Master Bibliography

We will continue to compile resources throughout the course and share below. This section will be a work in progress. This section was last updated May 31, 2020.

Assessment and Feedback

• Akyol, Z., & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183–190.
• Alonzo, D., Mirriahi, N., & Davison, C. (2019). The standards for academics’ standards-based assessment practices. Assessment & Evaluation in Higher Education, 44(4), 636–652.
• Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). Jossey-Bass.
• Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques: A handbook for college faculty. Jossey-Bass.
• Bennett, S., Dawson, P., Bearman, M., Molloy, E., & Boud, D. (2017). How technology shapes assessment design: Findings from a study of university teachers. British Journal of Educational Technology, 48(2), 672–682.
• Grieve, R., Padgett, C. R., & Moffitt, R. L. (2016). Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking. The Internet and Higher Education, 28, 8–16.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
• Thomas, R. A., West, R. E., & Borup, J. (2017). An analysis of instructor social presence in online text and asynchronous video feedback comments. The Internet and Higher Education, 33, 61–73.

Blended/Hybrid Learning

• Cleveland-Innes, M., & Wilton, D. (2018). Guide to Blended Learning. Commonwealth of Learning.

• Kaleta, R., Skibba, K., & Joosten, T. (2007). Discovering, design, and delivering hybrid courses. In A. G. Picciano & C. D. Dziuban (Eds.), Blended learning research perspectives (pp. 111-143). The Sloan Consortium.
• Mirriahi, N., Alonzo, D., & Fox, B. (2015). A blended learning framework for curriculum design and professional development. Research in Learning Technology, 23.

Blogging/Journaling

• Garcia, E., Moizer, J., Wilkins, S., & Haddoud, M. Y. (2019). Student learning in higher education through blogging in the classroom. Computers & Education, 136, 61-74.
• O’Byrne, W. I. & Pytash, K.E. (2017). Becoming literate digitally in a digitally literate environment of their own. Journal of Adolescent & Adult Literacy, 60 (5), 499– 504.
• Pavo, M. A. H., & Rodrigo, J. C. (2015). Interaction analysis of a blog/journal of teaching practice. The Internet and Higher Education, 27, 32-43.

Comparative Studies

• Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, 12(3), 80–97.

• Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., … & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
• Joosten, T., Cusatis, R., & Harness, L. (2019). A cross-institutional study of instructional characteristics and student outcomes: Are quality indicators of online courses able to predict student success? Online Learning, 23(4).
• Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4-28.
• Zawacki-Richter, O., & Naidu, S. (2016). Mapping research trends from 35 years of publications in Distance Education. Distance Education, 37(3), 245-269.

Discussion Forums

• Gašević, D., Adesope, O., Joksimović, S., & Kovanović, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet and Higher Education, 24, 53-65.
• Kim, J. (2013). Influence of group size on students’ participation in online discussion forums. Computers & Education, 62, 123-129.

Evaluating Your Course

• Ainsworth, S. (2005). Becoming a relational academic. Synergy, 22, 5–8.

Frameworks:

Teaching/Cognitive/Social Presence and Community of Inquiry

• Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment. Journal of Asynchronous Learning Networks, 5(2), 1-17.
• Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. American Journal of Distance Education, 15(1), 7-23.
• Garrison, D.R, Cleveland-Innes, M., & Fung, M. T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13 (1–2), 31–36.
• Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3), 51-70.
• Shea, P., & Bidjerano, T. (2010). Towards a theory of self-efficacy, self-regulation, and development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731.

Web 2.0 Learning Design

• Bower, M., Hedberg, J. G.,  & Kuswara, A. (2010). A framework for Web 2.0 learning design. Educational Media International, 47(3), 177-198.

Interaction

• Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2).
• Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289.
• Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583.
• Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(2).
• Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, T. D. (2013). Improving students’ learning with effective learning techniques: Promising directions From cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
• Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS 23, 8410-8415.
• Joksimović, S., Gašević, D., Loughin, T. M., Kovanović, V., & Hatala, M. (2015). Learning at distance: Effects of interaction traces on academic achievement. Computers & Education, 87, 204-217.
• Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1).
• Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52–65.

Online Learning Readiness

• Joosten, T., & Cusatis, R. (2020). Online Learning Readiness. American Journal of Distance Education, 1-14.

Open Educational Resources

• Friesen, N. (2009). Open educational resources: New possibilities for change and sustainability. The International Review Of Research In Open And Distance Learning, 10(5), 1-13.
• Hilton, J., Wiley, D., Stein, J. & Johnson, A. (2010). The four R’s of openness and ALMS analysis: Frameworks for open educational resource. Open Learning: The Journal of Open, Distance and e-Learning, 25(1), 37-44.
• Petrides, L., Nguyen, L., Jimes, C., & Karaglani, A. (2008). Open educational resources: Inquiring into author use and reuse. International Journal of Technology Enhanced Learning, 1(1-2), 98-117.
• Tuomi, I. (2013). Open educational resources and the transformation of education. European Journal of Education, 48(1), 58–78.

Self-Regulation

• Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.
• Gašević, D., Mirriahi, N., Dawson, S., & Joksimović, S. (2017). Effects of instructional conditions and experience on the adoption of a learning tool. Computers in Human Behavior, 67, 207-220.

Small Group Work

• Barkley, E., Cross, P., & Major, C.H. (2004). Collaborative learning techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
• Michaelsen, L.K., Knight, A.B., & Fink, L. D. (2004.) Team-based learning: A transformative use of small group in college teaching. Sterling, VA: Stylus Publishing.
• Palloff, R.M. & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco, CA: Jossey-Bass.

Social Networks

• Bakharia, A., & Dawson, S. (2011, February). SNAPP: A bird’s-eye view of temporal participant interaction. In Proceedings of the 1st International Conference on Learning Analytics and Knowledge (pp. 168-173).
• Comber, S., Durier-Copp, M., & Gruzd, A. (2018). Instructors Perceptions of Networked Learning and Analytics. Canadian Journal of Learning and Technology, 44(3).
• Joksimović, S., Manataki, A., Gašević, D., Dawson, S., Kovanović, V., & De Kereki, I. F. (2016). Translating network position into performance: Importance of centrality in different network configurations. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 314-323). New York: ACM Press.

Technology Use (Other)

• Bower, M., Kennedy, G. E., Dalgarno, B., Lee, M. J. W., Kenney, J. & de Barba, P. (2012). Use of media-rich real-time collaboration tools for learning and teaching in Australian and New Zealand universities. In M. Brown, M. Hartnett & T. Stewart (Eds.), Proceedings of ASCILITE 2012 (pp. 133-144). Wellington, Australia.

• Carroll, J.-A., Diaz, A., Meiklejohn, J., Newcomb, M., & Adkins, B. (2013). Collaboration and competition on a wiki: The praxis of online social learning to improve academic writing and research in under-graduate students. Australasian Journal of Educational Technology, 29(4), 513-525.

• Chen, P.-S, D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4),1222-1232.

• Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26.
• Joosten, T. (2012). Developing a richer learning experience. In Social media for educators: Strategies and best practices. San Francisco: Jossey-Bass.

Video

• Dinmore, S. (2019). Beyond lecture capture: Creating digital video content for online learning – a case study. Journal of University Teaching & Learning Practice, 16(1).
• Fiorella, L., & Mayer, R. E. (2018). What works and doesn’t work with instructional video. Computers in Human Behavior, 89, 465–470.
• Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, J. P. (2015). Video and online learning: Critical reflections and findings from the field. HIIG Discussion Paper Series No. 2015-02.
• Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research and Development, 16(1).
• Ou, C., Joyner, D. A., & Goel, A. K. (2019). Designing and Developing Videos for Online Learning: A Seven-Principle Model. Online Learning, 23(2), 82-104.
• Ramlatchan, M., & Watson, G. S. (2020). Enhancing instructor credibility and immediacy in online multimedia designs. Educational Technology Research and Development, 68(1), 511–528.
• Scagnoli, N. I., Choo, J., & Tian, J. (2019). Students’ insights on the use of video lectures in online classes. British Journal of Educational Technology, 50(1), 399–414.
• van Wermeskerken, M., Ravensbergen, S., & van Gog, T. (2018). Effects of instructor presence in video modeling examples on attention and learning. Computers in Human Behavior, 89, 430–438.

Miscellaneous

• Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge.
• Siemens, G., Gasevic, D. & Dawson, S. (2015). Preparing for the digital university: A review of the history and current state of distance, blended, and online learning.
• DETA Research Center Database
• Online Learning Annotated Bibliography (2012)
• Tanya’s 2018 Reading List (Paradigms/Theory, Engagement, Technology Implementation. Group Development/Decision Making, Control, Distance Education, Teaching Online, Online Quality Indicators, Assessment)
• Tanya’s 2015 Reading List (Blended/Online Meta-Analyses)