledge Revolution in Business Education

  Hall, Jr., O. (1997). SEARCH ENGINE TECHNOLOGY: Catalyst for the Knowledge Revolution in Business Education. Journal of Interactive Learning Research. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

• Collaborative Innovation as a Process for Cognitive Development

  Bhattacharya, M. & Chatterjee, R. (2000). Collaborative Innovation as a Process for Cognitive Development. Journal of Interactive Learning Research, 11(3), 295-312. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

• Using Developmental Research to Design, Develop, and Evaluate an Urban Education Portal

  Conceição, S., Sherry, L. & Gibson, D. (2004). Using Developmental Research to Design, Develop, and Evaluate an Urban Education Portal. Journal of Interactive Learning Research, 15(3), 271-286. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

• Search Engine Technology Impetus for the Knowledge Revolution in Business Education

  Hall, Jr., O.P. (2004). Search Engine Technology Impetus for the Knowledge Revolution in Business Education. Journal of Interactive Learning Research, 15(2), 135-146. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

• Supporting “Word-of-Mouth” Social Networks Through Collaborative Information Filtering

  Recker, M.M. & Walker, A. (2003). Supporting “Word-of-Mouth” Social Networks Through Collaborative Information Filtering. Journal of Interactive Learning Research, 14(1), 79-98. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

• Developmental Process Model for the Java Intelligent Tutoring System

  Sykes, E. (2007). Developmental Process Model for the Java Intelligent Tutoring System. Journal of Interactive Learning Research, 18(3), 399-410. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Modeling Tracks for the Model Driven Re-engineering of a TEL System

  Choquet, C. & Iksal, S. (2007). Modeling Tracks for the Model Driven Re-engineering of a TEL System. Journal of Interactive Learning Research, 18(2), 161-184. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness

  Foster, A. (2008). Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness. Journal of Interactive Learning Research, 19(4), 597-614. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Reflection amplifiers in online courses: a classification framework

  Verpoorten, D., Westera, W. & Specht, M. (2011). Reflection amplifiers in online courses: a classification framework. Journal of Interactive Learning Research, 22(2), 167-190. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Analytic Hierarchy Process for Personalising Environmental Information

  Kabassi, K. (2014). Analytic Hierarchy Process for Personalising Environmental Information. Journal of Interactive Learning Research, 25(2), 187-208. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).