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References

Our References section provides a list compiled from the specific subject areas of research on this website. We have included links back to the specific subject pages for your convenience and where possible, links to the studies, publications, and presentations listed.

Active Learning

Research on Active Learning (from our Active Learning section):

Active Learning Spaces

Research on Active Learning Spaces (from our Active Learning section):

Adaptive Learning

Research on Adaptive Learning (from our Adaptive Learning section):

Instructional Strategies

From our Instructional Strategies section:

Discussion-Based




Integrative-Based



Flipped-Classroom




Research on Multimedia Learning

  • Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
  • Gunawardhana, P. D., & Palaniappan, S. (2016) Possibility of using Multimedia Application for Learning. GSTF Journal on computing, 5(1), 77-83.
Online and Hybrid Learning

Research on Hybrid and Online Learning (from our Online and Hybrid Learning section):

  • Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41-61. https://doi.org/10.1016/S1096-7516(00)00032-4
  • Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a community of inquiry in online and blended learning environments, Computer & Education, 55 (2010), 1721-1731.
  • Anderson, T. (2017). How communities of inquiry drive teaching and learning in the Digital Age. Retrieved from: https://teachonline.ca/tools-trends/insights-online-learning/2018-02-27/how-communities-inquiry-drive-teaching-and-learning-digital-age
  • Pool, J., Reitsma, G., & Bert, D. V. (2011). Revised community of inquiry framework: examining learning presence in a blended mode of delivery. Online Learning, 21(3), 153-165.
  • Abrami, P. C., Bernard, R.M., Bures, E. M., Borokhovski, E., & Tamim, R. (2011). Interaction in distance education and online learning: using evidence and theory to improve practice. Computing in Higher Education, 23 (2), 82-103.
  • Bernard, R. M., Abrami, P., Borokhovski, E., Wade, A.C., Tamim, R., Surkes, M. A., & Rethel, E. (2009). A meta-analysis of three types of interaction treatment in distance education. Review of Educational Research, 79 (2), 1243-1289.
  • CATME SMARTER teamwork, Retrieved from: https://info.catme.org/ 
    The Comprehensive Assessment of Team Member Effectiveness (CATME) SMARTER Teamwork is a system of secure, web-based tools that enable instructors to implement best practices in managing student teams. The tools and training are supported by the literature on teamwork and training, along with independent empirical research.
Syllabus

Research on the Syllabus (from our Syllabus section):

  • Fink, S. (2012). The Many Purposes of Course Syllabi: Which are Essential and Useful? Syllabus, 1, 1 – 12.
  • Grunert J. (1997). The course syllabus: a learning-centered approach. Boston: Anker Publishing Co.
  • Harris, M. M. (1993). Motivating with the course syllabus. National Teaching & Learning Forum, 3(1), 1-3.
  • Schuman, R. (2014, Aug. 26). The Syllabus Tyrannus: The decline and fall of the American university is written in 25-page course syllabi.
  • Slattery, J.M. and Carlson, J.F. (2005). “Preparing an Effective Syllabus: Current Best Practices.” College Teaching. Vol. 53, No. 4.