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• Learning in Online Instruction: A Qualitative Study of Undergraduate Students Use of Online Tools

  Armstrong, D. (2008). Learning in Online Instruction: A Qualitative Study of Undergraduate Students Use of Online Tools. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2457-2460). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).

• Use of Learning Strategies in Web-based Project Tasks

  ChanLin, L.J. (2009). Use of Learning Strategies in Web-based Project Tasks. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1677-1682). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).

• Best Practices for Culturally Responsive Online Instruction

  Mazur, A. & Courchaine, T. (2010). Best Practices for Culturally Responsive Online Instruction. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2049-2084). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).

• Exploring the effects of online instruction on reading comprehension achievement of students with learning disabilities

  Fitzgerald, N.S. Exploring the effects of online instruction on reading comprehension achievement of students with learning disabilities. Ph.D. thesis, University of Nevada, Las Vegas.

• A Four-Dimensional Maxwell Equation for Social Processes in Web-Based Learning and Teaching: Windrose Dynamics as GIS (Games’ Intrinsic Spaces)

  Ahamer, G. (2012). A Four-Dimensional Maxwell Equation for Social Processes in Web-Based Learning and Teaching: Windrose Dynamics as GIS (Games’ Intrinsic Spaces). International Journal of Web-Based Learning and Teaching Technologies, 7(3), 1-19. IGI Global.

• The Influence of Learning Style Preferences on Student Success in Online vs. Face-to-Face Environments

  Aragon, S., Johnson, S. & Shaik, N. (2000). The Influence of Learning Style Preferences on Student Success in Online vs. Face-to-Face Environments. In Proceedings of WebNet World Conference on the WWW and Internet 2000 (pp. 17-22). San Antonio, Texas: Association for the Advancement of Computing in Education (AACE).

• Reaching Teachers Through Web-Based Distance Education

  Gonzales, C.L. & Montes, L.S.d. (1999). Reaching Teachers Through Web-Based Distance Education. In Proceedings of WebNet World Conference on the WWW and Internet 1999 (pp. 1276-1277). Honolulu, Hawaii: Association for the Advancement of Computing in Education (AACE).

• Best Practices for Culturally Responsive Online Instruction

  Mazur, A. & Courchaine, T. (2011). Best Practices for Culturally Responsive Online Instruction. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1345-1350). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).

• Effects of Belongingness and Synchronicity on Face-to-face and Online Cooperative Learning

  Saltarelli, A., Roseth, C. & Glass, C. (2012). Effects of Belongingness and Synchronicity on Face-to-face and Online Cooperative Learning. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 859-867). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).

• Faculty’s Transformative Process from Traditional to Online Instruction

  Chiasson, K., Terras, K. & Smart, K. (2013). Faculty’s Transformative Process from Traditional to Online Instruction. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 309-314). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).

• An Examination of the Usefulness of a Learning Community System and Blackboard in both Online and Face-to-Face Courses

  Marshall, F., Jiang, W. & Dennen, V. (2015). An Examination of the Usefulness of a Learning Community System and Blackboard in both Online and Face-to-Face Courses. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1136-1141). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE).

• Digital Storytelling: Conveying the Essence of a Face-to-Face Lecture in an Online Learning Environment

  Baim, S.A. (2015). Digital Storytelling: Conveying the Essence of a Face-to-Face Lecture in an Online Learning Environment. Journal of Effective Teaching, 15(1), 47-58.

• Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class

  York, C., Yang, D. & Dark, M. (2007). Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class. International Journal of Information and Communication Technology Education, 3(2), 41-50. IGI Global.

• Faculty Perceptions of Moving a Face-to-Face Course to Online Instruction

  Chiasson, K., Terras, K. & Smart, K. (2015). Faculty Perceptions of Moving a Face-to-Face Course to Online Instruction. Journal of College Teaching & Learning, 12(3), 231-240.

• Moving Beyond Lecture Notes and Discussions: Instructional Strategies for Online Learning

  Colaric, S., Hummell, L., Stiles, M. & Robison, G. (2004). Moving Beyond Lecture Notes and Discussions: Instructional Strategies for Online Learning. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1149-1154). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE).

• E-Learning Implementation Model for Blended Learning

  Valencia, D. (2008). E-Learning Implementation Model for Blended Learning. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 872-882). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).

• Building Community: Effective Strategies to Increase Interaction in Online Learning

  Bishop, C. & Hong, R. (2012). Building Community: Effective Strategies to Increase Interaction in Online Learning. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1106-1111). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).

• College Student Internet Use: Convenience and Amusement

  Johnson, G. (2007). College Student Internet Use: Convenience and Amusement. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 33(1),. Canadian Network for Innovation in Education.

• Adapting on ground teaching strategies to the WWW: The Odyssey Continues

  Evans, R. (2007). Adapting on ground teaching strategies to the WWW: The Odyssey Continues. In Proceedings of TCC 2007 (pp. 126-136). TCCHawaii.

• Picking Tools for Distance Learning: A View from the Trenches

  Hoffman, E., Menchaca, M., Eichelberger, A., Cordeiro, E., Note-Gressard, S. & Yong, L. (2008). Picking Tools for Distance Learning: A View from the Trenches. In Proceedings of TCC 2008 (pp. 175-183). TCCHawaii.