Cai, Q. (2019). Designing learning journals to enhance online discussion among in-service teachers in a graduate course. In K. Graziano (Ed.), Proceedings of Society for Information Technology and Teacher Education Conference (pp. 1137-1142). Las Vegas, NV, United States: Association for the Advancement of Computing in Education.
Rietschel, M. J. (2019). Technical Considerations to Support Learning Environments. Developing Online Courses in Nursing Education. doi: 10.1891/9780826140579.0010
Rietschel, M. J. (2019.). Technology and Online Learning. Developing Online Learning Environments in Nursing Education. doi: 10.1891/9780826199140.0004
Robinson, D. (2019). A school library diversity model and assessment guide: Universal Design, best teaching practices and cultural competencies. Knowledge Quest: A Journal of the American Association of School Librarians, 48(2), E1-E5.
Robinson, D. & McFadden, C. (2018). Sexuality in a diverse society: Perspectives on the Quality Matters/Gold Review Process for online course transition. International Journal of Technology in Teaching and Learning, 14(2), 65-80.
Robinson, D. and McFadden, C. (2019). Designer and peer reviewer perspective on Quality Matters (QM) and a Gold Reviewer. Session presented at The Lilly Conference, Bethesda, Maryland.
Robinson, D. and McFadden, C. (2019). Online course redesign: Impact of Gold Review and Quality Matters (QM). Session presented at The Maryland Distance Leaning Association Conference, Linthicum, Maryland.
Shargel, R. & Twiss, L. (2019). Evidenced-based thinking for scientific thinking. Development of Scientific Thinking in Higher Education. London: Palgrave Macmillan Press. Eds. K. Balloo & M. Murtonin.
Sadera, W. & Gould, K. (2019). Reflections on pedagogy in online learning. In C. A. O’Niel, C. A. Fisher & M. Rietschel (Eds.), Developing online learning environments in nursing education (4th ed.). New York, NY: Springer.
Sadera, W. & Gould, K. (2019). Theoretical applications in continuing education. In C. A. O’Niel, C. A. Fisher & M. Rietschel (Eds.), Developing online learning environments in nursing education (4th ed.). New York, NY: Springer.
Tucker, S., & Rietschel, M. J. (2019). Flexible Learning Environments. Developing Online Courses in Nursing Education. doi: 10.1891/9780826140579.0004
Moallem, M., Hung, W. & Dabbagh, N. (2019, Eds.). Wiley Handbook of Problem-Based Learning, Hoboken, NJ: Wiley Blackwell Inc. ISBN-10: 1119173213. This is the first Handbook in PBL and has five sections, 29 chapters, 275,000 words)
Moallem, M. (2019). Effects of PBL on Learning Outcomes. In M. Moallem, W. Hung, & N. Dabbagh, (Eds), Wiley Handbook of Problem-Based Learning (pp. 106-135), Hoboken, NJ: Wiley Blackwell Inc.
Hung, W., Moallem, M., & Dabbagh, N. (2019). Social Foundations of PBL. In M. Moallem, W. Hung, & N. Dabbagh, (Eds), Wiley Handbook of Problem-Based Learning (pp. 51-81), Hoboken, NJ: Wiley Blackwell Inc.
Moallem, M., & Igoe, E. (Oct. 2018). Problem-based learning and computer-based scaffolds in distance education. Proceeding of 15th International Conference on Cognition and Exploratory Learning in Digital Age. Budapest, Hungry (pp. 27-278)
Moallem, M. (May 2019). Rethinking assessment in the age of immersive learning environments. Featured speaker. Presented at 2019 Common Ground Conference, Ocean City, Maryland.
Moallem, M. (April 2019). What effects PBL have on student learning outcomes. Paper presented at the 2019 AERA Annual Conference, Toronto, Canada.
Moallem, M. (April 2019). Problem activities and assessment in problem-based learning. Discussant for five paper presentations, Paper Session. the 2019 AERA Annual Conference, Toronto, Canada.