Cited By

• Perceptions of the Persistent: Engagement and Learning Community in Underrepresented Populations

  Wendy Athens

  Online Learning Vol. 22, No. 2 (2018) pp. 27–57

• Agency of the instructional designer: Moral coherence and transformative social practice

  Katy Campbell, Richard Schwier, Richard Kenny & Richard Kenny

  Australasian Journal of Educational Technology Vol. 21, No. 2 (Jan 01, 2005)

• The Effects 0f 4C-ID Model Approach on Acquisition and Transfer of Knowledge About Electric Circuits

  Mário Melo & Guilhermina Miranda, Instituto de Educação, Universidade de Lisboa, Lisbon, Portugal

  International Journal of Web-Based Learning and Teaching Technologies Vol. 13, No. 1 (January 2018) pp. 94–110

• Applying First Principles of Instruction to Flipped Classroom in Engineering Education: Model and Instructional Strategies

  JiYoung Lim & Seyoung Kim, Ewha Womans University, Korea (South)

  EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1885–1894

• An Investigation into Effective Pedagogies in a Flipped Classroom: A Case Study

  Minkyoung Kim, Indiana University; Eulho Jung, Boise State University; Amaury de Siqueira & Lesa Huber, Indiana University

  The Journal of Distance Education / Revue de l'ducation Distance Vol. 31, No. 2 (Nov 15, 2016)

• Designing Continuing Professional Development MOOCs to promote the adoption of OER and OEP

  Shironica Karunanayaka, Som Naidu, J.C.N. Rajendra & S.A. Ariadurai

  Open Praxis Vol. 10, No. 2 (Apr 20, 2018) pp. 179–190

• Course Design for the AP Computer Science Principles Course: A Model Facilitated Learning Approach

  Ron Steiner, University of North Texas and Bishop Lynch High School, United States; Bonnie Martinez, University of North Texas and Garland Independent School District, United States

  Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1737–1741

• Anatomy of an Established Massive Open Online Course (MOOC) about Statistics

  Lloyd Rieber, The University of Georgia, United States

  Journal of Educational Multimedia and Hypermedia Vol. 26, No. 4 (October 2017) pp. 357–371

• Maximizing student success in a flipped classroom utilizing non-linear redesign of content

  Meridith Bergeron, University of Florida and Franciscan Missionaries of Our Lady University, United States; Marty Aime, Louisiana State University and Franciscan Missionaries of Our Lady University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 1–4

• Anatomy of an Established Massive Open Online Course (MOOC) about Statistics

  Lloyd Rieber, The University of Georgia, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 1245–1252

• Investigating the Effectiveness of Courseware Design: A Rasch-Measurement Approach

  Allaa Barefah & Elspeth McKay, RMIT University, Australia

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 1–11

• An Investigation of Tradeoffs between Techniques to Support User-centred Evaluations of Adaptive Game-based Learning Systems

  Catherine Mulwa & Donal Fitzpatrick, Dublin City University, Ireland; Vincent Wade, Adapt Centre, Trinity College Dublin, Ireland

  Global Learn 2016 (Apr 28, 2016) pp. 252–261

• Rapid Learning Instructional Design Programming: Applying Multimedia and Media Effects Principles

  Breshanica Bellard, University of North Texas, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1834–1843

• ARCS-V Motivational Design Approach, Interaction, and e3-learning: Rethinking Motivation for Distance Education

  Hasan Ucar, Bilecik Seyh Edebali University, Turkey; Alper Tolga Kumtepe, Anadolu University, Turkey

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 413–418

• Minding the Gap between Knowledge and Experience Using the Next Generation of eLearning Environments

  Quincy Conley & Bethany Daniels, Boise State University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 566–570

• Considerations for IEL Courseware Design and the Next Generation of E-Learning

  Ömer Faruk Sözcü & Ismail Ipek

  European Journal of Contemporary Education Vol. 6, No. 4 (2013) pp. 204–214

• The Upside-Down-World of E-Learning

  Donna Gibbs & Maree Gosper

  Journal of Learning Design Vol. 1, No. 2 () pp. 46–54

• The Second Prototype of the Development of a Technological Pedagogical Content Knowledge Based Instructional Design Model: An Implementation Study in a Technology Integration Course

  Chia-Jung Lee & ChanMin Kim, University of Georgia, United States

  Contemporary Issues in Technology and Teacher Education Vol. 14, No. 3 (September 2014) pp. 297–326

• A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT

  Joyce Koh, National Institute of Education, Nanyang Technological University, Singapore

  Australasian Journal of Educational Technology Vol. 29, No. 6 (Dec 23, 2013)

• Development of a Classroom Instruction Video Analysis Application: The Case of SIVOS

  Basiyr Rodney, Webster University, United States; David Kumar, Florida Atlantic University, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1317–1327

• A Constructivist Approach to Teaching Web Development in Post-Secondary Vocational Settings

  John M. Bunch, The SAJES Group, Inc., United States

  Journal of Information Technology Education: Research Vol. 8, No. 1 (Jan 01, 2009) pp. 257–271

• An Educational Model for Asynchronous E-Learning. A Case Study in a Higher Technology Education

  Dimitris Papachristos, TEI of Piraeus, Greece; Konstantinos Arvanitis, Agricultural University of Athens, Greece; Kostas Vassilakis, Technological Educational Institute of Crete, Greece; Michail Kalogiannakis, University of Crete, Greece; Panagiotis Kikilias, TEI of Piraeus, Greece; Evi Zafeiri, TEI of Piraeus, Greece

  International Journal of Advanced Corporate Learning (iJAC) Vol. 3, No. 1 (Feb 22, 2010) pp. 32–36

• Innovative Learning approaches: Cases and problem-based Learning in interface design

  William Gibbs, Duquesne University, United States

  Global Learn 2012 (Nov 06, 2012) pp. 164–169

• Effectiveness of Slowmation when used as a Desired Difficulty Construction Task in the Learning of Moon Phases

  Devadason Robert Peter, SEAMEO RECSAM, Malaysia; Toh Seong Chong & Merza Abbas, Universiti Sains Malaysia, Malaysia

  EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3690–3699

• Do we still fail to bond research and practice? :An Article Critique of“Translating Research into New Instructional Technologies for Higher Education: The Active Ingredient Process”

  Meryem Koskeroglu Buyukimdat, Yildiz Technical University Davutpasa Campus, Turkey

  EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3583–3588

• The Impact of TPACK on Pre-Service Teacher Confidence in Embedding ICT into the Curriculum Areas

  Vilma Galstaun, Shannon Kennedy-Clark & Chun Hu, University of Sydney, Australia

  EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3439–3448

• Improving Academic Integrity - An Institutional-scale Innovative Online Learning Approach

  Ann Peterson, Dominic McGrath, David Neil & Clive Warren, The University of Queensland, Australia

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 2681–2686

• Context-Driven Design for Technology-Supported Instruction

  Greg Sherman, Radford University, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1218–1223

• Design of an Online Quarterly Education Module: Herbal and Dietary Supplements Impact Warfarin Safety and Efficacy

  Wendy Athens, University of Florida, United States; Jennifer Strohecker, Intermountain Medical Center, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 880–885

• Using an Open-Source Modeling and Simulation Tool to Transform Learning and Instruction

  Shelby Morge, Mahnaz Moallem, Sridhar Narayan & Gene Tagliarini, University of North Carolina Wilmington, United States

  Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2791–2794

• Motivational Challenges of Adult Learners in Self-Directed e-Learning

  Kyong-Jee Kim, Sungkyunkwan University School of Medicine, Korea (South)

  Journal of Interactive Learning Research Vol. 20, No. 3 (July 2009) pp. 317–335

• Problem-based Learning: A Promising Instructional Approach for Technology Preparation for Pre-service Teachers

  Ying Wang & Anne Leftwich, Indiana University - Bloomington, United States

  Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3981–3988

• Effects of Objectives, Practice, and Review in Multimedia Instruction

  Florence Martin & James Klein, Arizona State University, United States

  Journal of Educational Multimedia and Hypermedia Vol. 17, No. 2 (April 2008) pp. 171–189

• The multivariate nature of agentic instructional design: Self as moral actor

  Katy Campbell, University of Alberta, Canada; Rick Schwier, University of Saskatchewan, Canada; Richard Kenny, Athabasca University, Canada

  EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 15–21

• How Should We Be Teaching Technology to Pre-Service Teachers?

  Stephanie Michelle Wong, Indiana University, United States

  Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3188–3193

• Development of an instructional design checklist for e-Learning contents: A Japanese challenge in IT skill training

  Junko Nemoto, Kumamoto University, Japan; Akiko Takahashi, Iwate Prefecural University, Japan; Katsuaki Suzuki, Kumamoto University, Japan

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1371–1376

• Theory into Practice: A Bridge Too Far?

  Joseph Defazio, IUPUI, United States

  AACE Review (formerly AACE Journal) Vol. 14, No. 3 (2006) pp. 221–233

• Rich design: Engaging students as capable designers and co-creators in auto-catalytic learning contexts

  John Findlay, University of Wollongong, Australia; Robert Fitzgerald, University of Canberra, Australia

  EdMedia + Innovate Learning 2006 (June 2006) pp. 500–506

• Selecting Content for Reusable Digital Video in Teacher Education

  Christopher Shamburg, New Jersey City University, United States

  EdMedia + Innovate Learning 2003 (2003) pp. 1080–1082

• Innovation Through Design: A Constructivist Approach to Learning

  Grace Lynch & Di Fleming, lab.3000 - RMIT University, Australia

  EdMedia + Innovate Learning 2004 (2004) pp. 2420–2427

• E-Learning: What can the Corporate Sector and Higher Ed Learn from Each Other?

  Betty Collis, University of Twente, Netherlands

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1286–1293

• Towards a design of pedagogical web sites

  Ecaterina Giacomini, Université de Technologie de Compiègne (U.T.C.), France

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2638–2645

• Learning Objects on the Semantic Web. Explicitly Modelling Instructional Theories and Paradigms

  Christoph Richter, Wolfgang Nejdl & Heidrun Allert, Learning Lab Lower Saxony, Germany

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 1124–1127

• How are Learning Objects Used in Learning Processes? Instructional Roles of Learning Objects in LOM

  Heidrun Allert, Learning Lab Lower Saxony, Germany; Hadhami Dhraief, University of Hanover, Germany; Wolfgang Nejdl, Learning Lab Lower Saxony, Germany

  EdMedia + Innovate Learning 2002 (2002) pp. 40–41

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