Key Initiatives
Key Initiatives

Members' Creative Scholarship Highlights

An, Y.-J., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33(1), 64-84.

Barbour, M., Borup, J. & Rice, M. (2021). Beyond pandemic pedagogy: What lessons have we learned from the "New Normal." Tauro University. Tauro, CA.

Belt, E., & Lowenthal, P. R. (2021). Video use in online and blended courses: A qualitative synthesis. Distance Education, 42(3), 410-440.

Bolliger, D., & Martin, F. (2021). Critical Design Elements in Online Courses. Distance Education, 42(3), 352-372.

Bolliger, D., & Martin, F. (2021). Factors Underlying the Perceived Importance of Online Student Engagement Strategies. Journal of Applied Research in Higher Education, 13(2), 404-419.

Carlson, K. (2021). Supporting Students Through Online Learning. In Kyei-Blankson, Blankson, & Ntuli. (Ed.), Handbook of Research on Inequities in Online Education During Global Crises (pp.148-162). IGI Global. ISBN: 9781799865339

Clinton-Lisell, V., Legerski, E., Rhodes, B., & Gilpin, S. (2021). Open Educational Resources as tools to foster equity. In C. Ozaki & L. Parson (Eds.), Teaching & learning for social justice and equity in higher education, Volume 2 (pp. 317-337). Palgrave MacMillan.

Correia, A.-P., & Halabi, A. (2021). Tablet devices in the classroom: Their instructional role with children on the autism spectrum. Journal of Educational Technology Systems, 50(2), 273-293.

Correia, A.-P., Hickey, S., Lepicki, T., & Willis, A. (2021). Meeting online learners where they are: e-Learning during a time of pandemic. eLearn Magazine (August 2021).

Correia, A.-P. (2021, April 1). Do videoconferencing systems support high-quality learning experiences? Media & Learning.

Correia, A.-P. (2021). Community of inquiry in a collectivist/feminine society: An examination. In J. Michael Spector, Barbara B. Lockee, & Marcus D. Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy (pp. 1-22). Springer.

Doo, M. Y., & Bonk, C. J. (2021). Cognitive instrumental processes of flipped learners: Effects of relevance for learning, quality of learning outcomes, and result demonstrability. Journal of Educational Computing Research, 59(6), 1093-1113.

Doo, M.-Y., Bonk, C. J., Shin, C. H., & Woo, B-D. (2021). Structural relationships among self-regulation, transactional distance, and learning engagement in a large university class using flipped learning. Asia Pacific Journal of Education, 41(3), 609-625.

Doo, M. Y., Bonk, C. J., & Kim, J. W. (2021). An investigation of under-represented MOOC populations: motivation, self-regulation and grit among 2-year college students in Korea. Journal of Computing in Higher Education, 33(2), 419-440.

Gilpin, S. & Rollag Yoon, S. (2021, September). Permeable Online Discussion Groups: New Moves for Building Community Online. Presentation at the Online Learning Consortium (OLC) Accelerate International Conference. Live-streamed 45-minute education session.

Gilpin, S., Rollag Yoon, S., Murzyn, A., & Schutte, N. (2021, September). Rejuvenating Online Discussions to Foster Inclusive Online Communities. Panel at the Online Learning Consortium (OLC) Accelerate International Conference. Live-streamed 45-minute education session.

Guilbaud, T.C., Martin, F., Newton, X. (2021). Faculty Perceptions on Accessibility in Online Learning: Knowledge, Practice and Professional Development. Online Learning, 25(2),6-35.

Heo, H., Bonk, C. J., & Doo, M. Y. (2021 online first). Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments. Journal of Computer Assisted Learning, 13(21).

Huang, R., Tlili, A., Wang, H.-H., Shi, Y., Bonk, C. J., Yang, J., Burgos, D. (2021). Emergence of the Online-Merge-Offline (OMO) learning wave in the post-COVID-19 era: Preliminary findings. Sustainability, 13(6), 3512.

Lowenthal, P. R., Lomellini, A., Smith, C., & Greear, K. (2021). Accessible online learning: A critical analysis of online quality assurance frameworks. Quarterly Review of Distance Education, 22(2), 15-29.

Lowenthal, P. R., Fiock, H. S., Shreaves, D. L., & Belt, E. S. (2021). Investigating students’ perceptions of screencasting style of video feedback in online courses. TechTrends.

Martin, F., Bolliger, D., & Flowers, C. (2021). Design Matters: Development and Validation of the Online Course Design Elements (OCDE). International Review of Research in Open and Distributed Learning, 22(2), 46-71.

Martin, F. & Kumar, S. (2021). Barriers to online education and strategies for overcoming them. In L. A. Cifuentes (Ed.), Guide to Administering Distance Learning (pp. 43-60). Brill/Sense Publishers and AECT.

Martin, F., Sun, T., Turk, M., & Ritzhaupt, A. (2021). A Meta-Analysis on the Effects of Synchronous Online Learning on Cognitive and Affective Educational Outcomes. International Review of Research on Open and Distributed Learning, 22(3), 205-242.

Picciano, A.G., Dziuban, C., Graham, C. & Moskal, P. (Eds.) (2022). Blended learning: Research perspectives, Volume 3. Routledge/Taylor & Francis, Publishers.

Rice, M. (2021). Reconceptualizing teacher professional learning about technology integration as intra-active entanglements. Professional Development in Education, 47, 524-537.

Rice, M. & Cun, A., (2021). Psychosocial considerations for personalising learning for young children: An Eriksonian perspective. British Journal of Educational Technology, 52, 1823-1838.

Rice, M. F. & Ortiz, K. R. (2021). Parents’ use of technological literacies to support their children with disabilities in online learning environments. Online Learning, 25(3) 208-229.

Snelson, C., Yang, D., & Temple, T. (2021). Addressing the Challenges of Online Video Analysis in Qualitative Studies: A Worked Example from Computational Thinking Research. The Qualitative Report, 26(6), 1974-1988.

Trespalacios, J., Snelson, C., Lowenthal, P. R., Uribe-Florez, L., & Perkins, R. (2021). Community and connectedness in online higher education: A scoping review. Distance Education, 42(1), 5-21.

Trespalacios, J., Uribe-Florez, L., Lowenthal, P. R., Lowe, S., & Jensen, S. (2021). Exploring new online graduate students’ perceptions of institutional support and online learning self-efficacy. The American Journal of Distance Education. Advance online publication.

Turk, M. (2021, April 21). Co-facilitated discussions to truly engage your online students with course content. Faculty Focus.

Xie, J., Gulinna, L., Rice, M., & Griswold, D. (2021). Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19. Distance Education, 42(3).

Yang, D., Baek, Y., Ching, Y., Swanson, S., Chittoori, B., Wang, S. (2021). Infusing computational thinking in an integrated STEM curriculum: User reactions and lessons learned. European Journal of STEM Education, 6(1).

Zhan, Z., Mei, H., Liang, T., Huo, L., Bonk, C. J., & Hu, Q. (2021, online first). Effects of material incentive on the knowledge sharing networks and information lifecycle in an online forum: A longitudinal study with social network analysis. Interactive Learning Environments.

Zhu, M., Sabir, N., Bonk, C. J., Sari, A., Xu., S., & Kim, M. (2021, April). Addressing learner cultural diversity in MOOC design and delivery: Strategies and practices of instructors and experts. Turkish Online Journal of Distance Education, 22(2), 1-25.