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• Choice, Quality, and Role: Preservice Teachers’ Perceptions and Learning Experiences in a Hybrid and an Online Version of a Reading Methods Course

  Xu, S. (2018). Choice, Quality, and Role: Preservice Teachers’ Perceptions and Learning Experiences in a Hybrid and an Online Version of a Reading Methods Course. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1309-1314). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Identifying Key Stakeholders in Blended Tertiary Environments: Experts' Perspectives

  Tuapawa, K. (2017). Identifying Key Stakeholders in Blended Tertiary Environments: Experts' Perspectives. International Journal of Information and Communication Technology Education, 13(4), 40-52. IGI Global.

• Applying the Polysynchronous Learning to Foster the Student-centered Learning in the Higher Education Context: A Blended Course Design

  Ouyang, F. (2016). Applying the Polysynchronous Learning to Foster the Student-centered Learning in the Higher Education Context: A Blended Course Design. International Journal of Online Pedagogy and Course Design, 6(3), 52-68. IGI Global.

• Expanding Learning Opportunities for Graduate Students with HyFlex Course Design

  Abdelmalak, M. & Parra, J. (2016). Expanding Learning Opportunities for Graduate Students with HyFlex Course Design. International Journal of Online Pedagogy and Course Design, 6(4), 19-37. IGI Global.

• A Generalizable Framework for Multi-Scale Auditing of Digital Learning Provision in Higher Education

  Ross, S.R.P.J., Volz, V., Lancaster, M.K. & Divan, A. (2018). A Generalizable Framework for Multi-Scale Auditing of Digital Learning Provision in Higher Education. Online Learning, 22(2), 249-270.

• Validation of a Conceptual Quality Framework for Online and Blended Learning with Success Factors and Indicators in Adult Education: A Qualitative Study

  Blieck, Y., Ooghe, I., Zhu, C., Depryck, K., Struyven, K., Pynoo, B. & Van Laer, H. (2017). Validation of a Conceptual Quality Framework for Online and Blended Learning with Success Factors and Indicators in Adult Education: A Qualitative Study. Turkish Online Journal of Educational Technology - TOJET, 16(3), 162-182.

• Curriculum Evaluation in Online Education: The Case of Teacher Candidates Preparing Online for Public Personnel Selection Examination

  Karacaoglu, Ö.C. (2018). Curriculum Evaluation in Online Education: The Case of Teacher Candidates Preparing Online for Public Personnel Selection Examination. International Journal of Higher Education, 7(2), 107-120.

• The Impact of Mobile Learning on ESP Learners' Performance

  Alkhezzi, F. & Al-Dousari, W. (2016). The Impact of Mobile Learning on ESP Learners' Performance. Journal of Educators Online, 13(2), 73-101.

• How can we design online courses that are effective for student learning? (Roundtable)

  Davis, A.M. (2019). How can we design online courses that are effective for student learning? (Roundtable). In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 420-430). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Training of Adult Trainers: Implementation and Evaluation of a Higher Education Program in Greece

  Mavropoulos, A., Sipitanou, A. & Pampouri, A. (2019). Training of Adult Trainers: Implementation and Evaluation of a Higher Education Program in Greece. The International Review of Research in Open and Distributed Learning, 20(1),. Athabasca University Press.

• Construction and Application of Internal Medicine Teaching Interactive Course Based on 5-Star Instructional Model

  Fang, Q. (2019). Construction and Application of Internal Medicine Teaching Interactive Course Based on 5-Star Instructional Model. International Journal of Emerging Technologies in Learning (iJET), 14(3), 122-138. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Building Teaching–Learning Capacities of Online Nurse Educators: Using TPACK to Frame Pedagogical Processes and Identify Required Supports

  Kraglund-Gauthier, W. & Moseley, J. (2019). Building Teaching–Learning Capacities of Online Nurse Educators: Using TPACK to Frame Pedagogical Processes and Identify Required Supports. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 45(1),. Canadian Network for Innovation in Education.

• Reflections on a Blended-Learning Intervention with Adult Education Professionals: Mind the Gaps!

  Biel, C. & Koschorreck, J. (2019). Reflections on a Blended-Learning Intervention with Adult Education Professionals: Mind the Gaps!. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1645-1652). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).

• A Synchronous Pedagogy to Improve Online Student Success

  Hogan, R. & Devi, M. (2019). A Synchronous Pedagogy to Improve Online Student Success. International Journal of Online Pedagogy and Course Design, 9(3), 61-77. IGI Global.

• Factors Influencing Students’ Online Learning Readiness in a Middle Eastern Higher Education Institution: Implications for Online Course Design

  Zgheib, G., AlDaia, R., Serhan, M. & Melki, A. (2019). Factors Influencing Students’ Online Learning Readiness in a Middle Eastern Higher Education Institution: Implications for Online Course Design. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1186-1198). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).

• Factors Influencing Students’ Online Learning Readiness in a Middle Eastern Higher Education Institution: Implications for Online Course Design

  Zgheib, G., AlDaia, R., Serhan, M. & Melki, A. (2020). Factors Influencing Students’ Online Learning Readiness in a Middle Eastern Higher Education Institution: Implications for Online Course Design. International Journal on E-Learning, 19(3), 287-308. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Exploring Bourdieu’s Field Theory in Terms of K12 Online Learning: A Review of Literature

  Jackson, B. & Jones, W.M. (2020). Exploring Bourdieu’s Field Theory in Terms of K12 Online Learning: A Review of Literature. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 701-708). Online: Association for the Advancement of Computing in Education (AACE).

• Analysis on WeChat-Based Blended Learning in Network Marketing Course

  Zhang, L., Wu, Y., Qian, X., Lv, P. & Zhou, X. (2019). Analysis on WeChat-Based Blended Learning in Network Marketing Course. International Journal of Emerging Technologies in Learning (iJET), 14(17), 86-101. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Enhancing knowledge and practice: Research competences of a distance learning coordinator

  Class, B. (2020). Enhancing knowledge and practice: Research competences of a distance learning coordinator. In Proceedings of EdMedia + Innovate Learning (pp. 1198-1212). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE).

• Development of a Maturity Model for Blended Education: A Delphi Study

  Goeman, K., Dijkstra, W., Poelmans, S., Vemuri, P. & Van Valkenburg, W. (2021). Development of a Maturity Model for Blended Education: A Delphi Study. International Journal on E-Learning, 20(3), 229-258. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).