Our Publications

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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., & 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.


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., & 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.

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

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

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.


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/

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

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.


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.


Faculty Development

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).

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

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.


Game Play, Virtual Worlds, and Identity

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.

Watson, K., & Moskal, P. (In press). Scaling a reacting game for use at a large public university. In E. Watson & T. Hagood, Reacting to the Past: Research into Best Practices and Student Learning. Basingstoke, UK: Palgrave MacMillan.

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.


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


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.

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. (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/

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

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/

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.

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


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

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.

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

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.


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., 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

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

deNoyelles, A., Raible, R., Beile, P., & Norris, S. (in press). Disrupting the model: Fostering cultural change through academic partnerships. In C. Diaz (Ed.), Course Readings: Electronic and Open Educational Resources. Association for Library Collections & Technical Services (ALCTS).

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.