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• Student Experiences of Blended Learning in Interior Architecture

  Afacan, Y. (2018). Student Experiences of Blended Learning in Interior Architecture. Journal of Information Technology Education: Research, 17(1), 399-422. Informing Science Institute.

• The Adversity Quotient Between Teacher Professionalisme on Student’s Autonomous Learning

  Saguni, F., Hamlam, H. & Gusnarib, G. (2021). The Adversity Quotient Between Teacher Professionalisme on Student’s Autonomous Learning. Journal of Social Studies Education Research, 12(3), 312-342.

• The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model

  Al-Azawei, A., Parslow, P. & Lundqvist, K. (2017). The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model. The International Review of Research in Open and Distributed Learning, 18(6),. Athabasca University Press.

• Development of an Instructional System Design Model as a Guideline for Lecturers in Creating a Course Using Blended Learning Approach

  Chaeruman, U., Wibawa, B. & Syahrial, Z. (2020). Development of an Instructional System Design Model as a Guideline for Lecturers in Creating a Course Using Blended Learning Approach. International Association of Online Engineering.

• Preparing Teachers for Emerging Blended Learning Environments

  Oliver, K. & Stallings, D. (2014). Preparing Teachers for Emerging Blended Learning Environments. Journal of Technology and Teacher Education, 22(1), 57-81. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• A Pedagogical Perspective on Promoting English as a Foreign Language Writing through Online Forum Discussions

  Jayaron, J. & Abidin, M.J.Z. (2016). A Pedagogical Perspective on Promoting English as a Foreign Language Writing through Online Forum Discussions. English Language Teaching, 9(2), 84-101.

• Students’ Perceptions of Social Presence in Blended Learning Courses in a Tanzanian Medical College

  Almasi, M. & Zhu, C. (2018). Students’ Perceptions of Social Presence in Blended Learning Courses in a Tanzanian Medical College. International Journal of Emerging Technologies in Learning (iJET), 13(9), 107-122. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Exploring New Ways of eTandem and Telecollaboration Through the WebRTC Protocol: Students’ Engagement and Perceptions

  Andujar, A. & Medina-López, C. (2019). Exploring New Ways of eTandem and Telecollaboration Through the WebRTC Protocol: Students’ Engagement and Perceptions. International Journal of Emerging Technologies in Learning (iJET), 14(5), 200-217. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses

  Johnson, C., Hill, L., Lock, J., Altowairiki, N., Ostrowski, C., da Rosa dos Santos, L. & Liu, Y. (2017). Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses. The International Review of Research in Open and Distributed Learning, 18(6),. Athabasca University Press.

• An Analysis of Online Course Ratings using the Community of Inquiry Theoretical Framework, Following Instructor Participation in San Diego State University’s Course Design Institute

  Marshall, J., Hauze, S., Denman, P., Frazee, J. & Laumakis, M. (2016). An Analysis of Online Course Ratings using the Community of Inquiry Theoretical Framework, Following Instructor Participation in San Diego State University’s Course Design Institute. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 954-967). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).

• "The best part was the contact!": Understanding postgraduate students’ experiences of wrapped MOOCs

  Jaffer, T., Govender, S. & Brown, C. (2017). "The best part was the contact!": Understanding postgraduate students’ experiences of wrapped MOOCs. Open Praxis, 9(2), 207-221. International Council for Open and Distance Education.

• Using the Community of Inquiry Framework to Scaffold Online Tutoring

  Feng, X., Xie, J. & Liu, Y. (2017). Using the Community of Inquiry Framework to Scaffold Online Tutoring. The International Review of Research in Open and Distributed Learning, 18(2),. Athabasca University Press.

• Students’ Satisfaction Using E-Learning as a Supplementary Tool

  Thoo, A., Hang, S., Lee, Y. & Tan, L. (2021). Students’ Satisfaction Using E-Learning as a Supplementary Tool. International Journal of Emerging Technologies in Learning (iJET), 16(15), 16-30. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

  Ma, Z., Wang, J., Wang, Q., Kong, L., Wu, Y. & Yang, H. (2017). Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context. The International Review of Research in Open and Distributed Learning, 18(6),. Athabasca University Press.

• Opportunities and Challenges for Students in an Online Seminar-Style Course in LIS Education: A Qualitative Case Study

  Farooq, O. & Matteson, M. (2016). Opportunities and Challenges for Students in an Online Seminar-Style Course in LIS Education: A Qualitative Case Study. Journal of Education for Library and Information Science, 57(4), 271-282.

• The effects of international email and Skype interactions on computer-mediated communication perceptions and attitudes and intercultural competence in Taiwanese students

  Hsu, S.Y. & Beasley, R. (2019). The effects of international email and Skype interactions on computer-mediated communication perceptions and attitudes and intercultural competence in Taiwanese students. Australasian Journal of Educational Technology, 35(1),. Australasian Society for Computers in Learning in Tertiary Education.

• Integrating ICT into Higher Education at the University of Moncton: A Qualitative Inquiry of Onsite vs. Online Students’ Perceptions

  Fillion, G. & Booto Ekionea, J.P. (2012). Integrating ICT into Higher Education at the University of Moncton: A Qualitative Inquiry of Onsite vs. Online Students’ Perceptions. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 557-566). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).

• Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom

  Canuel, M.J. & White, B.J. (2014). Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom. Presented at International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems 2014.

• Integrating the Webinar as a Tool to Support Adult Training: A Case Study on the Training for Entrepreneurs of SMEs in Thailand

  Ariya, P., Intawong, K. & Puritat, K. (2021). Integrating the Webinar as a Tool to Support Adult Training: A Case Study on the Training for Entrepreneurs of SMEs in Thailand. International Journal of Emerging Technologies in Learning (iJET), 16(16), 186-201. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Incorporating Competency-based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

  Huang, C.K., Lin, C.Y. & Chiang, Y.H. (2010). Incorporating Competency-based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design. International Journal on E-Learning, 9(4), 529-548. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).