ELearning/Bibliography

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Abbit, J., Klett, M., & Graves, S. (2002). Redesigning a course using an anlyysis of technical problems encountered in an online technology training course. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2002:1.

Abedin, B., Daneshgar, F., and D’Ambra, J. (2010). Underlying factors of sense of community in asynchronous computer supported collaborative learning environments. MERLOT Journal of Online Learning and Teaching, 6(3).

Absinta, M., Ha, S., Nair, G., Sati, P., Luciano, N., Palisoc, M., Louveau, A., et al. (2017). Human and nonhuman primate meninges harbor lymphatic vessels that can be visualized noninvasively by MRI. eLife (October 3), doi: 10.7554/eLife.29738

Adams, M. and Brown, eds. (2006). Towards inclusive learning in higher education: Developing curricula for disabled students. New York: Routledge.

Aghajan, Z., Schuette, P., Fields, T., Tran, M., Siddiqui, S., Hasulak, N., Tcheng, T., et al. (2017). Theta oscillations in the human medial temporal lobe during real-world ambulatory movement. Current Biology(November 30), DOI: http://dx.doi.org/10.1016/j.cub.2017.10.062

Agor, J. (2017). UTA researchers working to develop new tool for non-invasive neuromodulation of human brain. UT Arlington New Center, http://www.uta.edu/news/releases/2017/08/liu-nih-brain-waves.php

Ahrens, S., Jaramillo, S., Yu, K., Gsosh, S., Hwang, G., et al. (2014). ErbB4 regulation of a thalamic reticular nucleus circuit for sensory selection. Nature Neuroscience. doi:10.1038/nn.3897

Akers, K., Martinez-Canabal, A., Restivo, L., Yui, A., De Cristofaro, A., et al. (2014). Hippocampal neurogenesis regulates forgetting during adulthood and infancy. Science, 344(6184), pp. 598-602.

Akyol, Z., & Garrison, D. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asnychronous Learning Networks, 12(3-4), 3-22.

Albarracin, H., Brechan, I., Merrill, L., Eagly, A., & and Lindberg, M. (2009). Feeling Validated Versus Being Correct: A Meta-Analysis of Selective Exposure to Information. Psychological Bulletin, 135(4).

Albuoy, P., Weiss, A., Baillet, S., & Zatorre, R. (2017). Selective entrainment of theta oscillations in the dorsal stream causally enhances auditory working memory performance. Neuron, 94(1), 193-206.e5, DOI: http://dx.doi.org/10.1016/j.neuron.2017.03.015

Aldrich, C. (2004). Simulations and the future of learning: An innovative (and perhaps revolutionary) approach to e-learning. San Francisco: Pfeiffer.

Alessi, S. (1988). Fidelity in the design of instructional simulations. Journal of Computer-Based Instruction, 15(2), 40-47.

Alemar, I. (1991). The Effect of Different Levels of Coding (color Vs Black/gray/white) in Facilitating Achievement in Learning Facts, Concepts, and Generalizations with Students of Different Learning Styles (Doctoral dissertation, Pennsylvania State University).

Alkozei, A., Smith, R., Pisner, D., Vanuk, J., Markowski, S., Fridman, A., Shane, B., Knight, S., & Kilgore, W. (2016). Exposure to blue light increases subsequent functional activation of the prefrontal cortex during performance of a working memory task. Sleep, 39(5). See also https://www.researchgate.net/publication/303768728_Exposure_to_Blue_Light_Increases_Subsequent_Functional_Activation_of_the_Prefrontal_Cortex_During_Performance_of_a_Working_Memory_Task

Allen, I. & Seaman, J. (2012). Conflicted: Faculty and online education, 2012. Babson Park MA: Babson Survey Research Group.

Allen, I. & Seaman, J. (2011). Going the distance: Online education in the United States, 2011. Babson Park MA: Babson Survey Research Group.

Allotey, J., Zamora, J., Cheong-See, F., Kalidindi, M., Arroyo-Manzano, D., Asztalos, E., van der Post, J., et al. (2017). Cognitive, motor, behavioural and academic performances of children born preterm: a meta-analysis and systematic review involving 64,061 children. BJOG: An International Journal of Obstetrics & Gynaecology (October), http://dx.doi.org/10.1111/1471-0528.14832

Amen, D., Trujillo, M., Keator, D., Taylor, D., Willeumier, K., Meysami, S., & Raji, C. (2017). Gender-based cerebral perfusion differences in 46,034 functional neuroimaging scans. Journal of Alzheimer's Disease, August 4, DOI: 10.3233/JAD-170432

An, H., Kim, S., & Kim, B. (2009). Teacher perspectives on online collaborative learning: Factors perceived as facilitating and impeding successful online group work. Contemporary Issues in Technology and Teacher Education, 8(1).

An, H., Shin, S., & Lim, K. (2009). The effects of different instructor facilitation approaches on student interactions during asynchronous online discussions. Computers & Education, 53, 749-760.

Anderman, E. & Won, S. (2017). Academic cheating in disliked classes. Ethics & Behavior (September 6), 1-22, doi: 10.1080/10508422.2017.1373648

Anderman, E. (2007). The effects of personal, classroom, and school goal structures on academic cheating. In E, Naderman & T. Murdock (Eds.), Psychology of Academic Cheating (pp. 87-104). Burlington MA: Elsevier.

Anderson, L., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: a revision of bloom's taxonomy of educational objectives. New York: Longman.

Anderson, L. (2002). Curricular alignment: A re-examination. Theory Into Practice, 41(4), 255-260.

Anderson, T., Rourke, D., Garrison, R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks 5(2): 1–17.

Andrieux, M. & Proteau, L. (2016). Observational learning: Tell beginners what they are about to watch and they will learn better. Frontiers in Psychology 7, 1-32, DOI: 10.3389/fpsyg.2016.00051.

Angelino, L., Williams, F., & Natvig, D. (2007). Strategies to engage online students and reduce attrition rates. The Journal of Educators Online, 4(2).

Anglin, L., Anglin, K., Schumann, P., & Kaliski, J. (2008). Improving the efficiency and effectiveness of grading through the use of computer-assisted grading rubrics. Decision Sciences Journal of Innovative Education, 6(1), 51-73.

Ankudowich, E., Pasvanis, S., & Rajah, M. (2016). Changes in the modulation of brain activity during context encoding vs. context retrieval across the adult lifespan. NeuroImage, 139 (October 1), 103-113, DOI: 10.1016/j.neuroimage.2016.06.022

Antonacci, D. (2011). The influence of direct instruction on asynchronous educational discussions. Unpublished doctoral dissertation, University of Missouri, Columbia.

Antonenko, D., Faxel, M., Grittner, Lavidor,M., & Flöel, A. (2016). Effects of transcranial alternating current stimulation on cognitive functions in healthy young and older adults. Neural Plasticity Article 4274127, http://dx.doi.org/10.1155/2016/4274127

Antzoulatos, E., & Miller, E. (2014). Increases in functional connectivity between prefrontal cortex and striatum during category learning. Neuron, doi.org/10.1016/j.neuron.2014.05.005.

Aragon, S., & Johnson, E. (2008). Factors influencing completion and noncompletion of community college online courses. The American Journal of Distance Education, 22(3), 146-158.

Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses (100-101). Chicago: The University of Chicago Press.

Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39(2), 205-222.

Asma, S. (2014, February 7). The trouble with tiger culture. The Chronicle Review, pp. B10-14.

Astin, A. (2013). The promise and peril of outcomes assessment. The Chronicle of Higher Education, 60(1), A53-54.

Athanasou, J. & Olabisi, O. (2002). Male and female differences in self-report cheating. Practical Assessment, Research & Evaluation, 8(5). http://pareonline.net/getvn.asp?v=8&n=5

Attardo, A., Fitzgerald, J., & Schitzner, M. (2015). Impermanence of dendritic spines in live adult CA1 hippocampus. Nature, doi:10.1038/nature14467

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Babb, S., Stewart, C., & Johnson, R. (2010). Constructing communication in blended learning environments: Students’ perceptions of good practice in hybrid courses. MERLOT Journal of Online Learning and Teaching, 6(4), 735-753.

Baglione, S., & Nastanski, M. (2007). The superiority of online discussion. The Quarterly Review of Distance Education, 8(2), 139-150.

Bailey, C., & Card, K. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. Internet and Higher Education, 12, 152-155.

Baily, H., Dagenbach, D., & Jennings, J. (2011). The locus of the benefits of repetition-lag memory training. Aging, Neuropsychology, and Cognition18(5), 577-593, https://www.researchgate.net/publication/51543622_The_locus_of_the_benefits_of_repetition-lag_memory_training

Bailey, R., & Garner, M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teacher’s reflections on their practices. Teaching in Higher Education, 15(2), 187-198.

Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.

Baird, B., Smallwood, J., Gorgolewski, K., & Margulies, D. (2013). Medial and lateral networks in anterior prefrontal cortex support metacognitive ability for memory and perception. Journal of Neuroscience, 33(42), 16657-16665. doi: 10.1523/JNEUROSCI.0786-13.2013

Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. The Journal of Educators Online, 7(1).

Baldassarrea, A., Capotostoa, P., Committeria, G., & Corbettabc, M. (2016). Magnetic stimulation of visual cortex impairs perceptual learning. NeuroImage, 143 (December), 250-255, https://doi.org/10.1016/j.neuroimage.2016.08.063

Balkenius, C. (2000). Attention, habituation, and conditioning: Toward a computational model. Cognitive Science Quarterly, 1, 171-204.

Ballester, J., Patris, B., Symoneaus, R., & Valentin, D. (2008). Conceptual vs. perceptual wine spaces: Does expertise matter? Food Quality and Preference, 19, 267-276.

Banerjee, G. (2011). Blended environments: learning effectiveness and student satisfaction at a small college in transition. Journal of Asynchronous Learning Networks, 15(1), 8-19.

Barak, M., and Dori, Y. (2009). Enhancing higher order thinking skills among inservice science teachers via embedded assessment. Journal of Science Teacher Education, 20, 459-474.

Bargh, J. (2014). Our unconscious mind. ‘’Scientific American’’, 310(1), 30-37.

Bargh, J. & Morsella, E. (2008). The unconscious mind. ‘’Perspectives in Psychological Science’’, 3(1), 73-79, doi:  10.1111/j.1745-6916.2008.00064.x

Barron, H., Vogels, T., Emir, U., Makin, T., O'Shea, J., Clare, S., Dolan, R., & Behrens, T. (2016). Unmasking latent inhibitory connections in human cortex to reveal dormant cortical memories. Neuron, March 17, DOI: http://dx.doi.org/10.1016/j.neuron.2016.02.031

Barron, M., & Barron, A. (2013, September 30). Project Management. Retrieved from the OpenStax-CNX Web site: http://www.cnx.org/content/col11120/1.7/

Barry, A. (2012). Engaging 21st century learners: A multidisciplinary, multiliteracy art-museum experience. Studies in Learning, Evaluation, Innovation and Development, 55(7), 597-607.

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Bartlett, F. (2004). Remembering: A study in experimental and social psychology (2nd Ed.). Cambridge: Cambridge University Press.

Basak, C., & O’Connell, M. (2016). To switch or not to switch: Role of cognitive control in working memory training in older adults. Frontiers in Psychology, 7:230. doi: 10.3389/fpsyg.2016.00230

Bates, R. (2004). A critical analysis of evaluation practice: the Kirkpatrick model and the principle of beneficence. Evaluation and Program Planning, 27, 341-347.

Bavelier, D., & Green, C. (2016). The brain-boosting power of video games. Scientific American, 315(1), 26-31.

Bazargani, N., & Attwell, D. (2016). Astrocyte calcium signaling: the third wave. Nature Neuroscience, 19, 182-189, doi:10.1038/nn.4201

Beach, R., & Friedrich, T. (2006). Response to writing. In MacArthur, C., Graham, S., & Fitzgerald, J. (Eds.), Handbook of Writing Research. New York: Guilford.

Beato, G. (2015, March 20). Turning to education for fun. The New York Times, F1.

Beaty, R., Kenett, Y., Christensen, A., Rosenberg, M., Benedek, M., Chen, Q., Kwapi, R., et al. (2018). Robust prediction of individual creative ability from brain functional connectivity. Proceedings of the National Academy of Sciences, 115(3), doi:10.1073/pnas.1713532115

Beaumont, C., O’Doherty, M., & Shannon, L. (2011). Reconceptualizing assessment feedback: A key to improving student learning? Studies in Higher Education, 36(6), 671-687.

Beck, I., & McKeown (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55(1), 10-20.

Bell, C., & Zemke, R. (2007). Managing Knock Your Socks Off Service. New York: American Management Association.

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Berry, J., Cervantes-Sandoval, I., Chakraborty, M., & Davis, R. (2015). Sleep facilitates memory by blocking dopamine neuron-mediated forgetting. Cell, 161(7).

Bier, B., de Boysson, C., & Belleville, S. (2014). Identifying training modalities to improve multitasking in older adults. AGE, 36:9688, DOI 10.1007/s11357-014-9688-2.

Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. International Review of Research in Open and Distance Learning, 12(3).

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Bennett, R. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.

Berge, Z., and Muilenburg, L. (2002). Designing discussion questions for online adult learning. In A. Rossett (Ed.), The ASTD e-Learning Handbook (pp. 183-189). New York: McGraw Hill.

Bernard, M., Fernandex, M., & Hull, S. (2002). The effects of line length on children and adults’ online reading performance. Usability News, 4(2).

Berry, G. (2008). Asynchronous Discussions: Best Practices. 24th Annual Conference on Distance Teaching & Learning. Madison: University of Wisconsin System.

Bessenyei, I. (2007). Learning and Teaching in the Information Society. e-learning 2.0 and Connectivism. http://www.ittk.hu/netis/doc/ISCB_eng/12_Bessenyei_final.pdf

Bigatel, P., Ragen, L., Kennan, S., May, J., and Redmond, B. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, 16(1), 59-78.

Bilton, N. (2014, February 17). Using addictive games to build better brains. New York Times, p. B1, 5.

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Blacker, K., Negoita, S., Ewen, J., & Courtney, S. (2017). N-back versus complex span working memory training. Journal of Cognitive Enhancement (October 16), 1-21, https://doi.org/10.1007/s41465-017-0044-1

Blanco, N., Saucedo, C., & Gonsalez-Lima, F. (2017). Transcranial infrared laser stimulation improves rule-based, but not information-integration, category learning in humans. Neurobiology of Learning and Memory, 139, 69-75, https://doi.org/10.1016/j.nlm.2016.12.016

Bligh, D. (2000). What’s the use of lectures? New York: Jossey-Bass.

Bliss, C., & Lawrence, B. (2009a). From posts to patterns: A metric to characterize discussion board activity in online courses. Journal of Asynchronous Learning Networks, 13(2), 15-32.

Bliss, C., & Lawrence, B. (2009b). Is the whole greater than the sum of its parts? A comparison of small group and whole class discussion board activity in online courses. Journal of Asynchronous Learning Networks, 13(4), 25-39.

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Blundon, J., Roy, N., Teubner, B., Yu, J., Sample, K., Pani, A., Smeyne, R., et al. (2017). Restoring auditory cortex plasticity in adult mice by restricting thalamic adenosine signaling. Science, 356(6345), 1352-1356, DOI: 10.1126/science.aaf4612

Bobrow, W. (2005). How to evaluate training programs. 2005 ASTD Training & Performance Sourcebook (Silverman, Ed.), ASTD Press, Alexandria, VA, pp. 239-245.

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Boisvert, M., Erikson, G., Shokhirev, M., & Allen, N. (2018). The aging astrocyte tTranscriptome from Mmultiple regions of the mouse brain. Cell Reports, 22(1), 269-285, DOI: http://dx.doi.org/10.1016/j.celrep.2017.12.039

Bonham, S., Deardorff, D., & Beichner, R. (2003). Comparison of student performance using web and paper-based homework in college-level physics. Journal of Research in Science Teaching, 40(10), pp. 1050-1071.

Boot, W., Kramer, A., Simons, D., Fabiani, M., & Gratton, G. (2008). The effects of video game playing on attention, memory, and executive control. Acta Psychologica, 129(3), 387-398, https://doi.org/10.1016/j.actpsy.2008.09.005

Borst, J., Taatgen, N., & van Rijn, H. (2010). The problem state: A cognitive bottleneck in multitasking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(2), 363-382.

Bosch, T. (2012, November 21). Study: High-school video gamers match physicians at robotic-surgery simulation. Slate Magazine, http://www.slate.com/blogs/future_tense/2012/11/21/teenage_video_game_players_match_physicians_at_robotic_surgery_simulation.html

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Callahan, D. (2004). The cheating culture: Why more Americans are doing wrong to get ahead. Orlando FL: Harcourt Books.

Campbell-Meiklejohn, D., Simonsen, A., Frith, C., & Daw, N. (2016). Independent neural computation of value from other people's confidence. Journal of Neuroscience, December 9, DOI: https://doi.org/10.1523/JNEUROSCI.4490-15.2016

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Carey, B. (2013). Frequent tests can enhance college learning, study finds. New York Times, November 21, 2013, A18.

Carey, B. (2015, March 17). Older really can mean wiser. The New York Times, p. D3.

Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.

Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407.

Carpenter, S. & Toftness, A. (2017). The effect of prequestions on learning from video presentations. Journal of Applied Research in Memory and Cognition 6(1), 104-109, http://doi.org/10.1016/j.jarmac.2016.07.014.

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Carr, N. (2010). The shallows: What the Internet is doing to our brains. New York: W.W. Norton & Company.

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Cheung, W., & Hew, K. (2009). A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings. Australasian Journal of Educational Technology, 25(2), 153-183.

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Chomiak, T., Hung, J., Nguyen, M., & Hu, B. (2016). Somato-dendritic decoupling as a novel mechanism for protracted cortical maturation. BMC Biology, June 21, DOI: 10.1186/s12915-016-0270-5

Chyung, S., & Treñas, A. (2009). Content analysis: Key to excellence in your blended learning. Learning Solutions Magazine, August 24, eLearning Guild.

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