The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Backer, E. (2010). Using smartphones and Facebook in a major assessment: The student experience. E-Journal of Business Education & Scholarship of Teaching, 4(1), 19–31.
Blin, F., & Munro, M. (2008). Why hasn’t technology disrupted academics' teaching practices? Understanding resistance to change through the lens of activity theory. Computers & Education, 50(2), 475–490.
Brett, P. (2011). Students’ experiences and engagement with SMS for learning in higher education. Innovations in Education and Teaching International, 48(2), 137–147.
Burke, L. A., & Ray, R. (2008). Re-setting the concentration levels of students in higher education: An exploratory study. Teaching in Higher Education, 13(5), 571–582.
Burrell, D., Finch, A., Fisher, J., Rahim, E., & Dawson, M. (2011). The use of engaging and experiential learning innovative teaching practices for graduate students. Review of Higher Education and Self-Learning, 3(11), 45–53.
Cain, J., & Fink, J. L., III. (2010). Legal and ethical issues regarding social media and pharmacy education. American Journal of Pharmaceutical Education, 74(10), 1–8.
Cestone, C. M., Levine, R. E., & Lane, D. R. (2008). Peer assessment and evaluation in team-based learning. New Directions for Teaching and Learning, 2008(116), 69–78.
Chen, W., & Bonk, C. (2008). The use of weblogs in learning and assessment in Chinese higher education: Possibilities and potential problems. International Journal on E-Learning, 7(1), 41–65.
Cole, S. (2010). Quit surfing and start “clicking”: One professor’s effort to combat the problems of teaching the U.S. survey in a large lecture hall. History Teacher, 43(3), 397–410.
DeHaan, J., & Johnson, N. H. (2011). Enhancing the scenario: Emerging technologies and experiential learning in second language instructional design. International Journal of Learning, 18(4), 321–333.
Dracup, M. (2008). Role play in blended learning: A case study exploring the impact of story and other elements. Australasian Journal of Educational Technology, 24(3), 294–310.
Ford, J. D., Ford, L. W., & D'Amelio, A. (2008). Resistance to change: The rest of the story. Academy of Management Review, 33(2), 362–377.
Franklin, T. (2011). Mobile learning: At the tipping point. Turkish Online Journal of Educational Technology, 10(4), 261–275.
Fuegen, S. (2012). The impact of mobile technologies on distance education. TechTrends, 56(6), 49–53.
Garrett, C. (2011). Defining, detecting, and promoting student engagement in college learning environments. Transformative Dialogues: Teaching and Learning Journal, 5(2), 1–12.
Garza Mitchell, R. (2009). Ethics in an online environment. New Directions for Community Colleges, 2009(148), 63–70.
Gibbons, B. (2011). Improving graduate students’ writing abilities: An analysis of a formative outcome-based assessment technique. International Journal of Learning, 18(3), 279–292.
Gibson, L. (2011). Student-directed learning: An exercise in student engagement. College Teaching, 59(3), 95–101.
Greyling, F., Kara, M., Makka, A., & van Niekerk, S. (2008). IT worked for us: Online strategies to facilitate learning in large (undergraduate) classes. Electronic Journal of e-Learning, 6(3), 179–187.
Gullickson, B. R. (2009). Working with resistance. Strategic Finance, 90(8), 8–10.
Gupta, M. L. (2009). Using emerging technologies to promote student engagement and learning in agricultural mathematics. International Journal of Learning, 16(10), 497–507.
Hanson, J. (2009). Displaced but not replaced: The impact of e-learning on academic identities in higher education. Teaching in Higher Education, 14(5), 553–564.
Hazen, B. T., Wu, Y., Sankar, C. S., & Jones-Farmer, L. A. (2011). A proposed framework for educational innovation dissemination. Journal of Educational Technology Systems, 40(3), 301–321.
Herther, N. K. (2009). Digital natives and immigrants: What brain research tells us. Online, 33(6), 14–21.
Hunzicker, J., & Lukowiak, T. (2012). Effective teaching and student engagement in the college classroom: Using the Instructional Practices Inventory (IPI) as a tool for peer observation and self-reflection. Journal on Excellence in College Teaching, 23(1), 99–132.
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20(1), 1–17.
Kenney, J. L., Banerjee, P., & Newcombe, E. (2010). Developing and sustaining positive change in faculty technology skills: Lessons learned from an innovative faculty development initiative. International Journal of Technology in Teaching & Learning, 6(2), 89–103.
Kinash, S., Brand, J., & Mathew, T. (2012). Challenging mobile learning discourse through research: Student perceptions of Blackboard Mobile Learn and iPads. Australasian Journal of Educational Technology, 28(4), 639–655.
Kissinger, J. S. (2013). The social and mobile learning experiences of students using mobile e-books. Journal of Asynchronous Learning Networks, 17(1), 153–169.
Kock, N., Verville, J., & Garza, V. (2007). Media naturalness and online learning: Findings supporting both the significant- and no-significant-difference perspectives. Journal of Innovative Education, 5(2), 333–355
Lalley, J. P., & Miller, R. H. (2007). The learning pyramid: Does it point teachers in the right direction? Education, 128(1), 64–79.
Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.-N. (2011). Adding innovation diffusion theory to the technology acceptance model: Supporting employees' intentions to use e-learning systems. Journal of Educational Technology & Society, 14(4), 124–137.
Leping, L., Maddux, C., & Johnson, D. L. (2008). Assessment of integration of technology in education: Countering the “no significant differences” argument. Computers in the Schools, 25(1/2), 1–9.
Limbu, Y. B., Mukherjee, A., & Gurung, B. (2013, Winter). Student engagement techniques and teaching quality ratings in marketing education. AMA Winter Educator’s Conference Proceedings, 24, 283–290. (D1, D2, B)
Malini Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment and Evaluation in Higher Education, 35(4), 435–448.
Manochehri, N.-N., & Sharif, K. (2010). A model-based investigation of learner attitude towards recently introduced classroom technology. Journal of Information Technology Education, 9, 31–52.
McLoughlin, J. A., Chen Wang, L.-C., & Beasley, W. A. (2008). Transforming the college through technology: A change of culture. Innovative Higher Education, 33(2), 99–109.
Morse, J., Ruggieri, M., & Whelan-Berry, K. (2010). Clicking our way to class discussion. American Journal of Business Education, 3(3), 99–108.
Mozgovoy, M., Kakkonen, T., & Cosma, G. (2010). Automatic student plagiarism detection: Future perspectives. Journal of Educational Computing Research, 43(4), 511–531.
Oates, G. (2011). Sustaining integrated technology in undergraduate mathematics. International Journal of Mathematical Education in Science and Technology, 42(6), 709–721.
Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning, 12(2), 78–102.
Prensky, M. (2001). Digital natives, digital immigrants, part 1. On the Horizon, 9(5), 1–6.
Purvis, A. J., Aspden, L. J., Bannister, P. W., & Helm, P. A. (2011). Assessment strategies to support higher level learning in blended delivery. Innovations in Education and Teaching International, 48(1), 91–100.
Revell, S. M., & McCurry, M. K. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49(5), 272–275.
Roberts, C. (2008). Implementing educational technology in higher education: A strategic approach. Journal of Educators Online, 5(1), 1–16.
Roodt, S., & Joubert, P. (2009). Evaluating serious games in higher education: A theory-based evaluation of IBMs [sic] Innov8. Proceedings of the European Conference on Games Based Learning, 332–338.
Rossing, J. P., Miller, W. M., Cecil, A. K., & Stamper, S. E. (2012). iLearning: The future of higher education? Student perceptions on learning with mobile tablets. Journal of the Scholarship of Teaching and Learning, 12(2), 1–26.
Sander, L. (2012, November 2). Colleges confront a gender gap in student engagement. Chronicle of Higher Education, pp. B14–B17.
Schols, M. (2012). Examining and understanding transformative learning to foster technology professional development in higher education. International Journal of Emerging Technologies in Learning, 7(1), 42–49.
Shieh, R. S., Chang, W., & Tang, J. (2010). The impact of implementing technology-enabled active learning (TEAL) in university physics in Taiwan. Asia-Pacific Education Researcher, 19(3), 401–415.
Smyth, T. S. (2011). The last lecture: Using the memoir of Randy Pausch to motivate college students. College Teaching, 59(2), 47–48.
Soffer, T., Nachmias, R., & Ram, J. (2010). Diffusion of web supported instruction in higher education: The case of Tel-Aviv University. Educational Technology & Society, 13(3), 212–223.
Straub, E. T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625–649.
Wang, S., & Heffernan, N. (2010). Ethical issues in computer-assisted language learning: Perceptions of teachers and learners. British Journal of Educational Technology, 41(5), 796–813.
Wang, V. C. X., & Kania-Gosche, B. (2011). Assessing adult learners using Web 2.0 technologies. International Journal of Technology in Teaching and Learning, 7(1), 61–78.
Wong, W. (2008). The case for smart classrooms. Community College Journal, 79(2), 31–34.
Wyatt, L. G. (2011). Nontraditional student engagement: Increasing adult student success and retention. Journal of Continuing Higher Education, 59(1), 10–20.
Xi, X. (2010). Automated scoring and feedback systems: Where are we and where are we heading? Language Testing, 27(3), 291–300.
Zacharis, N. Z. (2010). Innovative assessment for learning enhancement: Issues and practices. Contemporary Issues in Education Research, 3(1), 61–69.
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