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• Capella University: Innovation Driven by an Outcomes-Based Institution

  Pearce, K.D. & Offerman, M.J. (2010). Capella University: Innovation Driven by an Outcomes-Based Institution. Continuing Higher Education Review, 74, 161-168.

• Towards a generalised conceptual framework for learning: the Learning Environment, Learning Processes and Learning Outcomes (LEPO) framework

  Phillips, R., McNaught, C. & Kennedy, G. (2010). Towards a generalised conceptual framework for learning: the Learning Environment, Learning Processes and Learning Outcomes (LEPO) framework. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2495-2504). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).

• Asynchronous Learning Networks and Student Outcomes: The Utility of Online Learning Components in Hybrid Courses

  DeNeui, D.L. & Dodge, T.L. (2006). Asynchronous Learning Networks and Student Outcomes: The Utility of Online Learning Components in Hybrid Courses. Journal of Instructional Psychology, 33(4), 256-259.

• Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University

  Kintu, M.J. & Zhu, C. Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University. Electronic Journal of e-Learning, 14(3), 181-195.

• Closing the Gap: Impact of Student Proactivity and Learning Goal Orientation on E-Learning Outcomes

  Kickul, G. & Kickul, J. (2006). Closing the Gap: Impact of Student Proactivity and Learning Goal Orientation on E-Learning Outcomes. International Journal on E-Learning, 5(3), 361-372. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Student performance in e-learning courses: The impact of course duration on learning outcomes

  Daig, B. Student performance in e-learning courses: The impact of course duration on learning outcomes. Ph.D. thesis, Touro University International.

• The Effects of Writing Reflection Journal on Student's Motivation and Learning Outcomes in Blended Learning

  Chang, E., Kwon, S. & Yoon, J. (2007). The Effects of Writing Reflection Journal on Student's Motivation and Learning Outcomes in Blended Learning. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 706-710). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE).

• Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning Environments

  Johnson, S.D., Aragon, S.R. & Shaik, N. (2000). Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning Environments. Journal of Interactive Learning Research, 11(1), 29-49. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

• Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning

  Wang, C.H., Shannon, D.M. & Ross, M.E. (2013). Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning. Distance Education, 34(3), 302-323.

• Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning

  Lee, S.J., Srinivasan, S., Trail, T., Lewis, D. & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. Internet and Higher Education, 14(3), 158-163. Elsevier Ltd.

• Hybrid learning environments in higher education can transformational learning outcomes be achieved?

  Henry, R. Hybrid learning environments in higher education can transformational learning outcomes be achieved?. Ph.D. thesis, Trevecca Nazarene University.

• Teacher–student interactions and learning outcomes in a distance learning environment

  Offir, B., Barth, I., Lev, Y. & Shteinbok, A. (2003). Teacher–student interactions and learning outcomes in a distance learning environment. Internet and Higher Education, 6(1), 65-75. Elsevier Ltd.

• Factors of Learner-Instructor Interaction Which Predict Perceived Learning Outcomes in Online Learning Environment

  Kang, M. & Im, T. (2013). Factors of Learner-Instructor Interaction Which Predict Perceived Learning Outcomes in Online Learning Environment. Journal of Computer Assisted Learning, 29(3), 292-301.

• Strategy Orientations, Learner Activity, and Learning Outcomes: Implications for Instructional Support of Learning

  McKeague, C.A. & Di Vesta, F.J. (1996). Strategy Orientations, Learner Activity, and Learning Outcomes: Implications for Instructional Support of Learning. Educational Technology Research and Development, 44(2), 29-42.

• A conceptualization of intended learning outcomes supporting self-regulated learners in indicating learning paths

  Tangworakitthaworn, P., Gilbert, L. & Wills, G.B. (2015). A conceptualization of intended learning outcomes supporting self-regulated learners in indicating learning paths. Journal of Computer Assisted Learning, 31(5), 393-404. Wiley.

• Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment

  Lim, D.H. & Morris, M.L. (2009). Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment. Journal of Educational Technology & Society, 12(4), 282-293.

• Factors of learner–instructor interaction which predict perceived learning outcomes in online learning environment

  Kang, M. & Im, T. (2013). Factors of learner–instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301. Wiley.

• A Blended Learning Solution and the Impacts on Attendance and Learning Outcomes

  Hakala, I. & Myllymäki, M. (2011). A Blended Learning Solution and the Impacts on Attendance and Learning Outcomes. International Journal of Emerging Technologies in Learning (iJET), 6(2011),. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Computer-supported team-based learning: The impact of motivation, enjoyment and team contributions on learning outcomes

  Gomez, E.A., Wu, D. & Passerini, K. (2010). Computer-supported team-based learning: The impact of motivation, enjoyment and team contributions on learning outcomes. Computers & Education, 55(1), 378-390. Elsevier Ltd.

• The Relationship of Kolb Learning Styles, Online Learning Behaviors and Learning Outcomes

  Lu, H., Jia, L., Gong, S.h. & Clark, B. (2007). The Relationship of Kolb Learning Styles, Online Learning Behaviors and Learning Outcomes. Journal of Educational Technology & Society, 10(4), 187-196.