Online Learning

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Aberson, C. L., Berger, D. E., Healy, M. R., Kyle, D. J., & Romero, V. L. (2000). Evaluation of an interactive tutorial for teaching the Central Limit Theorem. Teaching of Psychology, 27, 289-291.

Acikalin, M. (2009). Pre-service elementary teachers' beliefs about use of the Internet in the social studies classroom. European Journal of Teacher Education, 32, 305-320.

Aesaert, K., & van Braak, J. (2014). Exploring factors related to primary school pupils’ ICT self-efficacy: A multilevel approach. Computers in Human Behavior, 41, 327-341.

Agee, J., & Altarriba, J. (2009). Changing conceptions and uses of computer technologies in the everyday literacy practices of sixth and seventh graders. Research in the Teaching of English, 43, 363-396.

Agostinho, S., Meek, J., & Herrington, J. (2005). Design methodology for the implementation and evaluation of a scenario-based online learning environment. Journal of Interactive Learning Research, 16, 229-242.

Aivazidis, C., Lazaridou, M., & Hellden, G. f. (2006). A comparison between a traditional and an online environmental educational program. The Journal of Environmental Education, 37, 45-54.

Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. Internet and Higher Education, 11, 71-80.

Alenezi, A. R., Abdul karim, A. M., & Veloo, A. (2010). An empirical investigation into the role of enjoyment, computer anxiety, computer self-efficacy and Internet experience in influencing the students' intention to use e-learning: A case study from Saudi Arabian governmental universities. Turkish Online Journal of Educational Technology, 9, 22-34.

Akdemir, O., & Koszalka, T. A. (2008). Investigating the relationships among instructional strategies and learning styles in online environments. Computers & Education, 50, 1451-1461.

Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42, 233-250.

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Apple, K. J., Reis-Bergan, M., Adams, A. H., & Saunders, G. (2011). Online tools to promote student collaboration. In D. S. Dunn, H. J. Wilson, J. E. Freeman, & J. R. Stowell (Eds.), Best practices for technology-enhanced teaching and learning: Connecting to psychology and the social sciences (pp. 239-251). New York: Oxford University Press.

Arbaugh, J. B., & Duray, R. (2002). Technological and structural characteristics, student learning and satisfaction with Web-based courses: An exploratory study of two on-line MBA programs. Management Learning, 33, 331-347.

Artino, A. R, (2009). Think, feel, act: Motivational and emotional influences on military students online academic success. Journal of Higher Education, 21, 146-166.

Astleitner, H. (2002). Teaching critical thinking online. Journal of Instructional Psychology, 29 (2), 53-76.

Atif, Y. (2013). Conversational learning integration in technology enhanced classrooms. Computers in Human Behavior, 29, 416-423.

Augustsson, G. (2010). Web 2.0, pedagogical support for reflexive and emotional social interaction among Swedish students. Internet and Higher Education, 13, 197-205.

Auyeung, L. H. (2004). Building a collaborative online learning community: A case study in Hong Kong . Journal of Educational Computing Research, 31, 119-136.

Baek, Y. K. (2008). What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games. CyberPsychology & Behavior, 11, 665-671.

Bahk, C. M., & Tapie Rohm, C. E. (2009). Learning to live online: Acceptance and usage of the Internet as an innovative medium. International Journal of Innovation and Learning, 6, 247-258.

Balajthy, E. (2002). Information technology and literacy assessment. Reading & Writing Quarterly, 18, 369-373.

Banyard, P., Underwood, J., & Twiner, A., (2006). Do enhanced communication technologies inhibit or facilitate self-regulated learning? European Journal of Education, 41, 473-489.

Baran, B. (2010). Facebook as a formal instructional environment. British Journal of Educational Technology, 41, 146-149.

Barba, R. H., & Clark, K. A. (2002). What’s a “hit”? An analysis of a web-based learning environment. Journal of Computers in Mathematics & Science Teaching, 21, 67-76.

Barbour , M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52, 402-416.

Barnett-Queen, T., Blair, R., & Merrick, M. (2005). Student perspectives of online discussions: Strengths and weaknesses. Journal of Technology in Human Services, 23, 229-244.

Baruchson-Arbib, S., & Bronstein, J. (2007). Humanists as information users in the digital age: The case of Jewish studies scholars in Israel. Journal of the American Society for Information Science and Technology, 58, 2269-2279.

Bassani, P. B. S. (2011). Interpersonal exchanges in discussion forums: A study of learning communities in distance learning settings. Computers & Education, 56, 931-938.

Bassili, J. N. (2006). Promotion and prevention orientations in the choice to attend lectures or watch them online. Journal of Computer Assisted Learning, 22, 444-455.

Bates, R., & Khasawneh, S. (2007). Self-efficacy and college students’ perceptions and use of online learning systems. Computers in Human Behavior, 23, 175-191.

Baytak, A., & Land, S. M. (2010). A case study of educational game design by kids and for kids. Procedia Social and Behavioral Sciences, 2, 5242-5246.

Beaudoin, M. F. (2002). Learning or lurking? Tracking the “invisible” online student. Internet and Higher Education, 5, 147-155.

Behrend, T. S., & Thompson, L. F. (2011). Similarity effects in online training: Effects with computerized trainer agents. Computers in Human Behavior, 27, 1201-1206.

Bekele, A. T. (2009). Cognitive skills in Internet-supported learning environments in higher education: Research issues. Scandinavian Journal of Educational Research, 53, 397-419.

Bekele, T. A. (2010). Motivation and satisfaction in Internet-supported learning environments: A review. Educational Technology & Society, 13, 116-127.

Belcastro, F. P. (2004 ). Rural gifted students who are deaf or hard of hearing: How electronic technology can help. American Annals of the Deaf, 149, 309-313.

Beller, M., & Or, E. (2003). Learning technologies at the service of higher education: Global trends and local Israeli opportunities. Work: Journal of Prevention, Assessment & Rehabilitation, 20, 23-33.

Ben-David Kolikant, Y. (2010). Digital natives, better learners? Students’ beliefs about how the Internet influenced their ability to learn. Computers in Human Behavior, 26, 1384-1391.

Benigno, V., & Trentin, G. (2000). The evaluation of online courses. Journal of Computer Assisted Learning,16, 259-270.

Ben-Peretz, M., & Kupferberg, I. (2007). Does teachers’ negotiation of personal cases in an interactive cyber forum contribute to their professional learning? Teachers and Teaching: Theory and Practice, 13, 125-143.

Bentley, J. P. H., Tinney, M. V., & Chia, B. H. (2006). Intercultural Internet-based learning: Know your audience and what it values. Educational Technology Research and Development, 53, 117-127.

Berge, O., & Fjuk, A. (2006). Understanding the roles of online meetings in a Net-based course. Journal of Computer Assisted Learning, 22, 13-23.

Berge, Z. L. (2002). Obstacles to distance training and education in corporate organizations. Journal of Workplace Learning, 14, 182-189.

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74, 379-439.

Beyth-Marom, R., Saporta, K., & Caspi, A. (2005). Synchronous vs. asynchronous tutorials: Factors affecting student perferences and choices. Journal of Research on Technology in Education, 37, 245-262.

Bickle, M. C., & Carroll, J. C. (2003). Checklist for quality Online instruction: Outcomes for learners, the professor and the institution. College Student Journal, 37, 208-218.

Bishop, C., & Foster, C. (2011). Thinking styles: Maximizing online supported learning. Journal of Educational Computing Research, 44, 121-139.

Bishop-Clark, C., Dietz-Uhler, B., & Fisher, A. (2006-2007). The effects of personality type on Web-based distance learning. Journal of Educational Technology Systems, 35, 491-506.

Blackshear Hull, E. (2008). Internet chat in simulations: Taking BULLYING online. Simulation & Gaming, 39, 198-208.

Bleazby, J. (2012). How compatible are communities of inquiry and the Internet? Some concerns about the community of inquiry approach to e-learning. E-Learning and Digital Media, 9, 1-12.

Bledsoe, T. S., & Simmerok, B. D. (2013). A multimedia-rich platform to enhance student engagement and learning in an online environment. Journal of Asynchronous Learning Networks, 17, 57-66.

Bliuc, A.-M., Ellis, R., Goodyear, P., & Piggott, L. (2010). Learning through face-to-face and online discussions: Associations between students’ conceptions, approaches and academic performance in political science. British Journal of Educational Technology, 41, 512-524.

Bloom, K. C., & Hough, M. C. (2003). Student satisfaction with technology-enhanced learning. Computers, Informatics, Nursing, 21, 241-246.

Bodemer, D. (2011). Tacit guidance for collaborative multimedia learning. Computers in Human Behavior, 27, 1079-1086.

Bodemer, D., & Dehler, J. (2011). Group awareness in CSCL environments. Computers in Human Behavior, 27, 1043-1045.

Bold, M. (2006). Use of wikis in graduate course work. Journal of Interactive Learning Research, 17, 5-14.

Bonderup Dohn, N. (2009). Web 2.0: Inherent tensions and evident challenges for education. Computer-Supported Collaborative Learning, 4, 343-363.

Bonk, C. J., Daytner, K., Daytner, G., Dennen, V., & Malikowski, S. (2001). Using Web-based cases to enhance, extend, and transform pre-service teacher training: Two years in review. Computers in the Schools, 18, 189-211.

Bork, A. (2001). What is needed for effective learning on the Internet? Educational Technology & Society, 4(3), 139-144.

Bos, N., & Shami, S. N. (2006). Adapting a face-to-face role-playing simulation for online play. Educational Technology Research and Development, 54, 493-521.

Bosley, S., & Young, D. (2006). Online learning dialogues in learning through work. Journal of Workplace Learning, 18, 355-366.

Boulos, M. N. K., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: A new generation of Web-based tools for virtual collaborative clinical practice and education. BMC Medical Education, 6, 1-8.

Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54, 927-931.

Brahler, C. J., Quitadamo, I. J., & Johnson, E. C. (2002). Student critical thinking is enhanced by developing exercise prescriptions using online learning modules. Advances in Physiology Education, 26, 210-221.

Brand-Gruwel, S., Wopereis, I., & Walraven, A. (2009). A descriptive model of information problem solving while using Internet. Computers & Education, 53, 1207-1217.

Brảten, I., & Strømsø, H. I. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior 22, 1027–1042.

Bray, M., Flowers, C., Gibson, P. (2003). Accessibility of school districts' Web sites: A descriptive study. Information Technology in Childhood Education Annual, 15, 209-221.

Brent, E. (1999). Computers in the undergraduate classroom. Social Science Computer Review, 17, 162-175.

Brinkerhoff, J., & Koroghlanian, C. M. (2005). Student computer skills and attitudes toward Internet-delivered instruction: An assessment of stability over time and place. Journal of Educational Computing Research, 32, 27-56.

Brinkerhoff, J., & Koroghlanian, C. M. (2007). Online students' expectations: Enhancing the fit between online students and course design. Journal of Educational Computing Research, 36, 383-393.

Brothen, T., & Wambach, C. (2004). The value of time limits on Internet quizzes. Teaching of Psychology, 31, 62-64.

Brown, K. G. (2001). Using computer to deliver training: Which employees learn and why? Personnel Psychology, 54, 271-296.

Browne, M. N., Freeman, K. E., & Williamson, C. L. (2000). The importance of critical thinking for student use of the Internet. College Student Journal, 34, 391-398.

Brukman, A. (2006). Learning in online communities. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 461-472). Boston, MA: Cambridge University Press.

Buchanan, T., Sainter, P., & Saunders, G. (2013). Factors affecting faculty use of learning technologies: Implications for models of technology adoption. Journal of Computing in Higher Education, 25, 1-11.

Buder, J. (2011). Group awareness tools for learning: Current and future directions. Computers in Human Behavior, 27, 1114-1117.

Burgess, J. (2006). Blogging to learn, learning to blog. In A. Bruns & J. Jacobs (Eds.), Uses of bloges (pp. 105-114). New York: Peter Lang Publishing.

Burgos, D., Tattersall, C., & Koper, R. (2007). Re-purposing existing generic games and simulations for e-learning. Computers in Human Behavior, 23, p.2656-p.2667.

Buzhardt, J., & Semb, G. (2005). Integrating online instruction in a college classroom to improve cost effectiveness. Teaching of Psychology, 32, 63-66.

Caballé, S., Daradoumis, T., Xhafa, F., & Juan, A. (2011). Providing effective feedback, monitoring and evaluation to on-line collaborative learning discussions. Computers in Human Behavior, 27, 1372-1381.

Cakir, H. (2013). Use of blogs in pre-service teacher education to improve student engagement. Computers & Education, 68, 244-252.

Calandra, B., Barron, A. E. (2005). A Preliminary investigation of advance organizers for a complex educational Website. Journal of Educational Multimedia & Hypermedia, 14, 5-23.

Calandra, B., Barron, A. E., & Thompson-Sellers, I. (2008). Audio use in e-learning: What, why, when, and how? International Journal on eLearning, 7, 589-601.

Callaghan, N., & Bower, M. (2012). Learning through social networking sites – The critical role of the teacher. Educational Media International, 49, 1-17.

Campbell, C. (2006). Student use of information and communication technology: Does it foster a deep approach to learning? Psychology Learning & Teaching, 5, 67-69.

Carroll-Barefield, A., & Murdoch, C. (2004). Using online learning to enhance interdisciplinary education. Journal of Allied Health, 33, 78-81.

Carswell, A. D., & Venkatesh, V. (2002). Learner outcomes in an asynchronous distance education environment. International Journal of Human-Computer Studies, 56, 475-494.

Caspi, A., & Blau, I. (2008). Social presence in online discussion groups: Testing three conceptions and their relations to perceived learning. Social Psychology of Education, 11, 323-346.

Caspi, A., Chajut, E., & Saporta, K. (2008). Participation in class and in online discussions: Gender differences. Computers & Education, 50, 718-724.

Cassidy, E. D., Britsch, J., Griffin, G., Manolovitz, T., Shen, L., & Turney, L. (2011). Higher education and emerging technologies: Student usage, preferences, and lessons for library services. Reference & User Services Quarterly, 50, 380-391.

Castaño-Muñoz, J., Duart, J. M., & Sancho-Vinuesa, T. (2014). The Internet in face-to-face higher education: Can interactive learning improve academic achievement? British Journal of Educational Technology, 45, 149-159.

Castillo-Merino, D., & Serradell-Lopez, E. (2014). An analysis of the determinants of students’ performance in e-learning. Computers in Human Behavior, 30, 476-484.

Cathey, C. (2007). Power of peer review: An online collaborative learning assignment in social psychology. Teaching of Psychology, 34, 97-99.

Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60, 148-158.

Chai, C. S., & Lim, C. P. (2011). The Internet and teacher education: Traversing between the digitized world and schools. Internet and Higher Education, 14, 3-9.

Chan, C. K. K., & Chan, Y.-Y. (2011). Students’ views of collaboration and online participation in knowledge forum. Computers & Education, 57, 1445-1457.

Chan, J. C. C., Hew, K. F., & Cheung, W. S. (2009). Asynchronous online discussion thread development: Examining growth patterns and peer-facilitation techniques. Journal of Computer Assisted Learning, 25, 438-452.

Chandra, V., & Fisher, D. L. (2009). Students’ perceptions of a blended web-based learning environment. Learning Environment Research, 12, 31-44.

Chang, C.-S., Chen, T-S., & Hsu, W-H. (2011). The study on integrating WebQuest with mobile learning for environmental education. Computers & Education, 57, 1228-1239.

Chang, C.-S., Liu, E. Z.-F., Sung, H.-Y., Lin, C.-H., Chen, N.-S., & Cheng, S.-S. (2014). Effects of online college student’s Internet self-efficacy on learning motivation and performance. Innovations in Education and Teaching International, 51, 366-377.

Chang, M. (2005). Applying self-regulated learning strategies in a Web-based instruction: An investigation of motivation perception. Computer Assisted Language Learning, 18, 217-230.

Chang, C. K., Chen, G. D., & Li, L. Y. (2008). Constructing a community of practice to improve coursework activity. Computers & Education, 50, 235-247.

Chen, C. C., Ryan, T., & Olfrnan, L. (2006). Online behavior modeling: An effective and affordable software training method. International Journal of Web-Based Learning and Teaching Technologies, 1, 36-53.

Chen, C.-M. (2009). Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance. Expert Systems with Applications, 36, p.8816-p.8829.

Chen, C.-M., & Lee, T.-H. (2011). Emotion recognition and communication for reducing second-language speaking anxiety in a web-based one-to-one synchronous learning environment. British Journal of Educational Technology, 42, 417-440.

Chen, D. T., & Hung, D. (2002). Personilised knowledge representations: The missing half of online discussions. British Journal of Educational Technology, 33, 279-290.

Chen, H.-R., & Tseng, H.-F. (2012). Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and Program Planning, 35, 398-406.

Chen, L.-Y., Hsiao, B., Chern, C.-C., & Chen, H.-G. (2014). Affective mechanisms linking Internet use to learning performance in high school students: A moderated mediation study. Computers in Human Behavior, 35, 431-443.

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, 1222-1232.

Chen, R., & Tsai, C. (2007). Gender differences in Taiwan university students’ attitudes toward Web-based learning. CyberPsychology & Behavior, 10, 645-654.

Chen, S. Y., & Macredie, R. D. (2004). Cognitive modeling of student learning in Web-based instructional programs. International Journal of Human-Computer Interaction, 17, 375-402.

Chen, Y., Chen, N.-S., & Tsai, C.-C. (2009). The use of online synchronous discussion for web-based professional development for teachers. Computers & Education, 53, 1155-1166.

Chen, Y.-H., & Jang, S.-J. (2014). Interrelationship between stages of concern and technological, pedagogical, and content knowledge: A study on Taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79-91.

Cheung, W. S., & Hew, K. F. (2010). Examining facilitators’ habits of mind in an asynchronous online discussion environment: A two cases study. Australasian Journal of Educational Technology, 26, 123-132.

Cheung, W. S., Hew, K. F., & Ng, C. S. L. (2008). Toward an understanding of why students contribute in asynchronous online discussions. Journal of Educational Computing Research, 38, 29-50.

Chiu, Y.-L., Liang, J.-C., & Tsai, C.-C. (2013). Internet-specific epistemic beliefs and self-regulated learning in online academic information searching. Metacognition and Learning, 8, 235-260.

Chou, C., & Peng, H. (2011). Promoting awareness of Internet safety in Taiwan in-service teacher education: A ten-year experience. Internet and Higher Education, 14, 44-53.

Chou, C.-M. (2011). Student teachers socialization development by teaching blog: Reflections and socialization strategies. Turkish Online Journal of Educational Technology, 10, 190-201.

Chou, C. C. (2001). Formative evaluation of synchronous CMC system for learner-centered online course. Journal of Interactive Learning Research, 12, 173-192.

Chou, S., & Liu, C. (2005). Learning effectiveness in a Wab-based virtual learning enviroment: A learner control prespective. Journal of Computer Assisted Learning, 21, 65-76.

Chu, R. J.-C. (2010). How family support and Internet self-efficacy influence the effects of e-learning among higher aged adults – Analyses of gender and age differences. Computers & Education, 55, 255-264.

Chu, R. J., & Chu, A. Z. (2010). Multi-level analysis of peer support, Internet self-efficacy and e-learning outcomes – The contextual effects of collectivism and group potency. Computers & Education, 55, 145-154.

Chu, S. K.-W. (2008). TWiki for knowledge building and management. Online Information Review, 32, 745-758.

Chuang, S., & Tsai, C. (2005). Preferences toward the constructivist Internet-based learning environments among high school students in Taiwan. Computers in Human Behavior, 21, 255-272.

Chuang, S.-C., Hwang, F.-K., & Tsai, C.-C. (2008). Students' perceptions of constructivist Internet learning environments by a physics virtual laboratory: The gap between ideal and reality and gender differences.

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Cheung, W., & Huang, W. (2005). Proposing a framework to assess Internet usage in university education: An empirical investigation from a student's perspective. British Journal of Educational Technology, 36, 237-253.

Ching, C. C., & Hursh, A. W. (2010). 'This site is blocked': K-12 teachers and the challenge of accessing peer-to-peer networks for education. E-Learning and Digital Media, 7, 338-345.

Chiou, W.-B. (2007). Attitudes of faculty members toward teaching online courses: View from dissonance theory. Psychological Reports, 101, 39-46.

Cho, Y. H., & Huang, Y. (2014). Exploring the links between pre-service teachers’ beliefs and video-based reflection in wikis. Computers in Human Behavior, 35, 39-53.

Chow, M., Herold, D. K., Choo, T.-M., & Chan, K. (2012). Extending the technology acceptance model to explore the intention to use Second Life for enhancing healthcare education. Computers & Education, 59, 1136-1144.

Chu, H.-C., Hwang, G .-J., Tsai, C.-C., & Chen, N.-S. (2009). An innovative approach for promoting information exchanges and sharing in a web 2.0-based learning environment. Interactive Learning Environments, 17, 311- 323.

Chu, R. J., Chu, A. Z., Weng, C., Tsai, C.-C., & Lin, C.-C. (2012). Transformation for adults in an Internet-based learning environment: Is it necessary to be self-directed? British Journal of Educational Technology, 43, 205-216.

Chu, R. J.-C., & Tsai, C.-C. (2009). Self-directed learning readiness, Internet self-efficacy and preferences towards constructivist Internet-based learning environments among higher-aged adults. Journal of Computer Assisted Learning, 25, 489-501.

Chuang, W. H. (2002). An innovative teacher training approach: Combine live instruction with a Web-based reflection system. British Journal of Educational Technology, 33, 229-232.

Chumley-Jones, H. S., Dobbie, A., & Alford, C. L. (2002). Web-based learning: Sound educational method or hype? A review of the evaluation literature. Academic Medicine, 77(Suppl. 10), s86-s93.

Cilesiz, S. (2011). A phenomenological approach to experiences with technology: Current state, promise, and future directions for research. Educational Technology Research and Development, 59, 487-510.

Clarebout, G., & Elen, J. (2006). Tool use in computer-based learning environments: Towards a research framework. Computers in Human Behavior, 22, 389–411.

Clark, C. M., Ahten, S., & Werth, L. (2012). Cyber-bullying and incivility in an online learning environment, part 2: Promoting student success in the virtual classroom. Nurse Educator, 37, 192-197.

Clark, D. (2002). Psychological myths in e-learning. Medical Teacher, 24, 598-604.

Coates, H. (2007). A model of online and general campus-based student engagement. Assessment & Evaluation in Higher Education, 32, 121-141.

Cobb, S., Neale, H., Crosier, J., & Wilson, J. R. (2002). Development of virtual environments for education. In K. M. Stanney (Ed.), Handbook of virtual environments: Design, implementation, and application (pp. 663-680). Mahwah, FL: University of Central Florida.

Collins, S., & Jerry, P. (2005). The campus Alberta applied psychology counselling initiative: Web-based delivery of a graduate professional training program. Journal of Technology in Human Services, 23, 99-119.

Collis, B., De Boer, W., & Slotman, K. (2001). Feedback for web-based assignments. Journal of Computer Assisted Learning, 17, 306-313.

Collis, B., Peters, O., & Pals, N. (2009). A model for predicting the educational use of information and communication technologies. Instructional Science, 29, 95-125.

Conaway, R. N., Easton, S. S., & Schmidt, W. V. (2005). Strategies for enhancing student interaction and immediacy in online courses. Business Communication Quarterly, 68, 23-35.

Concannon, F., Flynn, A., & Campbell, M. (2005). What campus-based students think about the quality and benefits of e-learning. British Journal of Educational Technology, 36, 501-512.

Connor-Greene, P. A., & Greene, D. J. (2002). Science or snake oil? Teaching critical evaluation of “research” reports on the Internet. Teaching of Psychology, 29, 321-324.

Conole, G. (2010). Facilitating new forms of discourse for learning and teaching: Harnessing the power of web 2.0 practices. Open Learning: The Journal of Open and Distance Learning, 25, 141-151.

Coogan, J., Dancey, C. P., & Attree, E. A. (2005). WebCT: A useful support tool for psychology undergraduates - a Q methodological study. Psychology Learning & Teaching, 5, 61-66.

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