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• Paired Peer Feedback: A Way to Support Academic Writing in Online Graduate Courses

  Sharp, L. & Scott, L. (2018). Paired Peer Feedback: A Way to Support Academic Writing in Online Graduate Courses. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 896-904). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Building Teacher Capacity for Blended Learning Environments

  Engelhart, M. (2018). Building Teacher Capacity for Blended Learning Environments. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1039-1044). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Student Actions and Community in Online Courses: The Roles Played By Course Length and Facilitation Method

  Demmans Epp, C., Phirangee, K. & Hewitt, J. (2017). Student Actions and Community in Online Courses: The Roles Played By Course Length and Facilitation Method. Online Learning Journal, 21(4),.

• A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

  Smith, S., Hayes, S. & Shea, P. (2017). A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online Learning Journal, 21(1),.

• Conceptual Considerations in Moving from Face-to-Face to Online Teaching

  Gloria, A.M. & Uttal, L. (2020). Conceptual Considerations in Moving from Face-to-Face to Online Teaching. International Journal on E-Learning, 19(2), 139-159. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Online Learning in Higher Education: Comparing Teacher and Learner Perspectives

  Kilgour, P. & Northcote, M. (2018). Online Learning in Higher Education: Comparing Teacher and Learner Perspectives. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 2089-2099). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).

• A Professional Development Process Model for Online and Blended Learning: Introducing Digital Capital

  Philipsen, B. (2019). A Professional Development Process Model for Online and Blended Learning: Introducing Digital Capital. Contemporary Issues in Technology and Teacher Education, 19(4), 850-867. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Emerging Student Learning Networks: Self-Directed Learning in an Eighth-Grade Life Science Classroom

  Ardito, G. (2018). Emerging Student Learning Networks: Self-Directed Learning in an Eighth-Grade Life Science Classroom. Issues and Trends in Educational Technology, 6(2),. University of Arizona Libraries.

• Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education

  Taylor, M., Atas, S. & Ghani, S. (2017). Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education. International Journal of Mobile and Blended Learning, 9(1), 1-15. IGI Global.

• Looking Back and Looking Forward: A Glimpse of Blended Learning in Higher Education From 2007-2017

  Taylor, M., Vaughan, N., Ghani, S., Atas, S. & Fairbrother, M. (2018). Looking Back and Looking Forward: A Glimpse of Blended Learning in Higher Education From 2007-2017. International Journal of Adult Vocational Education and Technology, 9(1), 1-14. IGI Global.

• Andragogical Teaching Methods to Enhance Non-Traditional Student Classroom Engagement

  Allen, P., Withey, P., Lawton, D. & Aquino, C.T. (2016). Andragogical Teaching Methods to Enhance Non-Traditional Student Classroom Engagement. Journal of Educational Technology, 13(2), 47-59.

• Theories and Frameworks for Online Education: Seeking an Integrated Model

  Picciano, A.G. (2017). Theories and Frameworks for Online Education: Seeking an Integrated Model. Online Learning, 21(3), 166-190.

• Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

  Gurley, L.E. (2018). Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments. Online Learning, 22(2), 197-220.

• Adapting a Residential Course to Web-Based Blended Learning

  Ozmen, B., Tepe, T. & Tuzun, H. (2018). Adapting a Residential Course to Web-Based Blended Learning. Eurasian Journal of Educational Research, 75(1), 115-136.

• Empowering Students to Actively Learn Systems Analysis and Design: The Success of an Entrepreneurial-Inspired Project in a Hybrid Learning Environment

  Wong, W.c. (2017). Empowering Students to Actively Learn Systems Analysis and Design: The Success of an Entrepreneurial-Inspired Project in a Hybrid Learning Environment. Information Systems Education Journal, 15(5), 68-83.

• Investigating the Drivers of Student Interaction and Engagement in Online Courses: A Study of State-of-the-Art

  Purarjomandlangrudi, A., Chen, D. & Nguyen, A. (2016). Investigating the Drivers of Student Interaction and Engagement in Online Courses: A Study of State-of-the-Art. Informatics in Education, 15(2), 269-286.

• An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs

  Carter, L.M., Beattie, B., Caswell, W., Fitzgerald, S. & Nowrouzi, B. (2016). An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs. Canadian Journal of University Continuing Education, 41(1),.

• Alternate Dimensions of Cognitive Presence for Blended Learning in Higher Education

  Atas, S., Ghani, S. & Taylor, M. (2019). Alternate Dimensions of Cognitive Presence for Blended Learning in Higher Education. International Journal of Mobile and Blended Learning, 11(2), 1-18. IGI Global.

• Designing for Inclusivity in Teacher Education

  Gurjar, N. (2020). Designing for Inclusivity in Teacher Education. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 264-267). Online: Association for the Advancement of Computing in Education (AACE).

• Expertise, Complexity, and Self-Regulated Engagement: Lessons from Teacher Reflection in a Blended Learning Environment

  Stevens, M. (2020). Expertise, Complexity, and Self-Regulated Engagement: Lessons from Teacher Reflection in a Blended Learning Environment. Journal of Online Learning Research, 6(3), 177-200. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).