Some of these resources are made available through our library database, and will require you to login to MARQNET ID to get to the full text.

Giving Feedback

  1. Al-Hattami, Abdulghani Ali. 2019. “The Perception of Students and Faculty Staff on the Role of Constructive Feedback.” International Journal of Instruction 12 (1): 885–94.
  2. Leibold, Nancyruth, and Laura Marie Schwarz. “The Art of Giving Online Feedback.” Journal of Effective Teaching 15, no. 1 (January 1, 2015): 34–46.
  3. Isnawati, Ida, Gunadi Harry Sulistyo, Utami Widiati, and Nunung Suryati. 2019. International Journal of Instruction 12 (1): 669–84.

Peer Assessment

  1. Handayani, Rif’ati Dina, Marlina Ummas Genisa, and Triyanto. “Empowering Physics Students’ Performance in a Group Discussion through Two Types of Peer Assessment.” International Journal of Instruction 12, no. 1 (January 1, 2019): 655–68.


  1. Chowdhury, Faieza. 2019. “Application of Rubrics in the Classroom: A Vital Tool for Improvement in Assessment, Feedback and Learning.” International Education Studies 12 (1): 61–68. 


  1. Rawlusyk, P. E. 2018. “Assessment in Higher Education and Student Learning.” Journal of Instructional Pedagogies 21 (October).

Instructional Design 

  1. Cachero-Gonzalez, Maria Luz, Antonio Medina-Rivilla, Maria Concepcion Dominguez-Garrido, and Maria Medina-Dominguez. 2019. “The Learning Platform in Distance Higher Education: Students’ Perceptions.” Turkish Online Journal of Distance Education 20 (1): 71–95.
  2. Kibaru, Francis. “Supporting Faculty to Face Challenges in Design and Delivery of Quality Courses in Virtual Learning Environments.” Turkish Online Journal of Distance Education 19, no. 4 (October 1, 2018): 176–97.
  3. Hultberg, Patrik, David Santandreu Calonge, and Eugene Lee. 2018. “Promoting Long-Lasting Learning through Instructional Design.” Journal of the Scholarship of Teaching and Learning 18 (3): 26–43.
  4. Jan, Shazia K., and Panos Vlachopoulos. 2018. “Influence of Learning Design of the Formation of Online Communities of Learning.” International Review of Research in Open and Distributed Learning 19 (4): 1–16.


  1. Al-Azawei, Ahmed, et al. “Universal Design for Learning (UDL): A Content Analysis of Peer-Reviewed Journal Papers from 2012 to 2015.” Journal of the Scholarship of Teaching and Learning, vol. 16, no. 3, June 2016, pp. 39–56. EBSCOhost,
  2. Rice, Mary F. “Supporting Literacy with Accessibility: Virtual School Course Designers’ Planning for Students with Disabilities.” Online Learning 22, no. 4 (December 1, 2018): 161–79.

Adult Learning Theory 

  1. Cox, Elaine. “Coaching and Adult Learning: Theory and Practice.” New Directions for Adult and Continuing Education, no. 148, Jan. 2015, pp. 27–38.
  2. Gilstrap, Donald L. “Why Do We Teach? Adult Learning Theory in Professional Standards as a Basis for Curriculum Development.” College & Research Libraries, vol. 74, no. 5, Sept. 2013, pp. 501–518.
  3. Kenner, Cari, and Jason Weinerman. “Adult Learning Theory: Applications to Non-Traditional College Students.” Journal of College Reading and Learning, vol. 41, no. 2, Jan. 2011, pp. 87–96. 
  4. Yarbrough, Jillian Ruth. 2018. “Adapting Adult Learning Theory to Support Innovative, Advanced, Online Learning -- WVMD Model.” Research in Higher Education Journal 35 (October). 

Blended Learning 

  1. BHOWMIK, Jahar, et al. “Using Blended Learning in Postgraduate Applied Statistics Programs.” Turkish Online Journal of Distance Education (TOJDE), vol. 20, no. 2, Apr. 2019, pp. 64–77. EBSCOhost
  2. Cundell, Alicia, and Emily Sheepy. 2018. “Student Perceptions of the Most Effective and Engaging Online Learning Activities in a Blended Graduate Seminar.” Online Learning 22 (3): 87–102.
  3. Harahap, Fauziyah, et al. “The Effect of Blended Learning on Student’s Learning Achievement and Science Process Skills in Plant Tissue Culture Course.” International Journal of Instruction, vol. 12, no. 1, Jan. 2019, pp. 521–538. 

Underrepresented Communities 

  1. Athens, Wendy. 2018. “Perceptions of the Persistent: Engagement and Learning Community in Underrepresented Populations.” Online Learning 22 (2): 27–57.
  2. Engle, Jennifer, et al. “Top Gainers: Some Public Four-Year Colleges and Universities Make Big Improvements in Minority Graduation Rates. College Results Online.” Education Trust, Education Trust, 1 Jan. 2010.
  3. Gavassa, Sat, et al. “Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure.” CBE - Life Sciences Education, vol. 18, no. 1, Mar. 2019.
  4. Kaupp, Ray. “Online Penalty: The Impact of Online Instruction on the Latino-White Achievement Gap.” Journal of Applied Research in the Community College, vol. 19, no. 2, Jan. 2012, pp. 8–16. 
  5. Wladis, Claire, et al. “The Representation of Minority, Female, and Non-Traditional Stem Majors in the Online Environment at Community Colleges: A Nationally Representative Study.” Community College Review, vol. 43, no. 1, Jan. 2015, pp. 89–114.

Effectiveness of Asynchronous Online Learning 

  1. Chauhan, Vijendra, et al. “Asynchronous versus Traditional Teaching for MBBS Undergraduate Students-Effectiveness and Students Perspectives - A Pilot Study.” International Journal of Applied & Basic Medical Research, vol. 9, no. 2, Apr. 2019, pp. 69–72.
  2. Chohan, Bushra Iqbal. “Students’ Perceptions Regarding Teaching Effectiveness in Online Learning and Traditional Face to Face Learning Environment.” FWU Journal of Social Sciences, vol. 8, no. 1, Summer 2014, pp. 50–56.
  3. Manning-Ouellette, Amber, and Katie M. Black. “Learning Leadership: A Qualitative Study on the Differences of Student Learning in Online versus Traditional Courses in a Leadership Studies Program.” Journal of Leadership Education, vol. 16, no. 2, Apr. 2017, pp. 59–79. 
  4. Means, Barbara, et al. “The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature.” Teachers College Record, vol. 115, no. 3, Jan. 2013.
  5. Nguyen, Tuan. “The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons.” Journal of Online Learning & Teaching, vol. 11, no. 2, June 2015, pp. 309–319.