Our Publications

Books

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

Book Chapters

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.

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.

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. Hershey, PA: IGI Global.

Cavanagh, Thomas B. “The Postmodality Era: How ‘Online Learning’ is Becoming ‘Learning’” in The Game Changers: Education and Information Technology. Ed. Diana Oblinger. EDUCAUSE (2012): 215-228.

Reprinted in the ECEDHA Source (Electrical and Computer Engineering Department Heads Association): Spring 2013

Cavanagh, Thomas B. “The Postmodality Era: How ‘Online Learning’ is Becoming ‘Learning’” in The Game Changers: Education and Information Technology. Ed. Diana Oblinger. EDUCAUSE (2012): 215-228.

Reprinted in Science, technology, and society: a microcosm of technological trends. Custom Book for SUNY Stony Brook. Pearson Learning Solutions, Boston, MA (2013).

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.

Moskal, P. D., & Cavanagh, T. B. (2013). Scaling blended learning evaluation beyond the university. In A. Picciano, C. Dziuban, & C. Graham (Eds.) , Research perspectives in blended learning. New York: Routledge.

Picciano, A., Dziuban, C., & Graham, C. (in press). Research perspectives in blended learning. New York: Routledge.

Wegmann, S., & Thompson, K. (in press). SCOPe-ing out interactions in blended learning environments. In A. Picciano, C. Dzuiban, & C. R. Graham (Eds.), Research perspectives in blended learning. New York: Routledge.

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.

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.IGI Global. (in press)

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.IGI Global. (in press)

Cavanagh, Thomas B. (2012). The Post Modality Era: How Online Learning is Becoming ‘Learning’. The Game Changers: Education and Information Technology. Retrieved from: http://net.educause.edu/ir/library/pdf/pub720316.pdf.

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.

Seilhamer, R., Sugar, A. & Chen, B. (2012). A framework for implementing mobile technology. In Berge, Z. & Muilenburg, L. (Eds.), Handbook of mobile learning. Routledge Taylor and Francis Group.

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.

Journal Articles

Cavanagh, Thomas B. “Knowing What to Do and Doing What You Know: Situated Technological Literacy in Hybrid Space” Journal of Information Fluency. 3.1 (2014): 22-36.

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).

deNoyelles, A., Zydney, J.M. & Chen, B. (2014). Best practices for creating a community through online discussions. Journal of Online Learning and Teaching. 10(1). Retrieved from http://jolt.merlot.org/vol10no1/denoyelles_0314.pdf

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., 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), TBA.

Bastedo, K., Sugar, A., Swenson, N., Vargas, J. (October, 2013). Programmatic, Systematic, Automatic: An Accessibility Support Model for Online Courses. Journal of Asynchronous Learning Networks, 17(3), 87-101.

Chen, B., & deNoyelles, A. (September/October 2013). Exploring students’ mobile learning practices in higher education. Educause Review Online.

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

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.

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

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., 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.

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

Daniel-Gittens, K. (2013) Lessons learned: Implementation of a Human Factor Development e-Learning project in the Commonwealth Caribbean. Review of Human Factor Studies 19 (1) p. 57-69

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) p.67-77

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.

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

deNoyelles, A., Cobb, C. & Lowe, D. (2012). Influence of reduced seat time on satisfaction and perception of course development goals: A case study in faculty development. Journal of Asynchronous Learning (JALN).

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. http://www.todayinot.com/ce/OT41/Making-Digital-Materials-Accessible-for-Individuals-With-Disabilities/

Bryer, T. & Seigler, D. (2012). Theoretical and Instrumental Rationals of Student Empowerment through Social and Web-Based Technologies. Journal for Public Administration Education, 18(3), 429-448. Retrieved from http://www.naspaa.org/JPAEMessenger/Article/VOL18-3/03_BryerSeigler.pdf

Chen, B. Sugar, A. & Bauer, S. (September 5, 2012). Effective Faculty Development through Strategies for Engagement and Satisfaction. EDUCAUSE Review Online. Retrieved from http://www.educause.edu/ero

Bauer, S., & Swenson, N. (August 2012). Professional Development for Preparing Online Faculty. Article in The Evolllution (Online newspaper: August Edition)

deNoyelles, A., Cobb, C., & 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.

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.

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.