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• Learning from decades of online distance education: MOOCs and the Community of Inquiry framework

  Amemado, D. & Manca, S. (2017). Learning from decades of online distance education: MOOCs and the Community of Inquiry framework. Journal of e-Learning and Knowledge Society, 13(2),. Italian e-Learning Association.

• A Sharing Mind Map-oriented Approach to Enhance Collaborative Mobile Learning With Digital Archiving Systems

  Chang, J.H., Chiu, P.S. & Huang, Y.M. (2018). A Sharing Mind Map-oriented Approach to Enhance Collaborative Mobile Learning With Digital Archiving Systems. The International Review of Research in Open and Distributed Learning, 19(1),. Athabasca University Press.

• How Learners Participate in Connectivist Learning: An Analysis of the Interaction Traces From a cMOOC

  Wang, Z., Anderson, T. & Chen, L. (2018). How Learners Participate in Connectivist Learning: An Analysis of the Interaction Traces From a cMOOC. The International Review of Research in Open and Distributed Learning, 19(1),. Athabasca University Press.

• How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?

  Verstegen, D., Dailey-Hebert, A., Fonteijn, H., Clarebout, G. & Spruijt, A. (2018). How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?. The International Review of Research in Open and Distributed Learning, 19(4),. Athabasca University Press.

• Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

  Kyriakou, A. & Higgins, S. (2016). Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not. Preschool and Primary Education, 4(2), 254-275. Laboratory of Pedagogical Research & Applications.

• Diagnosing the barriers for integrating Educational Technology in Physics courses in Lebanese secondary schools

  Yehya, F., Barbar, A. & Abou Rjeily, S. (2018). Diagnosing the barriers for integrating Educational Technology in Physics courses in Lebanese secondary schools. Research in Social Sciences and Technology, 3(2), 14-39.

• Google Forms Quizzes and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model Integration

  Castro, S. (2018). Google Forms Quizzes and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model Integration. Issues and Trends in Educational Technology, 6(2),. University of Arizona Libraries.

• Sexuality and youth: experiences and repercussions

  Brêtas, J., Moraes, S. & Zanatta, L. (2018). Sexuality and youth: experiences and repercussions. Alteridad, 13(1), 192-203. Quito, Ecuador: Universidad Politécnica Salesiana of Ecuador.

• Proposal for design an instrument for video lectures analysis in MOOC

  Manotas Salcedo, E., Pérez Rodriguez, A. & Contreras Pulido, P. (2019). Proposal for design an instrument for video lectures analysis in MOOC. Alteridad, 14(1), 53-64. Quito, Ecuador: Universidad Politécnica Salesiana of Ecuador.

• Design, Validation, and Application of a Questionnaire on Media Education for Teachers in Training

  Mateus, J.C. & Hernández-Breña, W. (2019). Design, Validation, and Application of a Questionnaire on Media Education for Teachers in Training. Journal of New Approaches in Educational Research (NAER Journal), 8(1), 34-41. University of Alicante.

• Technology Education in Finland, Slovenia, Estonia and Iceland: The Structure of Students’ Attitudes towards Technology

  Autio, O., Jamsek, J., Soobik, M. & Olafsson, B. (2019). Technology Education in Finland, Slovenia, Estonia and Iceland: The Structure of Students’ Attitudes towards Technology. International Journal of Technology in Education and Science, 3(2), 95-106.

• University Teachers and Open Educational Resources: Case Studies from Latin America

  Rodés, V., Gewerc-Barujel, A. & Llamas-Nistal, M. (2019). University Teachers and Open Educational Resources: Case Studies from Latin America. The International Review of Research in Open and Distributed Learning, 20(1),. Athabasca University Press.

• Open Practices in Public Higher Education in Portugal: faculty perspectives

  Cardoso, P., Morgado, L. & Teixeira, A. (2019). Open Practices in Public Higher Education in Portugal: faculty perspectives. Open Praxis, 11(1), 55-70. International Council for Open and Distance Education.

• Collaboratively Developing Open Educational Resources for Engineering Educators in SlideWiki

  Moundridou, M., Zalavra, E., Papanikolaou, K. & Tripiniotis, A. (2019). Collaboratively Developing Open Educational Resources for Engineering Educators in SlideWiki. International Association of Online Engineering.

• Fun and Engagement in Lecture Halls through Social Gamification

  Mader, S. & Bry, F. (2019). Fun and Engagement in Lecture Halls through Social Gamification. International Association of Online Engineering.

• Impacts of the Migration of Cross-Cutting Courses of a Traditional University in Distance Learning

  Ba, M., Gueye, B., Gueye, A., Kassé, O. & Mballo, M. (2019). Impacts of the Migration of Cross-Cutting Courses of a Traditional University in Distance Learning. International Association of Online Engineering.

• Beliefs about Teaching Geometric Transformations with Geometers’ Sketchpad: A Reflexive Abstraction

  Belbase, S. (2013). Beliefs about Teaching Geometric Transformations with Geometers’ Sketchpad: A Reflexive Abstraction. Journal of Education and Research, 3(2),. Kathmandu University School of Education.

• STRENGTHENING EDUCATION TO GENERATE EDUCATIONAL GRADUATES (TEACHER PREPARATION AND CERTIFICATION IN AUSTRALIA)

  Malik, R. (2013). STRENGTHENING EDUCATION TO GENERATE EDUCATIONAL GRADUATES (TEACHER PREPARATION AND CERTIFICATION IN AUSTRALIA). International Journal of Education, 7(1), 43-58. UPI Press.

• VIRTUAL ANTI-BULLYING VILLAGE PROJECT FOR COPING WITH BULLYING AND CYBERBULLYING WITHIN A 3D VIRTUAL LEARNING ENVIRONMENT: EVALUATION RESEARCH

  Olenik Shemesh, D., Heiman, T. & Rabin, E. (2014). VIRTUAL ANTI-BULLYING VILLAGE PROJECT FOR COPING WITH BULLYING AND CYBERBULLYING WITHIN A 3D VIRTUAL LEARNING ENVIRONMENT: EVALUATION RESEARCH. International Journal of Cyber Society and Education, 7(2), 97-124. ATISR.

• Utilization of Cinematographic Elements for Production of Educational Films

  Demir, O. (2017). Utilization of Cinematographic Elements for Production of Educational Films. Journal of Learning and Teaching in Digital Age, 2(1), 28-35. Mehmet Akif Ocak, PhD.