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• Teacher Indicators for Technology Enhanced Teaching and Learning: Expanding Outcomes from EDUSummIT 2015

  Christensen, R., Niederhauser, D. & Knezek, G. (2016). Teacher Indicators for Technology Enhanced Teaching and Learning: Expanding Outcomes from EDUSummIT 2015. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1028-1035). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• The Positive Impacts of Social Network Sites (SNSs) on Students’ Learning (Comparing Between Facebook and Edmodo)

  Alshehri, B. (2016). The Positive Impacts of Social Network Sites (SNSs) on Students’ Learning (Comparing Between Facebook and Edmodo). In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1775-1781). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• Distributed Learning: A Flexible Learning and Development Model

  Victor, S. & Hart, S. (2016). Distributed Learning: A Flexible Learning and Development Model. In Proceedings of E-Learn: World Conference on E-Learning (pp. 281-290). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).

• A Design-Based Research Capturing Science Teachers' Practices of Information and Communication Technologies (ICTs) Integration Using the New Literacy Framework

  Wang, S.K. & Hsu, H.Y. (2017). A Design-Based Research Capturing Science Teachers' Practices of Information and Communication Technologies (ICTs) Integration Using the New Literacy Framework. Journal of Computers in Mathematics and Science Teaching, 36(4), 387-396. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Analysis of Social Media Influencers and Trends on Online and Mobile Learning

  Shen, C.w., Kuo, C.J. & Minh Ly, P. (2017). Analysis of Social Media Influencers and Trends on Online and Mobile Learning. The International Review of Research in Open and Distributed Learning, 18(1),. Athabasca University Press.

• Social Media in Teacher Professional Development: A Literature Review

  Greenhow, C., Campbell, D., Galvin, S. & Askari, E. (2018). Social Media in Teacher Professional Development: A Literature Review. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2256-2264). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Learning and engagement in a gamified course: Investigating the effects of student characteristics

  Davis, K., Sridharan, H., Koepke, L., Singh, S. & Boiko, R. (2018). Learning and engagement in a gamified course: Investigating the effects of student characteristics. Journal of Computer Assisted Learning, 34(5), 492-503. Wiley.

• Using Quia as an Online Classroom for Teaching and Learning Fashion Design

  Alsuwaida, N. (2018). Using Quia as an Online Classroom for Teaching and Learning Fashion Design. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 670-684). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Teaching Internet-of-Things Using E-Learning Laboratory

  Abuzneid, A., Muralidhar, A.M., Shah, S. & Baashirah, R. (2018). Teaching Internet-of-Things Using E-Learning Laboratory. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 834-841). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• The 5 Discourses of Design in e-Learning

  Mishra, P., Scragg, B. & Warr, M. (2018). The 5 Discourses of Design in e-Learning. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1362-1365). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Online Learning at the K-12 Level: An Examination of Teacher Technology Use by Subject Area and Grade Level

  Sorensen, C. (2016). Online Learning at the K-12 Level: An Examination of Teacher Technology Use by Subject Area and Grade Level. International Journal of Online Pedagogy and Course Design, 6(2), 15-28. IGI Global.

• From Website to Moodle in a Blended Learning Context

  Buus, L. (2016). From Website to Moodle in a Blended Learning Context. International Journal of Web-Based Learning and Teaching Technologies, 11(1), 51-64. IGI Global.

• Use of Social Media for Teaching Online Courses and Enhancing Business Communication Skills at the University Level: Can This Really Be Done?

  Haylett, C. (2016). Use of Social Media for Teaching Online Courses and Enhancing Business Communication Skills at the University Level: Can This Really Be Done?. International Journal of Online Pedagogy and Course Design, 6(4), 71-85. IGI Global.

• Social Networking Sites: College Students' Patterns of Use and Concerns for Privacy and Trust by Gender, Ethnicity, and Employment Status

  Kyei-Blankson, L., Iyer, K. & Subramanian, L. (2016). Social Networking Sites: College Students' Patterns of Use and Concerns for Privacy and Trust by Gender, Ethnicity, and Employment Status. International Journal of Information and Communication Technology Education, 12(4), 62-75. IGI Global.

• The Robot Take-Over: Reflections on the Meaning of Automated Education

  Coelho, H. (2018). The Robot Take-Over: Reflections on the Meaning of Automated Education. Education Policy Analysis Archives, 26(115),.

• Exploring the Behavioural Patterns of Knowledge Dimensions and Cognitive Processes in Peer-Moderated Asynchronous Online Discussions

  Ghadirian, H., Salehi, K. & Ayub, A.F.M. (2018). Exploring the Behavioural Patterns of Knowledge Dimensions and Cognitive Processes in Peer-Moderated Asynchronous Online Discussions. International Journal of E-Learning & Distance Education, 33(1),.

• Tracing the Knowledge Building Process through Discussions Mediated by a CSCL Environment: A Case Study

  Adanir, G.A. (2017). Tracing the Knowledge Building Process through Discussions Mediated by a CSCL Environment: A Case Study. Turkish Online Journal of Educational Technology - TOJET, 16(3), 154-161.

• Open Classes to Local Communities: A Reflection Analysis of a School Environmental Project

  Kalathaki, M. (2017). Open Classes to Local Communities: A Reflection Analysis of a School Environmental Project. Science Education International, 28(2), 104-110.

• Examining Learners' Interaction in an Open Online Course through the Community of Inquiry Framework

  Saadatmand, M., Uhlin, L., Hedberg, M., Åbjörnsson, L. & Kvarnström, M. (2017). Examining Learners' Interaction in an Open Online Course through the Community of Inquiry Framework. European Journal of Open, Distance and E-Learning, 20(1), 61-79.

• Emerging State Policy in Online Special Education

  Basham, J.D., Carter, R.A., Rice, M.F. & Ortiz, K. (2016). Emerging State Policy in Online Special Education. Journal of Special Education Leadership, 29(2), 70-78.