Our Publications

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Academic Integrity

Trail-Constant, T. (2019). Lowering the stakes: Tips to encourage student mastery and deter cheating. FDLA Journal, 4(11). https://nsuworks.nova.edu/fdla-journal/vol4/iss1/11

Accessibility

Bastedo, K. (2012). Making Digital Materials Accessible for Individuals with Disabilities. Available online in the following venues: Today in Occupational Therapy, Today in Health Education, Today in Physical Therapy, Today in Social Work, & Today in Dieticians/Nutrition. Retrieved from http://www.todayinot.com/ce/OT41/Making-Digital-Materials-Accessible-for-Individuals-With-Disabilities/

Bastedo, K., Raible, J., & Swenson, N. (2014, August). 7 Things you should know about IT accessibility. ELI Online Publication. Retrieved from https://net.educause.edu/ir/library/pdf/EST1403.pdf

Bastedo, K., & Swenson, N. (2014, August). WCET talking points online. WCET: Talking Points: Accessibility of Online Course. Retrieved from http://wcet.wiche.edu/documents/talking-points/accessibility-online-course-materials.

Bastedo, K., & Swenson, N. (2014, August). Lessons learned: Implementing a systematic approach to online course accessibility materials. Retrieved from http://wcet.wiche.edu/sites/default/files/Lessons-Learned-Accessibility-2014.pdf

Bastedo, K. & Swenson, N. (in press – Fall, 2019). Designing Accessible Online Course Materials. In S. L. Gronseth & E. M. Dalton (Edsd.), Universal access through inclusive instructional design: International perspectives on UDL. New York: Routledge.

Bastedo, K., & Vargas, J. (2012). Universal design for learning in today’s diverse educational environments. In B. DaCosta & S. Seok (Eds.), Assistive Technology Research, Practice, and Theory (pp. 1-10). IGI Global.

Bastedo, K., & Vargas, J. (2012). Assistive technology and distance learning: Making content accessible. In B. DaCosta & S. Seok (Eds.), Assistive Technology Research, Practice, and Theory (pp. 447-466). IGI Global.

Bastedo, K. & Vargas, J. (2014). Assistive technology and distance learning: Making content accessible.  In D. Boaventura & S. Soonhwa (Eds.), Assistive Technology Research, Practice, and Theory (pp. 233-251). Hershey, PA: IGI Global.

Tinsley-Kim, K. (2018). Do UDOIT for Webcourses@UCF: Who Is using it and where? Distance Learning Journal, 15(1). Retrieved from https://www.infoagepub.com/dl-issue.html?i=p5b26fbe98c9e4

Active Learning

Turner, A., deNoyelles, A., Paradiso, J., & Stull, C. (2018). Special section: Online active learning. Faculty Focus, 17(2), 25-26. Retrieved from https://fctl.ucf.edu/wp-content/uploads/sites/5/2018/10/FF_2018_August.pdf

Blended Learning

Cavanagh, T., Thompson, K., & Futch, L. (2017). Supporting institutional hybrid implementations. New Directions for Teaching and Learning (149), 111-119.

Dziuban, C. (2015). Assessing outcomes in online and blended learning research. In. C. Dziuban, A, Picciano, C. Graham, & P. Moskal (Eds.), Conducting research in online and blended learning environments: New pedagogical frontiers (pp. 158-172). New York: Routledge.

Dziuban, C. (2015). Big data in online and blended learning research. In. C. Dziuban, A, Picciano, C. Graham, & P. Moskal (Eds), Conducting research in online and blended learning environments: New pedagogical frontiers (pp. 143-157). New York: Routledge.

Dziuban, C. D., Hartman, J. L., & Mehaffy, G.L. (2014). Blending it all together. In Picciano, A., Dziuban, C., & Graham, C. (Eds.), Blended learning: Research perspectives Vol. 2, (pp. 325-337). New York: Routledge.

Dziuban, C., Graham, C.R., Moskal, P.D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education.

Dziuban, C., & Moskal, P. (2015). What the future might hold for online and blended learning research. In. C. Dziuban, A, Picciano, C. Graham, & P. Moskal (Eds.), Conducting research in online and blended learning environments: New pedagogical frontiers (pp. 173-194). New York: Routledge.

Dziuban, C., & Picciano, A.G., (2015). The evaluation continues: Considerations for the future of research in online and blended learning. EDUCAUSE ECAR Research Bulletin, Louisville, CO: ECAR. Retrieved from https://library.educause.edu/~/media/files/library/2015/6/erb1513-pdf.pdf

Futch, L., deNoyelles, A., Thompson, K., & Howard, W. (2016). “Comfort” as a critical success factor in blended learning courses. Online Learning, 20(3), 140-158. Retrieved from http://files.eric.ed.gov/fulltext/EJ1113303.pdf

Moskal, P. (2015). Longitudinal evaluation in online and blended learning. In. C. Dziuban, A, Picciano, C. Graham, & P. Moskal (Eds), Conducting research in online and blended learning environments: New pedagogical frontiers (pp. 127-142). New York: Routledge.

Moskal, P. (2017). Evaluating the outcomes and impact of hybrid courses. In K. E. Linder, & D. L. Fontaine (Eds.), New directions for teaching and learning: Hybrid teaching and learning. San Francisco, CA: Jossey-Bass.

Moskal, P. (2017). Evaluating the outcomes and impact of hybrid courses. In K. E. Linder, & D. L. Fontaine. (Eds.), New directions for teaching and learning: Hybrid teaching and learning. San Francisco, CA: Jossey-Bass.

Moskal, P. D., & Cavanagh, T. B. (2014). Scaling blended learning evaluation beyond the university. In Picciano, A., Dziuban, C., & Graham, C. (Eds.), Blended learning: Research perspectives (Vol. 2) (pp. 34-51). New York: Routledge.

Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education, 18, 15-23.

Picciano, A., Dziuban, C., & Graham, C. (Eds.) (2014). Blended learning: Research perspectives (Vol. 2). New York: Routledge.

Twyford (Lowe), D. (2013, March). Roadmap of a blended learning model for online faculty development. Distance Education Report, 17(6), 1&7.

Wegmann, S., & Thompson, K. (2014). SCOPe-ing out interactions in blended learning environments. In A. Picciano, C. Dzuiban, & C. R. Graham (Eds.), Research perspectives in blended learning. NY: Taylor & Francis.

Conducting Research

Dziuban, C. (2015). Principles for data analysis in online and blended learning research. In. C. Dziuban, A, Picciano, C. Graham, & P. Moskal. Conducting research in online and blended learning environments: New pedagogical frontiers (pp. 70-83). New York: Routledge

Dziuban, C.D., Picciano, A.G., Graham, C.R., & Moskal, P.D. (2015). Conducting research in online and blended learning environments: New pedagogical frontiers. New York: Routledge.

Moskal, P. (2016, September 19). Dr. Patsy Moskal on research on distributed learning and teaching effectiveness [Episode 25]. Research in Action. Podcast retrieved from https://player.fm/series/research-in-action/november-2016-preview-clips

Moskal, P. (2015). Incorporating the scholarship of teaching and learning (SoTL) into instruction. In. C. Dziuban, A, Picciano, C. Graham, & P. Moskal, Conducting research in online and blended learning environments: New pedagogical frontiers (pp. 114-126). New York: Routledge.

Thompson, K. (2001). Constructivist curriculum design for professional development: A review of the literature, Australian Journal of Adult Learning, 41(1), 94-109. Retrieved from https://search.informit.com.au/documentSummary;dn=200113724;res=IELAPA.

Walker, J. D., Dziuban, C. D., & Moskal, P. D. (2012). Transforming education with research that makes a difference. In D. Oblinger (Ed.), Game changers: Education and information technologies. EDUCAUSE.

Course Design and Development

Cavanagh, T. (2020). The Importance of intentional online program design. The Evolllution. https://evolllution.com/programming/program_planning/the-importance-of-intentional-online-program-design/

Bastedo, K., & Vargas, J. (2014). Universal design for learning in today’s diverse education environments. In D. Boaventura & S. Soonhwa (Eds.), Assistive Technology Research, Practice, and Theory. Hershey, PA: IGI Global.

deNoyelles, A., Milanes, C., & Dunlap, K. (2016). Ms/Use of technology: Reflections on feminist pedagogy from the technological front line. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 16(3), 481-509. Retrieved from http://pedagogy.dukejournals.org/content/16/3/481.full.pdf+html

Major, A. E., & Calandrino, T. (2018). Beyond chunking: Micro-learning secrets for effective online design. Distance Learning Journal, 15(2).

Milanes, C., & deNoyelles, A. (2014). Designing critically: Feminist pedagogy for digital/(for) real life. Hybrid Pedagogy. Retrieved from http://www.hybridpedagogy.com/journal/designing-critically-feminist-pedagogy-digital-real-life

Raible, J., Bennett, L., & Bastedo, K. (2016). Writing measurable learning objectives to aid successful online course development. International Journal for the Scholarship of Technology Enhanced Learning, 1(1), 112-122.

Wyatt, S., Dopson, N., Keyzerman, Y., & Daugherty, J. (2014). The 5E instructional model: Developing 21st century skills through online and hybrid coursework. In A. Hirumi (Ed.), Grounded designs for online and hybrid learning: Practical guidelines and examples for educators and instructional designers (pp. 51-72). International Society for Technology in Education. https://bit.ly/34JzgN6

Discussions

Chen, B., deNoyelles, A., Patton, K., & Zydney, J. (2017). Creating a community of inquiry in large-enrollment online courses: An exploratory study on the effect of protocols within online discussion. Online Learning, 21(1), 165-188. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/816/258  

deNoyelles, A., & Reyes-Foster, B. (2015). Using word clouds to promote critical thinking and engagement. Online Learning, 19(4). Retrieved from http://olj.onlinelearningconsortium.org/index.php/olj/article/view/528

deNoyelles, A., Zydney, J., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions. MERLOT Journal of Online Learning and Teaching, 10(1), 153-165. Retrieved from http://jolt.merlot.org/vol10no1/denoyelles_0314.pdf

deNoyelles, A., Zydney, J., & Seo, K. (2015, April). Save the last word for me: Encouraging students to engage with complex readings and each other. Retrieved from http://www.facultyfocus.com/articles/online-education/save-the-last-word-for-me-encouraging-students-to-engage-with-complex-reading-and-each-other-2/

Lynch, D., Kearsley, G., and Thompson, K. (2011). Faculty use of asynchronous discussions in online learning. International Journal of Instructional Technology & Distance Learning, 8(2). Retrieved from http://www.itdl.org/Journal/Feb_11/article02.htm.

Reyes-Foster, B., & deNoyelles, A. (2016). Influence of word clouds on critical thinking in online discussions: A content analysis. Journal of Teaching and Learning with Technology, 5(1), 16-32. Retrieved from http://jotlt.indiana.edu/article/download/13805/28298

Reyes-Foster, B., & deNoyelles, A. (2018). Using the photovoice method to elicit authentic learning in online discussions. Journal of Teaching and Learning with Technology, 7(1), 125-138. Retrieved from https://doi.org/https://doi.org/10.14434//jotlt.v7n1.23596

Reyes-Foster, B., & deNoyelles, A. (2020). Using photovoice as a critical pedagogical tool in online discussions. Teaching and Learning Anthropology Journal, 3(2), 1-27. https://escholarship.org/uc/item/8t33s63b

Zydney, J., deNoyelles, A., & Seo, K. (2012). Creating a community of inquiry in online environments: The effect of protocols on interactions within asynchronous discussions. Computers & Education, 58(1), 21-29.

Zydney, J., deNoyelles, A., Chen, B., & Patton, K. (2022). Enhancing online protocols through design-based research to improve cognitive presence in a large enrollment course. Australasian Journal of Educational Technology, 38(1), 53-68. https://ajet.org.au/index.php/AJET/article/view/5994/1799 

eBooks

Chen, B., deNoyelles, A., Bauer, S., Seilhamer, R., Bennett, L., & Raible, J. (2016). 2016 UCF Mobile & eTextbook Report. Retrieved from https://ucfmobile.ucf.edu/cdl/survey/Mobile-eTextbook-2016.pdf

deNoyelles, A. (2015, September). US perceptions of the e-text landscape. University of Manchester Books Right Here Right Now blog, https://blog.brhrn.library.manchester.ac.uk/2015/09/25/us-perceptions-of-the-e-text-landscape/

deNoyelles, A. (December, 2015). US perceptions of the e-text landscape: Part 2. University of Manchester Books Right Here Right Now blog, https://blog.brhrn.library.manchester.ac.uk/2015/12/18/us-perceptions-of-the-e-text-landscape-part-2

deNoyelles, A. (May, 2016). US perceptions of the e-text landscape: Part 3. University of Manchester Books Right Here Right Now blog, https://blog.brhrn.library.manchester.ac.uk/2016/05/20/us-perceptions-of-the-e-text-landscape-part-3/

deNoyelles, A., & Chen, B. (2014). Exploring students’ eTextbook practices in higher education. Journal of Information Fluency, 3(1). Retrieved from http://if.ucf.edu/if%20journal/docs/journal%20of%20information%20fluency%20january%202014-final.pdf

deNoyelles, A., Raible, J., & Seilhamer, R. (2015, July). Exploring eTextbook practices in higher education: Two years later. EDUCAUSE Review. Retrieved from http://er.educause.edu/articles/2015/7/exploring-students-etextbook-practices-in-higher-education

deNoyelles, A., & Seilhamer, R. (2013). eTextbook access, usage, and beliefs: Implications for adoption in higher education. Journal of Applied Research in Higher Education, 5(2), 189-201.

Raible, J. (2014, September). Creating eBooks using open source tools. FDLA Journal, 1(2), 1-6.

Emerging Technologies

Hines, S., Morris, H., Higdon, J., Thompson, K., Dziuban, C., Arnold, K., and Felix, E. (2015, February 6). 7 things you should know about the 2015 ELI content anchors. EDUCAUSE Learning Initiative’s 7 Things You Should Know About… series. Retrieved from http://www.educause.edu/library/resources/7-things-you-should-know-about-2015-eli-content-anchors.

Thompson, K. and Yonekura, F. (2005). Practical guidelines for learning object granularity from one higher education setting, Interdisciplinary Journal of Knowledge and Learning Objects, 1, 163-179. Retrieved from http://ijklo.org/Volume1/v1p163-179Thompson.pdf.

Wyatt, S. (2015). Technologies for critical thinking. In M. Spector (Ed.), Encyclopedia of educational technology (Spring 2015 ed.). Sage.  http://bit.ly/2wcmKHf

Wyatt, S., & Gunter, G. (2018). Using French language Facebook posts to increase beginning students’ instrumentality and cultural interest. Instructed Second Language Acquisition, 2(1), 83-108.

Wyatt, S., & Werner, J. (2019). Using Google Earth to support active learning in an online geology course. Distance Learning, 16(1), 3-5. https://www.infoagepub.com/dl-issue.html?i=p5d65cba0e540f

Faculty Development

Cavanagh, T. (2020). From conscript to volunteer: Moving faculty online beyond COVID-19. Times Higher Education. https://www.timeshighereducation.com/features/practical-guide-digital-teaching-and-learning

Chen, B., Sugar, A., & Bauer, S. (2012, September 5). Effective faculty development through strategies for engagement and satisfaction. EDUCAUSE Review Online. Retrieved from http://er.educause.edu/articles/2012/9/effective-faculty-development-through-strategies-for-engagement-and-satisfaction

deNoyelles, A., Cobb, C., & Twyford (Lowe), D. (2012). The influence of reduced seat time on satisfaction and perception of course development goals: A case study in faculty development. Journal of Asynchronous Learning Networks, 16(2), 85-98.

deNoyelles, A., & Raider-Roth, M. (2015). Being an “agent provocateur”: Utilizing online spaces for teacher professional development in virtual simulation games. Technology, Pedagogy, and Education, 25(3), 337-353. Retrieved from http://www.tandfonline.com/doi/full/10.1080/1475939X.2015.1049652

deNoyelles, A., & Seilhamer, R. (2015). Facilitating instructor development of mobile and eTextbook technologies: A multidisciplinary focus group approach. Journal of Applied Research in Higher Education, 7(1).

Miller, R. B., Major, A. E., Bauer, S. A.; Calandrino, T., Paradiso, J. R., & Lloyd, J. (2020). Planning a virtual conference: Tips from the TOPkit team. FDLA Journal, 5(4), 1-7.
https://nsuworks.nova.edu/fdla-journal/vol5/iss1/4

Moskal, P.D., Thompson, K., & Futch, L. (2015). Enrollment, engagement, and satisfaction in the blendkit faculty development open, online course. Online Learning, 19(4). http://dx.doi.org/10.24059/olj.v19i4.555

Swenson, N., & Wyatt, S. (2018). The need for speed: An individualized fast track approach to online faculty certification. Faculty Focus. Retrieved from https://fctl.ucf.edu/wp-content/uploads/sites/5/2018/10/FF_2018_August.pdf

Swenson, N., & Wyatt, S. (2018). All roads lead to online teaching excellence: An alternative route to faculty certification for online teaching. Distance Learning, 15(2). Retrieved from http://www.infoagepub.com/dl-issue.html?i=p5b929c397afe3

Thompson, K., & Moskal, P. (2015). The evolution of the BlendKit course: Fine-tuning a professional development MOOC. Current Issues in Emerging eLearning, 2(1), 1-17.

Thompson, K., & Moskal, P.D. (2020, May 26). Simultaneously supporting faculty for remote instruction and (actual) online teaching during COVID-19. Invited post on the OLC Insights Blog.  https://onlinelearningconsortium.org/simultaneously-supporting-faculty-for-remote-instruction-and-actual-online-teaching-during-covid-19/.

Wyatt, S., Howard, W., Salter, A., & Tojo, J. (2018). TOPkit: An online faculty development resource. Distance Learning, 15(2). Retrieved from http://www.infoagepub.com/dl-issue.html?i=p5b929c397afe3

Instructional Designers

Pan, C., & Thompson, K., (2009). Exploring dynamics between instructional designers and higher education faculty: An ethnographic case study. Journal of Educational Technology Development and Exchange, 2(1), 33-52. Retrieved from https://aquila.usm.edu/cgi/viewcontent.cgi?article=1068&context=jetde.

Inquiry-Based Learning

Daniel-Gittens, K., & Calandrino, T. (2015). Enhancing inquiry-based learning (IBL) strategies online through the integration of interactive technology tools. In P. Blessinger & J. M. Carfora (Eds ), Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators. London: Emerald.

Internationalizing the Curriculum

Howard, W., & Gunter, G. (2017). Examination of an innovative solution for internationalizing the curriculum through online study abroad. Journal of Formative Design in Learning, 1–13. Retrieved from https://link.springer.com/article/10.1007/s41686-017-0002-4/fulltext.html

Howard, W., Perrotte, G., Lee, M. & Frisone, J. (2017). A formative case evaluation for the design of an online delivery model providing access to study abroad activities. Online Learning, 21(3), 115‐134. doi: 10.24059/olj.v21i3.1234

Howard, W., Ramirez, C., West, D. & Ramirez, B. (2018). Enhancing study abroad with online access: Why do it and how to get started. Journal of Health Administration Education, 381-392.

Leadership

Cavanagh, T. (2020). From pivot to pirouette: An administrative perspective on the 2020 migration to remote instruction. Journal of Faculty Development, 34(3), 47-51.

Cavanagh, T., & Dowden, L. (2019). Effectively leading innovation. K.E. Linder (Ed.), The Business of Innovating Online: Practical Tips and Advice from Industry Leaders. Sterling, VA: Stylus Publishing. (2019): 69-78.

Cavanagh, T.B., & Thompson, K. (2018). Keeping first things first: The delicate dance of leading online innovation at your institution. In A. A. Piña, V. L. Lowell, & B. R. Harris (Eds.). Leading and managing e-learning: What the e-learning leader needs to know. New York, NY: Springer. http://doi.org/10.1007/978-3-319-61780-0.

Ragan, L., Cavanagh, T., Schroeder, R., & Thompson, K. (2020). Supporting faculty success in online learning: Requirements for individual and institutional leadership. In G. Miller and K. Ives (Eds.). Leading the elearning transformation of higher education: Leadership strategies for the next generation (2nd ed.). Stylus Publishing LLC. https://www.amazon.com/Leading-eLearning-Transformation-Higher-Education/dp/1642671495.

Thompson, K., Jowallah, R., & Cavanagh, T. (2019). “Solve the big problems”: Leading through strategic innovation in blended teaching and learning. In Y. Quian and G. Huang (Eds.). Technology leadership for innovation in higher education. Hershey, PA: IGI Global. http://doi.org/10.4018/978-1-5225-7769-0.ch002.

Learning Analytics

Dziuban, C., Moskal, P., Cavanagh, T., & Watts, A. (2012). Analytics that inform the university: Using data you already have. Journal of Asynchronous Learning Networks, 16(3), 21-38.

Dziuban, C., Howlin, C., Moskal, P., Muhs, T., & Johnson, C. (2020). Adaptive analytics: It’s about time. Current Issues in Emerging eLearning, 7(1). https://scholarworks.umb.edu/ciee/vol7/iss1/4 

Vignare, K., & Moskal, P. (2016). Introduction to learning analytics special issue. Online Learning, 20(2). Retrieved from https://onlinelearningconsortium.org/jaln_full_issue/online-learning-special-issue-learning-analytics/

Literacy

Cavanagh, T. B. (2014). Knowing what to do and doing what you know: Situated technological literacy in hybrid space. Journal of Information Fluency, 3(1), 22-36.

Jowallah, R. (2013). Obstruction to the construction of a critical literacy pedagogy curriculum: A case study in a secondary school in England. The International Journal of Literacies, 19(3), 67-77.

Jowallah, R. (2015). ‘Awakening students through critical literacy: implications for teaching and learning within contemporary education’. Critical literacy: Theories and practices. The International Journal of Literacies, 21(3), 17-27

LMS

Bauer, S. & Hicks, S. (2019). I Want My Money and I Want It Now! Automate documenting academic activity for federal aid using a learning management system. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 995-1001). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/207767/

Bauer, S., & Hicks, S. (2016). Don’t drop me! – Using the learning management system to alert students about their pending drop for non-payment status. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 264-267). Association for the Advancement of Computing in Education (AACE).

Bauer, S., & Hicks, S. (2016). You better shop around: Permitting a student preview of course syllabi. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 1822-1827). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.learntechlib.org/p/171938

Cavanagh, T. B. (2014, July). The LMS selection process: considerations and practices. Research bulletin. Louisville, CO: ECAR. Retrieved from http://www.educause.edu/ecar.

Mobile Learning

Chen, B., & deNoyelles, A. (2013). Exploring digital literacy practices using mobile apps and eTextbooks in higher education. EDUCAUSE Review Online, September/October edition. Retrieved from http://www.educause.edu/ero/article/exploring-students-mobile-learning-practices-higher-education

Chen, B., Seilhamer, R., Bennett, L. & Bauer, S. (2015). Students’ mobile learning practices in higher education: A multi-year survey research study. EDUCAUSE Review Online. Retrieved from http://er.educause.edu/articles/2015/6/students-mobile-learning-practices-in-higher-education-a-multiyear-study

Chen, B., Sivo, S., Seilhamer, R., & Sugar, A. (2014). User acceptance of mobile technology: A campus-wide implementation of Blackboard’s Mobile Learn application. Journal of Educational Computing Research, 49(3), 327-343. Retrieved from http://journals.sagepub.com/doi/pdf/10.2190/EC.49.3.c

Hornik, S., deNoyelles, A., & Chen, B. (2016). Exploring Flipboard to support accounting coursework: Student belief, attitudes, engagement and device choice. Tech Trends. 60(5), 503-509. Retrieved from https://link.springer.com/journal/11528/60/5/page/1

Seilhamer, R. (2014, May). Designing courses with mobile in mind. Retrieved from http://learning.instructure.com/2014/05/designing-courses-with-mobile-in-mind/

Seihamer, R., Chen, B., Bauer, S., Salter, A., & Bennett, L. (2018). Changing mobile learning practices: A multiyear study 2012-2016. EDUCAUSE Review. Retrieved from: https://er.educause.edu/articles/2018/4/changing-mobile-learning-practices-a-multiyear-study-2012-2016

Seilhamer, R., Sugar, A., & Chen, B. (2013). A framework for implementing mobile technology. In Berge, Z. & Muilenburg, L. (Eds.), Handbook of Mobile Learning (pp. 382-394). New York: Routledge Taylor and Francis Group.

Online Learning

Bedford, B., Nettles, B., & Tinsley-Kim, K. (2018). Accelerating students forward to excellence with UCF Online. Distance Learning, 15(2). Retrieved from https://www.infoagepub.com/dl-issue.html?i=p5b929c397afe3

Bradford G., & Wyatt, S. (2010). Online learning and student satisfaction: Academic standing, ethnicity, and their influence on facilitation learning, engagement and information literacy. Internet and Higher Education, 13(3), 108-114. https://doi.org/10.1016/j.iheduc.2010.02.005

Cavanagh, T. B. (2017, January 20). Online learning: The new strategic imperative. The Evolllution. Retrieved from http://evolllution.com/revenue-streams/distance_online_learning/online-learning-the-new-strategic-imperative/

Cavanagh, T.B. and Thompson, K. (2018). Keeping firrst things first: The delicate dance of leading online innovation at your institution. In A. A. Piña, V. L. Lowell, & B. R. Harris (Eds.). Leading and managing e-learning: What the e-learning leader needs to know. New York, NY: Springer. Retrieved from http://doi.org/10.1007/978-3-319-61780-0.

deNoyelles, A., Bauer, S., & Wyatt, S. (2020). TOPR Turns 10! Celebrating 10 years of curating UCF’s Teaching Online Pedagogical Repository. FDLA Journal, 5, https://nsuworks.nova.edu/fdla-journal/vol5/iss1/5

Dziuban, C. (2018, November 1). Higher Education, technology, and complexity: Working in the margins. Education Technology Insights, 4(9), 34-35.

Dziuban, C., Moskal, P., Kramer, L., & Thompson, J. (2013). Student satisfaction with online learning in the presence of ambivalence: Looking for the will-o’-the-wisp. The Internet and Higher Education, 17, 1-8.

Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student satisfaction with online learning: Is it a psychological contract? Online Learning Consortium, 19(2), 122-136. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/download/496/141

Dziuban, C., McMartin, F., Morgan, G., Morrill, J., Moskal, P., & Wolf, A. (2013). Examining student information seeking behaviors in higher education. Journal of Information Fluency, 2(1), 36-54.

Dziuban, C., McMartin, F., Morgan, G., Morrill, J., Moskal, P., Wolf, A. (2016). A framing of digital search space. International Journal for the Scholarship of Technology Enhanced Learning, 1(1). 65-82.

Lowe, D., & Calandrino, T. (2017). [Spotlight Article] Online learning at the University of Central Florida. Distance Learning Journal, 14(3), 1-12.

Major, A. E., & Miller, R. B. (2020, November 9). Keeping students engaged: How to rethink your assessments amidst the shift to online learning. Faculty Focus from Magna Publications. https://www.facultyfocus.com/articles/educational-assessment/keeping-students-engaged-how-to-rethink-your-assessments-amidst-the-shift-to-online-learning/

Ngampornchai, A., Trail-Constant, T. & Swenson, N. (2021). How students navigate in online classrooms: The link between usability and instructional design best practices. International Journal on E-Learning, 20(4), 433-457. https://www.learntechlib.org/primary/p/216947/ 

Swenson, N., & Tinsley-Kim, K. (2017, February 7). 7 Things you should know about the 2017 key issues in teaching and learning. EDUCAUSE. Retrieved from  https://library.educause.edu/resources/2017/2/7-things-you-should-know-about-the-2017-key-issues-in-teaching-and-learning

Truman-Davis, B., Futch, L., Thompson, K., and Yonekura, F. (2000). Support for online teaching and learning. Educause Quarterly, 23(2), 44-51. Retrieved from https://www.educause.edu/ir/library/pdf/eq/a002/eqm0023.pdf.

Personalized Adaptive Learning

Bastedo, K. (2015, November). Practical suggestions for choosing an adaptive learning platform. Distance Education Report. Online Classroom Newsletter. Retrieved from https://www.magnapubs.com/newsletter/distance-education-report/282/Practical-Suggestions-for-Choosing-an-Adaptive-Learning-Platform-13764-1.html

Bastedo, K. (2016, March). Getting started with adaptive learning. Online classroom: Ideas for effective online instruction. Online Classroom Newsletter. Retrieved from https://www.magnapubs.com/newsletter/online-classroom/145/Getting-Started-with-Adaptive-Learning-13914-1.html

Bastedo, K., & Cavanagh, T. (2016, April 19) – Personalized learning as a team sport: What IT professionals need to know, EDUCAUSE Review. Retrieved from http://er.educause.edu/articles/2016/4/personalized-learning-as-a-team-sport-what-it-professionals-need-to-know

Cavanagh, T., Chen, B., Lahcen, R. A., & Paradiso, J. (2020). Constructing a design framework and pedagogical approach for adaptive learning in higher education: A practitioner’s perspective. The International Review of Research in Open and Distributed Learning, 21(1). https://doi.org/10.19173/irrodl.v21i1.4557

Chen, B., Bastedo, K., Kirkley, D., Stull, C., & Tojo, J. (2017). Designing personalized adaptive learning courses at the University of Central Florida. ELI Brief. Retrieved from https://library.educause.edu/resources/2017/8/designing-personalized-adaptive-learning-courses-at-the-university-of-central-florida

DeMara, R., Tian, T., & Howard, W. (2021). Longitudinal learning outcomes from engineering-specific adaptions of hybrid online undergraduate instruction. International Journal of Emerging Technologies in Learning, 16(23), 171-201. https://doi.org/10.3991/ijet.v16i23.17615

Dziuban, C., Howlin, C., Moskal, P., Johnson, C., Eid, M., & Kmetz, B. (2018) Adaptive Learning: Context and Complexity. e-Mentor, 5(77).

Dziuban, C., Moskal, P., Cassisi, J., & Fawcett, A. (2016). Adaptive learning in psychology: wayfinding in the digital age. Online Learning, 20(3), 74-96.

Dziuban, C., Moskal, P., & Hartman, J. (2017). Adapting to learn – Learning to adapt. ECAR Research Bulletin. Retrieved from https://library.educause.edu/~/media/files/library/2016/9/erb1610.pdf

Dziuban, C., Moskal, P., Johnson, C., & Evans, D. (2017). Adaptive learning: A tale of two contexts. Current Issues in Emerging eLearning, 4(1), 26-62.

Dziuban, C., Moskal, P., Parker, L., Campbell, M., Howlin, C., & Johnson, C. (2018). Adaptive Learning: A Stabilizing Influence across Disciplines and Universities. Online Learning, 22(3), 7-39.

Feldstein, M., Hill, P., & Cavanagh, T. (2015, October 15). 7 Things you should know about personalized learning, EDUCAUSE Learning Initiative. Retrieved from https://library.educause.edu/resources/2015/9/7-things-you-should-know-about-personalized-learning

O’Sullivan, P., Voegele, J., Buchan, T., Dottin, R., Goin K., Hamideh, M., Howard, W., Todd, J., Tyson, L., Kruse, S., de Gruyter, J., & Berg, K. (2020). Adaptive courseware implementation: Investigating alignment, course redesign, and the student experience. Current Issues in Emerging eLearning, 7(1). https://scholarworks.umb.edu/ciee/vol7/iss1/6/ 

Raible, J., Bennett L., & Jowallah, R. (2014, September). Factors influencing the selection of an adaptive learning technology within universities. FDLA Journal, 1(1), 1-8.

Redmon, M., Wyatt, S., & Stull, C. (2021, June). Using personalized adaptive learning to promote industry-specific language skills in support of online Spanish internship students. Global Business Languages, 21, 92-112. https://doi.org/10.4079/gbl.v21.6 

Project Management

Bauer, S., & Major, A. E. (2021, March 5). Project management process groups: Defined for instructional designers in higher education with real world experiences and resources. The EvoLLLution.  https://evolllution.com/programming/program_planning/project-management-process-groups-defined-for-instructional-designers-in-higher-education/ 

Quality

deNoyelles, A., Major, A. E., Lowe, D., Calandrino, T., & Albrecht, Alyssa (2018). Perfect storm for the quality course review. Distance Learning Journal, (14)4. 

Social Media

Chen, B., & Bryer, T. (2012). Investigating instructional strategies of using social media in formal and informal learning. The International Review of Research in Open and Distance Education. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1027

Chen, B., & Marcus, J. (2012). Students’ self-presentation on Facebook: An examination of personality and self-construal factors. Computers in Human Behavior, 28(6), 2091-2099. Retrieved from http://www.sciencedirect.com/science/article/pii/S074756321200163X

STEM

Chen, B., Bastedo, K., & Howard, W. (2018). Exploring design elements for online STEM courses: Active learning, engagement & assessment design. Online Learning Journal, 22(2), 59-75. Retrieved from https://files.eric.ed.gov/fulltext/EJ1181419.pdf

Chen, B., Bastedo, K., & Howard, W. (2018, June). Exploring Best Practices for Online STEM Courses: Active Learning, Interaction & Assessment Design. Online Learning, 22(2). Retrieved from https://files.eric.ed.gov/fulltext/EJ1181419.pdf

Chen, B., DeMara, R., Soheil, S., & Hartshorne, R. (2017). Elevating learner achievement using formative electronic lab assessments in the engineering laboratory: A viable alternative to weekly lab reports. IEEE Transactions on Education, 99, 1-10. doi: 10.1109/TE.2017.2706667

Chen, B., DeMara, R., Soheil, S., & Hartshorne, R. (2018). Elevating learner achievement using formative electronic lab assessments in the engineering laboratory: A viable alternative to weekly lab reports. IEEE Transactions on Education, 61(1), 1-10. DOI: 10.1109/TE.2017.2706667

DeMara, R. F., Chen, B., Hartshorne, R., & Thripp, R. (2017). Elevating participation and outcomes with computer-based assessments: An immersive development workshop for engineering faculty. ASEE Computers in Education Journal, 8(3), 1–12. Retrieved from http://asee-coed.org/index.php/coed/article/view/14/DeMara_Elevating

DeMara, R., Salehi, S., Hartshorne, R., Chen, B, & Saqr, E. (2019). Observable, traceable, autograded computer-mediated collaborative learning: Scalable team design in the engineering classroom. Journal of Interactive Learning Research, 30(2).

DeMara, R., Sheikhfaal, S., Wilder, P., J., Chen, B. & Hartshorne, R. (2019). BLUESHIFT: Rebalancing, engineering engagement, integrity, and learning outcomes across an electronically-enabled remediation hierarchy. Computers in Education Journal, 10(1), 1-12.

DeMara, R., Tian, T., & Howard, W. (2019). Engineering assessment strata: A layered approach to evaluation spanning Bloom’s taxonomy of learning. Education and Information Technologies, 24(2), 1147-1171.

DeMara, R., Tian, T., Sheikhfaal, S., & Howard, W. (2019). Adapting Mixed-Mode Instructional Delivery to Thrive within STEM Curricula. Conference Proceeding at the 126th Annual Conference of the American Society for Engineering Education, Tampa, Florida.

DeMara, Salehi, Khoshavi, Hartshorne, R., & Chen, B. (2016). Strengthening STEM laboratory assessment using student-narrative portfolios interwoven with online evaluation. Proceeding from 2016 ASEE: The American Society for Engineering Education Southeast Section Conference. Tuscaloosa, AL. March 13-15.

Textbook Affordability

Beile, P., Beiler, R., Bowdon, M., Callaghan, M., Conroy, A., deNoyelles, A., Duffy, A., McConnell, D., Mullens, A., Neuberger, L., Raible, J., Rex, M., Shrubsole, N., & Williams, L. (2020). General education, open educational resources, and faculty development in crisis: What we did last summer. Journal of Faculty Development, 34(3), 47-51.

Beile, P., deNoyelles, A., & Raible, J. (2020). Analysis of an open textbook adoption in an American History course: Impact on student academic outcomes and behaviors. College & Research Libraries. https://crl.acrl.org/index.php/crl/article/view/24437/32279

Clark, J., deNoyelles, A., & Raible, J. (2018). The north still wins the war: Providing free textbooks for history students. Faculty Focus, 17(2), 13-15. Retrieved from https://fctl.ucf.edu/wp-content/uploads/sites/5/2018/10/FF_2018_August.pdf

deNoyelles, A., & Raible, J. (2017). Exploring the use of e-textbooks in higher education: A multiyear study. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2017/10/exploring-the-use-of-e-textbooks-in-higher-education-a-multiyear-study

deNoyelles, A., Raible, J., Beile, P., & Norris, S. (2017). Disrupting the model: Fostering cultural change through academic partnerships. In Diaz, Chris (Ed.), Affordable course materials: Electronic textbooks and open educational resources. Chicago: ALA Editions, an imprint of the American Library Association.

Raible, J., & deNoyelles, A. (2015). The role of business agreements in defining textbook affordability and digital materials: A document analysis. Higher Learning Research Communications, 5(4). Retrieved from http://www.hlrcjournal.com/index.php/HLRC/article/view/284

Video and Lecture Capture

Chen, B., Wei, L. & Li, H. (2016). Teaching complicated conceptual knowledge with simulation videos in foundational electrical engineering courses. Journal of Technology and Science Education, 6(3), 148-165. Retrieved from http://dx.doi.org/10.3926/jotse.174

Hosé, Aaron (2016, April 7) – interview for Mediashift article: Lights, Camera, Action, Teach! Better Online Courses Through Video. Retrieved from http://mediashift.org/2016/04/lights-camera-action-teach-better-online-courses-through-video/

Lee, J., & Chen, B. (2013). Students’ perceptions of synchronizing video activities in online learning. Research of Educational Communications and Technology, 105, 1-19.

Moskal, P., Moskal, P., Euzent, P., & Martin, T. (2013). Student performance and perceptions of business courses delivered using lecture capture. In E. G. Smyth & J. X. Volker (Eds.), Enhancing instruction with visual media: Utilizing video and lecture capture. Hershey, PA: IGI Global.

Virtual Reality and Worlds

deNoyelles, A. (2012). Analysis in virtual worlds: The influence of learner characteristics on instructional design. In K. Seo (Ed.), Using social media effectively in the classroom: Blogs, wikis, Twitter, and more (pp. 3-18). New York: Routledge.

deNoyelles, A., Hornik, S., & Johnson, R. (2014). Exploring the dimensions of self-efficacy in virtual world learning: Environment, task, and content. MERLOT Journal of Online Learning and Teaching, 10(2), 255-271. Retrieved from http://jolt.merlot.org/vol10no2/denoyelles_0614.pdf

deNoyelles, A., & Seo, K. (2012). Inspiring equal contribution and opportunity in a 3D multi-user virtual environment: Bringing together men gamers and women non gamers in Second Life. Computers & Education, 58(1), 77-87.

Jowallah, R., Bennett, L., & Bastedo, K., (2018, June). Leveraging the affordances of virtual reality systems within K-12 education: Responding to future innovations. FDLA Journal, 3(1). Retrieved from https://pdfs.semanticscholar.org/f9d1/942b9f2adeff17ecd12906072cbe085fec0a.pdf

Sugar, A., & Bastedo, K. (2021). Approaches to implementing virtual reality for all. FDLA Journal, 6. https://nsuworks.nova.edu/fdla-journal/vol6/iss1/2/ 

Yonekura, F. (2017). Musings on co-designing identity aware realities in virtual learning. In. Stricker, A. Calogne, C., Truman, B. & Arenas, F. (Eds.), Integrating an Awareness of Selfhood and Society in Virtual Learning. Hershey, PA. IGI Global.