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• Online Versus In-Class Courses: Learning-Style Assessment as an Advisement Tool

  Cicco, G. (2009). Online Versus In-Class Courses: Learning-Style Assessment as an Advisement Tool. International Journal on E-Learning, 8(2), 161-173. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Understanding Topical Science Issues – A Learning Design Approach

  Billany, T.J., Hartnett, M. & Bhattacharya, M. (2007). Understanding Topical Science Issues – A Learning Design Approach. Journal of Interactive Learning Research, 18(1), 85-100. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Student Use of Web-Based Tutorial Materials and Understanding of Chemistry Concepts

  Donovan, W. & Nakhleh, M. (2007). Student Use of Web-Based Tutorial Materials and Understanding of Chemistry Concepts. Journal of Computers in Mathematics and Science Teaching, 26(4), 291-327. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Using a Simulation-Based Learning Environment to Enhance Learning and Instruction in a Middle School Science Classroom

  Foti, S. & Ring, G. (2008). Using a Simulation-Based Learning Environment to Enhance Learning and Instruction in a Middle School Science Classroom. Journal of Computers in Mathematics and Science Teaching, 27(1), 103-120. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work

  An, H., Kim, S. & Kim, B. (2008). Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work. Contemporary Issues in Technology and Teacher Education, 8(1), 65-83. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Professional learning during a one-to-one laptop innovation

  Towndrow, P.A. & Wan, F. (2012). Professional learning during a one-to-one laptop innovation. Journal of Technology and Teacher Education, 20(3), 331-355. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited

  Kay, R. (2013). Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited. Journal of Interactive Learning Research, 24(1), 33-51. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Causal competencies and learning styles: A framework for adaptive instruction

  Kumar, V., Graf, S. & -, K. (2011). Causal competencies and learning styles: A framework for adaptive instruction. Journal of e-Learning and Knowledge Society, 7(3), 13-32. Italian e-Learning Association.

• Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent

  Hartnett, M., St. George, A. & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent. The International Review of Research in Open and Distributed Learning, 12(6), 20-38. Athabasca University Press.

• Teacher and Student Perspectives on Facilitating a Sense of Community Through an Online High School’s “Shepherding” Program

  Drysdale, J., Graham, C. & Borup, J. (2016). Teacher and Student Perspectives on Facilitating a Sense of Community Through an Online High School’s “Shepherding” Program. International Journal on E-Learning, 15(2), 149-177. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Integrating Worked Examples into Problem Posing in a Web-Based Learning Environment

  Hsiao, J.Y., Hung, C.L., Lan, Y.F. & Jeng, Y.C. (2013). Integrating Worked Examples into Problem Posing in a Web-Based Learning Environment. Turkish Online Journal of Educational Technology, 12(2), 166-176.

• Designing digital resources to effectively scaffold teachers’ learning

  Callahan, C. (2014). Designing digital resources to effectively scaffold teachers’ learning. Journal of Educational Multimedia and Hypermedia, 23(4), 309-334. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Interactive scenario design: The value of flowcharts and schemas in developing scenario-based lessons for online and flexible learning contexts

  Stewart, T., Brown, M. & Weatherstone, A. (2009). Interactive scenario design: The value of flowcharts and schemas in developing scenario-based lessons for online and flexible learning contexts. Journal of Open, Flexible, and Distance Learning, 13(1), 71-90. Distance Education Association of New Zealand.

• Using wikis for online group projects: Student and tutor perspectives

  Kear, K., Donelan, H. & Williams, J. (2014). Using wikis for online group projects: Student and tutor perspectives. The International Review of Research in Open and Distributed Learning, 15(4),. Athabasca University Press.

• Attitude of Teachers and Students towards formal Learning through Online Social Networks

  Akbari, E., Naderi, A., Yazdi, M.H., Simons, R.J. & Pilot, A. (2016). Attitude of Teachers and Students towards formal Learning through Online Social Networks. Journal of Interactive Learning Research, 27(2), 101-123. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Interaction Equivalency in an OER, MOOCs and Informal Learning Era

  Miyazoe, T. & Anderson, T. (2013). Interaction Equivalency in an OER, MOOCs and Informal Learning Era. Journal of Interactive Media in Education, 2013(1),.

• Using Wikis for Online Group Projects: Student and Tutor Perspectives

  Kear, K., Donelan, H. & Williams, J. (2014). Using Wikis for Online Group Projects: Student and Tutor Perspectives. The International Review of Research in Open and Distributed Learning, 15(4), 70-90. Athabasca University Press.

• Linking Emotional Intelligence to Achieve Technology Enhanced Learning in Higher Education

  Kruger, J. & Blignaut, A.S. (2013). Linking Emotional Intelligence to Achieve Technology Enhanced Learning in Higher Education. Turkish Online Journal of Distance Education, 14(4), 99-120.

• Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts

  Kizito, R. (2016). Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts. The International Review of Research in Open and Distributed Learning, 17(2),. Athabasca University Press.

• Using Serious Game to Enhance Learning and Teaching Algorithmic

  Debabi, W. & Bensebaa, T. (2016). Using Serious Game to Enhance Learning and Teaching Algorithmic. Journal of e-Learning and Knowledge Society, 12(2),. Italian e-Learning Association.