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• Does Multimedia Theory Apply to all Students? The Impact of Multimedia Presentations on Science Learning

  Schrader, P. & Rapp, E. (2016). Does Multimedia Theory Apply to all Students? The Impact of Multimedia Presentations on Science Learning. Journal of Learning and Teaching in Digital Age, 1(1), 32-46. Mehmet Akif Ocak, PhD.

• Students as Researchers, Collaborators, & End-users: Informing Campus Design

  Huber, A., Waxman, L. & Clemons, S. (2017). Students as Researchers, Collaborators, & End-users: Informing Campus Design. International Journal of Designs for Learning, 8(2),. Assiciation for Educational Communications & Technology / Indiana University Bloomington.

• Some Factors in the Development of Self-Efficacy Beliefs for Computer Use Among Teacher Education Students

  Albion, P.R. (2001). Some Factors in the Development of Self-Efficacy Beliefs for Computer Use Among Teacher Education Students. Journal of Technology and Teacher Education, 9(3), 321-347. Norfolk, VA: Society for Information Technology & Teacher Education.

• Electronically Training Teachers at a Distance: What We’ve Learned From an Analysis of Six Different Online Pedagogical Activities

  Hew, K., Knapczyk, D. & Frey, T. (2005). Electronically Training Teachers at a Distance: What We’ve Learned From an Analysis of Six Different Online Pedagogical Activities. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 414-419). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).

• Constructing Knowledge from Dialog in an Intelligent Tutoring System: Interactive Learning, Vicarious Learning, and Pedagogical Agents

  Craig, S.D., Driscoll, D.M. & Gholson, B. (2004). Constructing Knowledge from Dialog in an Intelligent Tutoring System: Interactive Learning, Vicarious Learning, and Pedagogical Agents. Journal of Educational Multimedia and Hypermedia, 13(2), 163-183. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

• Parents as Co-Learners, Tutors & Teachers

  St. Cyr, B. & Pelton, T. (2008). Parents as Co-Learners, Tutors & Teachers. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4542-4547). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).

• Integrating a Tutoring Model into the Training of Prospective Computer Science Teachers

  Ragonis, N. & Hazzan, O. (2009). Integrating a Tutoring Model into the Training of Prospective Computer Science Teachers. Journal of Computers in Mathematics and Science Teaching, 28(3), 309-339. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Administrative Support and Supervision for Computer Teachers

  Deryakulu, D. & Olkun, S. (2008). Administrative Support and Supervision for Computer Teachers. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3407-3412). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).

• The Effects of Using On-Line Instruction on Arab Open University Students Achievement and their Attitudes Towards it

  Zeen, M. (2009). The Effects of Using On-Line Instruction on Arab Open University Students Achievement and their Attitudes Towards it. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 3286-3307). Vancouver, Canada: 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).

• Differences in Help Seeking Strategies Used By Online vs. Face-to-Face Instructed Pre-service Teachers

  Peterson, S. & Leneway, B. (2012). Differences in Help Seeking Strategies Used By Online vs. Face-to-Face Instructed Pre-service Teachers. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 760-767). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).

• Glaciers in Motion: The Expository Animation for Fundamental Glacier Science to Improve Students’ Learning

  Hsu, K.C. (2012). Glaciers in Motion: The Expository Animation for Fundamental Glacier Science to Improve Students’ Learning. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 1086-1091). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).

• Professional Development for Science Educators: Authentic Laboratory Experiences with Research Scientists

  Parisky, A. & Boulay, R. (2013). Professional Development for Science Educators: Authentic Laboratory Experiences with Research Scientists. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3341-3345). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).

• NMC Horizon Report: 2012 Higher Education Edition

  Johnson, L., Adams, S. & Cummins, M. (2012). NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium.

• Using cloud-computing applications to support collaborative scientific inquiry: Examining pre-service teachers’ perceived barriers towards integration / Utilisation d'applications infonuagiques pour appuyer la recherche scientifique collaborative

  Donna, J. & Miller, B. (2013). Using cloud-computing applications to support collaborative scientific inquiry: Examining pre-service teachers’ perceived barriers towards integration / Utilisation d'applications infonuagiques pour appuyer la recherche scientifique collaborative. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 39(3),. Canadian Network for Innovation in Education.

• Peer Communication Through Blogging

  Wall, S. & Anderson, J. (2015). Peer Communication Through Blogging. Contemporary Issues in Technology and Teacher Education, 15(4), 514-540. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Determination of New Zealand tertiary institution e-learning capability: An application of an e-learning maturity model

  Marshall, S. (2005). Determination of New Zealand tertiary institution e-learning capability: An application of an e-learning maturity model. Journal of Open, Flexible, and Distance Learning, 9(1), 58-63. Distance Education Association of New Zealand.

• Education and Information Technology Annual – 2014: A Selection of AACE Award Papers

  Bastiaens, T.J. & Marks, G. (Eds.). (2014). Education and Information Technology Annual – 2014: A Selection of AACE Award Papers. Association for the Advancement of Computing in Education (AACE).

• Building Reflective Practice Through an Online Diversity Simulation in an Undergraduate Teacher Education Program

  Manburg, J., Moore, R., Griffin, D. & Seperson, M. (2017). Building Reflective Practice Through an Online Diversity Simulation in an Undergraduate Teacher Education Program. Contemporary Issues in Technology and Teacher Education, 17(1), 128-153. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Closing the Distance: Online Learning for Rural Mathematics Teachers

  Luebeck, J., Cobbs, G. & Scott, L. (2015). Closing the Distance: Online Learning for Rural Mathematics Teachers. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 55-60). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).