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• Collaborative Technologies, Higher Order Thinking and Self-Sufficient Learning: A Case Study of Adult Learners

  Johnson, C.S. (2017). Collaborative Technologies, Higher Order Thinking and Self-Sufficient Learning: A Case Study of Adult Learners. Research in Learning Technology, 25(1),.

• MOOCs as Change Agents to Boost Innovation in Higher Education Learning Arenas

  Ossiannilsson, E., Altinay, F. & Altinay, Z. (2016). MOOCs as Change Agents to Boost Innovation in Higher Education Learning Arenas. Education Sciences, 6(1),.

• Students' and Teachers' Perceptions of after School Online Course

  Yalavaç, G. & Samur, Y. (2016). Students' and Teachers' Perceptions of after School Online Course. European Journal of Contemporary Education, 15(1), 147-162.

• Evaluation of Hybrid Learning in a Construction Engineering Context: A Mixed-Method Approach

  Karabulut-Ilgu, A. & Jahren, C. (2016). Evaluation of Hybrid Learning in a Construction Engineering Context: A Mixed-Method Approach. Advances in Engineering Education, 5(3),.

• Rare and contemporary dance as cultural mediators within a b-learning mode: the fuzzy logic perspective

  Dias, S., Hadjileontiadou, S., Diniz, J., Hadjidimitriou, S., Charisis, V. & Hadjileontiadis, L. (2018). Rare and contemporary dance as cultural mediators within a b-learning mode: the fuzzy logic perspective. Italian Journal of Educational Technology, 26(2), 38-53. Ortona, Italy: Edizioni Menabò - Menabò srl.

• Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning

  McGuinness, C. & Fulton, C. (2019). Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning. Journal of Information Technology Education: Innovations in Practice, 18(1), 1-28. Informing Science Institute.

• Using Personal Learning Environment (PLE) Management to Support Digital Lifelong Learning

  Yen, C.J., Tu, C.H., Sujo-Montes, L., Harati, H. & Rodas, C. (2019). Using Personal Learning Environment (PLE) Management to Support Digital Lifelong Learning. International Journal of Online Pedagogy and Course Design, 9(3), 13-31. IGI Global.

• Understanding Language MOOC Learners: The Issue of Capability Development

  Agonács, N. & Matos, J. (2019). Understanding Language MOOC Learners: The Issue of Capability Development. International Journal of Emerging Technologies in Learning (iJET), 14(11), 123-137. Kassel, Germany: International Journal of Emerging Technology in Learning.

• A Four-in-one Teaching Model for Fundamental Nursing Based on UCD Theory

  Li, P. & Li, C. (2020). A Four-in-one Teaching Model for Fundamental Nursing Based on UCD Theory. International Journal of Emerging Technologies in Learning (iJET), 15(15), 188-201. Kassel, Germany: International Journal of Emerging Technology in Learning.

• The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

  Zarouk, M., Olivera, E., Peres, P. & Khaldi, M. (2020). The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education. International Journal of Emerging Technologies in Learning (iJET), 15(17), 127-147. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Developing an Opinion: How to get students thinking in a Large Lab Computer Science Ethics Course

  Odom-Bartel, R. (2016). Developing an Opinion: How to get students thinking in a Large Lab Computer Science Ethics Course. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2237-2241). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• Evaluation of Online Log Variables that Estimate Learners’ Time Management in a Korean Online Learning Context

  Jo, I.H., Park, Y., Yoon, M. & Sung, H. (2016). Evaluation of Online Log Variables that Estimate Learners’ Time Management in a Korean Online Learning Context. The International Review of Research in Open and Distributed Learning, 17(1),. Athabasca University Press.

• Designing and Implementing a Blended Professional Development Project - Lessons Learned

  Zhang, M., Li, X. & Ford, A. (2016). Designing and Implementing a Blended Professional Development Project - Lessons Learned. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 803-811). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).

• Emerging Technologies for Face-to-face and online teachers: Use of Tablets

  Roy, M., Giraldo-Garcia, R., Mathew, A.S., Matias, U. & Bommisetty, I. (2016). Emerging Technologies for Face-to-face and online teachers: Use of Tablets. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1814-1819). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).

• Increasing Access to Higher Education Through Open and Distance Learning: Empirical Findings From Mzuzu University, Malawi

  Chawinga, W. & Zozie, P. (2016). Increasing Access to Higher Education Through Open and Distance Learning: Empirical Findings From Mzuzu University, Malawi. The International Review of Research in Open and Distributed Learning, 17(4),. Athabasca University Press.

• Professional development across the islands of the South Pacific: A perspective of a blended learning facilitator

  Hoffmann-Dumieński, K. (2016). Professional development across the islands of the South Pacific: A perspective of a blended learning facilitator. Journal of Open, Flexible, and Distance Learning, 20(2), 66-78. Distance Education Association of New Zealand.

• Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities

  McGreal, R. (2017). Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities. The International Review of Research in Open and Distributed Learning, 18(7),. Athabasca University Press.

• The Design and Development of the Virtual Training Modules for Peer Mentoring to Broaden Women’s and Minorities’ STEM Participation

  Wendt, J., Rockinson-Szapkiw, A., Huderson, B. & Conway, A. (2018). The Design and Development of the Virtual Training Modules for Peer Mentoring to Broaden Women’s and Minorities’ STEM Participation. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 588-593). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace

  Lin, X.F., Liang, J.C., Tsai, C.C. & Hu, Q. (2018). The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace. Australasian Journal of Educational Technology, 34(1),. Australasian Society for Computers in Learning in Tertiary Education.

• Blended Learning in Adult Education - Adult Learners Online (ALO) project. The quality and design of online and blended learning: research results and instruments in an online competence centre.

  Bruggeman, B. & Pynoo, B. (2018). Blended Learning in Adult Education - Adult Learners Online (ALO) project. The quality and design of online and blended learning: research results and instruments in an online competence centre. 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. 1833-1835). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).