Research in Best Practices

Best Practices in Teaching & Learning

  1. Accessibility in Courses at JSU
  2. Assessment of Student Learning
  3. Assignments - Best Practices in Creating Assignments in Canvas
  4. Backward Design
  5. Cognitive Theory of Multimedia Learning
  6. Communication - Best Practices in Communicating with Students
  7. Course Culture - Establish a Course Culture in Your Online Course
  8. Designing for Learning
  9. Discussions - Best Practices in Creating Discussions in Canvas
  10. Lecture Capture - Big Ideas to Keep in Mind
  11. Universal Design for Learning
  12. Video Production Tips
  13. Virtual Classroom - Best Practices Before, During, and After the Lecture

Backward Design

  • Reynolds, H. L., & Kearns, K. D. (January 01, 2017). A planning tool for incorporating backward design, active learning, and authentic assessment in the college classroom. College Teaching, 65, 1, 17-27.
  • Richards, J. C. (April 01, 2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. Relc Journal: a Journal of Language Teaching and Research, 44, 1, 5-33.

Blended Learning

  • Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches.Australasian Journal of Educational Technology, 30(4). https://doi.org/10.14742/ajet.693
  • Eagleton, S. (2017). Designing blended learning interventions for the 21st-century student. Advances in physiology education, 41(2), 203-211. https://journals.physiology.org/doi/full/10.1152/advan.00149.2016
  • Huang R., Ma D., Zhang H. (2008) Towards a Design Theory of Blended Learning Curriculum. In: Fong J., Kwan R., Wang F.L. (eds) Hybrid Learning and Education. ICHL 2008. Lecture Notes in Computer Science, vol 5169. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-85170-7_6

Course Community

  • Annand, D. (2011). Social presence within the community of inquiry framework. International Review of Research in Open and Distributed Learning, 12(5), 40-56. https://www.erudit.org/en/journals/irrodl/1900-v1-n1-irrodl05129/1067566ar.pdf
  • Akyol, Z., Garrison, D. R., & Ozden, M. Y. (December 23, 2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10, 6, 65.
  • Pearson. (2016). Teaching Presence. (White Paper). Pearson Higher Education Services.

Learner-Centered Instruction

  • An, Y. J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62.
  • McCombs, B. L., & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers college record, 107(8), 1582-1600.
  • McCombs, B. (2015). Learner‐centered online instruction. New Directions for Teaching and Learning, 2015(144), 57-71. https://doi.org/10.1002/tl.20163

Learner-Centered Syllabus

  • Johnson, C. (January 01, 2006). Best Practices in Syllabus Writing: Contents of a Learner-Centered Syllabus. Journal of Chiropractic Education, 20, 2, 139-144.
  • Slattery, J. M., & Carlson, J. F. (December 07, 2005). Preparing an Effective Syllabus: Current Best Practices. College Teaching, 53, 4, 159.

Learning Motivation

  • Cheng, Y.-C., & Yeh, H.-T. (July 01, 2009). From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. British Journal of Educational Technology, 40, 4, 597-605.
  • Keller, J.M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. New York: Springer.

Learning Theory & Instructional Design Theory

  • Dick, Walter, Lou Carey, and James O. Carey (2005) [1978]. The Systematic Design of Instruction (6th ed.). Allyn & Bacon. pp. 1–12. (Dick and Carey ISD Model) 
  • Keller, J. M. (1979). Motivation and instructional design: A theoretical perspective. Journal of Instructional Development, 2(4), 26 - 34. (ARCS Model - Learner Motivation)
  • Sweller, J. (April 01, 1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12, 2, 257-285. (Cognitive Load Theory)

Lecture Capture, Screen-Capture, & Video Production

  • Andrei, E., & Buckley-Marudas, M. (2019). It Does Not Need to Be Perfect! Two Teacher Educators' Quest to Enhance Online Instruction with Videos. Networks: An Online Journal for Teacher Research, 21(2).
  • Fiorella, L., & Stull, A. (June 01, 2020). Five Ways to Increase the Effectiveness of Instructional Video. Educational Technology Research and Development, 68, 3, 837-852.
  • Dev, D.A., Blitch, K.A, Hatton-Bowers, H., Ramsay, S.A., & Garcia A.S. (2018). How to create videos for Extension education: An innovative five-step procedure. Journal of Extension. 56 (2). 
  • Ibrahim, M. (September 06, 2012). Implications of Designing Instructional Video Using Cognitive Theory of Multimedia Learning. Critical Questions in Education, 3, 2, 83-104.
  • Leggett, D. (n.d.). 10 Best Practices for Creating Quality Education Videos. 
  • Norman, M. K. (January 01, 2017). Twelve tips for reducing production time and increasing long-term usability of instructional video. Medical Teacher, 39, 8, 808-812.
  • Schroeder, N. L., & Traxler, A. L. (June 01, 2017). Humanizing Instructional Videos in Physics: When Less Is More. Journal of Science Education and Technology, 26, 3, 269-278.
  • Swarts, J. (August 01, 2012). New Modes of Help: Best Practices for Instructional Video. Technical Communication, 59, 3, 195-206.

  • Christensen, E., Tseng, H., & Walsh, E. J. (2016). A case study in General Physics I. In L. Santos Green, J. R. Banas, & R. Perkins (Eds.), The flipped college classroom: Conceptualized and re-conceptualized. New York: Springer.
  • Eubanks, J.-F., Yeh, H.-T., & Tseng, H. (2018). Learning Chinese through a 21st - Century Writing Workshop with the integration of mobile technology in a language Immersion elementary school. Computer Assisted Language Learning, 31(4), 346-366.
  • Kuo, Y.-C., Tseng. H., & Kuo, Y.-T. (2020). Internet self-efficacy, self-regulation, and student performance: African-American adult students in online learning. International Journal on E-Learning, 19(2), 161-180.
  • Ku, H.-Y., Tseng, H. W., & Akarasriworn, C. (2013). Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Behavior, 29(3), 922-929.
  • Tang, Y., Tseng, H., Vann, C. P. (2020). Unwrap citation count, Altmetric Attention Score, and Mendeley readership status of highly cited articles in the top-tier LIS journals. Global Knowledge, Memory, and Communication, 69(8/9), 653-664.
  • Tang, Y., & Tseng, H. (2017). Undergraduate student information self-efficacy and library intervention. Library Review, 66(6/7), 468-481.
  • Tang, Y., & Tseng, H. W. (2014). Distance students’ attitude towards library help-seeking. Journal of Academic Librarianship, 40(3-4), 307-312.
  • Tang, Y., & Tseng, H. W. (2013). Distance learners’ self-efficacy and information literacy skills. Journal of Academic Librarianship, 39(6), 517–521.
  • Tseng, H., & Hill, L. (2020). The Impact of High-Fidelity Simulation on Nursing Student’s Flexible and Reflective Thinking in Higher Education. Higher Learning Research Communications, 10 (2). 
  • Tseng, H., Kuo, Y.-C., Walsh, J. (2020). Exploring first-time online undergraduate and graduate students’ growth mindsets and flexible thinking and their relations to online learning engagement. Educational Technology Research and Development, 68, 2285–2303.
  • Tseng, H., Yi, X., & Yeh, H.-T. (2019). Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill. Computers in Human Behavior, 95, 179-186.
  • Tseng, H., Yeh, H.-T., & Tang, Y. (2019). A close look at trust among team members in online learning communities. International Journal of Distance Education Technologies, 17(1), 52-65.
  • Tseng, H., Gardner, T., & Yeh, H.-T. (2016). Enhancing students' self-efficacy, elaboration, and critical thinking skills in a collaborative educator preparation program. Quarterly Review of Distance Education, 17(2), 15-28.
  • Tseng, H., & Walsh, E. J. (2016). Blended vs. traditional course delivery: Comparing students’ motivation, learning outcomes, and preferences. Quarterly Review of Distance Education, 17(1), 43-52.
  • Tseng, H. W., Tang, Y., & Morris, B. (2016). Evaluation of iTunes University courses through instructional design strategies and m-learning framework. Educational Technology and Society, 19(1), 199-210.
  • Tseng, H. W., & Yeh, H.-T. (2013). Team members’ perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study. Computers & Education, 63, 1-9.

The following journals can be accessed through the Houston Cole Library at Jacksonville State University.

Australasian Journal of Educational Technology

Education and Information Technologies 

International Journal of Educational Technology in Higher Education

International Review of Research in Open and Distributed Technology

Journal of Research on Technology in Education

Journal of Teaching and Learning with Technology

Online Learning Journal - The Official Journal of OLC (Online Learning Consortium)

  • Boettcher, J.V. & Conrad, R.M. (2019). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips, Second Edition.
  • Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, 4th edition.
  • Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes.
  • Dick, W., Carey, L., & Carey, J. O. (2022). The systematic design of instruction.
  • Dirksen, J. (2016). Design for how people learn.
  • Fink, L., & Safari, an O'Reilly Media Company. (2013). Creating Significant Learning Experiences, Revised and Updated.
  • Johnson, A. (2013). Excellent online teaching: Effective strategies for a successful semester online.
  • Keller, J.M. (1983). Motivational design of instruction. In C. M. Reigeluth (ed.) Instructional Theories and Models: An Overview of Their Current Status. New York: Lawrence Erlbaum Associates, Publishers, pp. 383 - 434.
  • Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. In M. D. Svinicki (Series Ed.) & M. Theall (Volume Ed.), New Directions for Teaching and Learning: Motivation from Within: Approaches for Encouraging Faculty and Students to Excel (Number 78, pp. 39 – 47). San Francisco: Jossey-Bass.
  • Keller, J. M., & Deiman, M.. (2012). Motivation, volition, and performance. In R. A. Reiser & J. V. Dempsey (Eds.). Trends and Issues in Instructional Design and Technology, 3nd Edition. Boston, MA: Pearson Education
  • In Linder, K. E., In Hayes, C. M., & Thompson, K. (2018). High-impact practices in online education: Research and best practices.
  • Mayer, R. E. (2021). Multimedia learning.
  • Nilson, L. B., Goodson, L. A., & John Wiley & Sons. (2018). Online teaching at its best: Merging instructional design with teaching and learning research. San Francisco: Jossey-Bass A Wiley Imprint.
  • Wenger, E. (2018). Communities of practice: Learning, meaning, and identity.
  • Wenger, E., McDermott, R. A., & Snyder, W. (2010). Cultivating communities of practice: A guide to managing knowledge. Boston, Mass: Harvard Business School Press.
  • Wiggins, G. P., & McTighe, J. (2008). Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development.