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• Initial Development of a Learners’ Ratified Acceptance of Multibiometrics Intentions Model (RAMIM)

  Levy, Y. & Ramim, M. (2009). Initial Development of a Learners’ Ratified Acceptance of Multibiometrics Intentions Model (RAMIM). Interdisciplinary Journal of E-Learning and Learning Objects, 5(1), 379-397. Informing Science Institute.

• A Case Study of Scholars’ Open and Sharing Practices

  Veletsianos, G. (2015). A Case Study of Scholars’ Open and Sharing Practices. Open Praxis, 7(3), 199-209. International Council for Open and Distance Education.

• Coursera’s introductory human physiology course: Factors that characterize successful completion of a MOOC

  Engle, D., Mankoff, C. & Carbrey, J. (2015). Coursera’s introductory human physiology course: Factors that characterize successful completion of a MOOC. The International Review of Research in Open and Distributed Learning, 16(2),. Athabasca University Press.

• A Blended Learning Approach to the Teaching of Professional Practice in Architecture

  Lane, M., Osborne, L. & Crowther, P. (2015). A Blended Learning Approach to the Teaching of Professional Practice in Architecture. Education Sciences, 5(2), 166-178.

• Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia

  Vázquez-Cano, E., Martín-Monje, E. & Castrillo de Larreta-Azelain, M.D. (2016). Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia. Digital Education Review, 29(1), 62-85.

• Space Science Activities to Enhance Middle School Students’ Interest in STEM: Follow-up Assessment of Disposition Retention

  Knezek, G.A. & Christensen, R. (2019). Space Science Activities to Enhance Middle School Students’ Interest in STEM: Follow-up Assessment of Disposition Retention. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 971-980). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).

• The Use of Virtual Reality in Geo-Education

  Shakirova, N., Said, N. & Konyushenko, S. (2020). The Use of Virtual Reality in Geo-Education. International Journal of Emerging Technologies in Learning (iJET), 15(20), 59-70. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Education in Motion: From iPod to iPhone

  Schmitt, C., Rodriguez, J. & Clothey, R. (2009). Education in Motion: From iPod to iPhone. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4308-4313). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).

• Design and Communication Patterns Observed in an eLearning Design Team: A Case-Study

  Rapanta, C., Schadewitz, N. & Holden, G. (2010). Design and Communication Patterns Observed in an eLearning Design Team: A Case-Study. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 356-365). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).

• New teaching models for the medical school of medicine: comparison between oral an online classes. The experience of the Genoa school of medicine

  Frascio, M., Gervasoni, M., Lazzara, F., Mandolfino, F., Noceti, M., Sguanci, M. & Vercelli, G. (2009). New teaching models for the medical school of medicine: comparison between oral an online classes. The experience of the Genoa school of medicine. Journal of e-Learning and Knowledge Society, 5(3), 43-48. Italian e-Learning Association.

• Learning to be a science teacher: Reflections and lessons from video-based instruction

  Tan, A.L., Tan, S.C., Wettasinghe, M. & Wettasinghe, M. (2011). Learning to be a science teacher: Reflections and lessons from video-based instruction. Australasian Journal of Educational Technology, 27(3),. Australasian Society for Computers in Learning in Tertiary Education.

• TPACK Development in a Three-year Online Masters Program: How Do Teacher Perceptions Align with Classroom Practice?

  Staus, N., Gillow-Wiles, H. & Niess, M. (2014). TPACK Development in a Three-year Online Masters Program: How Do Teacher Perceptions Align with Classroom Practice?. Journal of Technology and Teacher Education, 22(3), 333-360. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Long-term Impact of On-demand PD on Student Performance: A Longitudinal Multi-State Study

  Glassett, K. & Shaha, S. (2014). Long-term Impact of On-demand PD on Student Performance: A Longitudinal Multi-State Study. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 668-671). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).

• Application of Panoramic Image Technology in Distance Teaching System

  He, Y. (2015). Application of Panoramic Image Technology in Distance Teaching System. International Journal of Emerging Technologies in Learning (iJET), 10(6), 27-31. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Analysis of Video-Based Training Approaches and Professional Development

  Leblanc, S. (2018). Analysis of Video-Based Training Approaches and Professional Development. Contemporary Issues in Technology and Teacher Education, 18(1), 125-148. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Seeing Is Believing: Peer Video Coaching as Professional Development Done With Me and for Me

  Cassada, K. & Kassner, L. (2018). Seeing Is Believing: Peer Video Coaching as Professional Development Done With Me and for Me. Contemporary Issues in Technology and Teacher Education, 18(2), 416-441. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates

  Gil-Jaurena, I., Callejo-Gallego, J. & Agudo, Y. (2017). Evaluation of the UNED MOOCs Implementation: Demographics, Learners' Opinions and Completion Rates. The International Review of Research in Open and Distributed Learning, 18(7),. Athabasca University Press.

• The Future of Online Learning: Virtual Reality

  Bishop, G. (2018). The Future of Online Learning: Virtual Reality. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 812-815). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Leveraging the Affordances of Mobile Learning for Vocabulary Gains

  Bowles, M. (2017). Leveraging the Affordances of Mobile Learning for Vocabulary Gains. Presented at International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2017.

• Utilizing Virtual Tours to Effectively Onboard Online Faculty

  Torres, K. & Overholt, C. (2020). Utilizing Virtual Tours to Effectively Onboard Online Faculty. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 496-501). Online: Association for the Advancement of Computing in Education (AACE).