E-Learning and Online Learning Tools
Chapters
Kay, R. H. (2009). The role of learning objects in distance learning: opportunities and challenges. In Rogers et al. (Eds.) Encyclopedia of Distance Learning, 2nd Edition (Volume 2) (pp. 1808-1813). Information Science Reference.
Kay, R. H. (2009). Understanding factors that influence of the effectiveness of learning objects in secondary school classrooms. In L. T. W. Hin & R. Subramaniam (Eds.) Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges (pp.419-435). Information Science Reference.
Articles
Individual Differences
Kay, R. H. (2012). Exploring individual differences in the impact of web-based learning tools (WBLTs). Research and Practice in Technology Enhanced Learning, 7(2), 89-104,
Kay, R. H. (2011). Exploring the influence of context on attitudes toward Web-Based Learning Tools (WBLTs) and learning performance. Interdisciplinary Journal of E-Learning and Learning Objects, 7. https://doi.org/10.28945/1387
Kay, R. H., & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51(3), 1304-1320. doi: 10.1016/j.compedu.2008.01.001
Mathematics
Kay, R. H. (2012). Examining factors that influence the effectiveness of learning objects in mathematics classrooms. Canadian Journal of Science, Mathematics, and Technology Education, 12(4), 350-366. doi: 10.1080/14926156.2012.732189
Kay, R. H. (2011) Exploring the impact of web-based learning tools in middle school mathematics and science classrooms. Journal of Computers in Mathematics and Science Teaching, 30 (2), 141-162. https://www.learntechlib.org/primary/p/33254/
Kay, R. H., & Kletskin, I. (2010). Evaluating the use of learning objects for improving calculus readiness. Journal of Computers in Mathematics and Science Teaching, 29(1), 87-104. https://www.learntechlib.org/primary/p/33062/
Kay, R. H. & Knaack, L. (2008). Investigating the use of learning objects for secondary school mathematics. Interdisciplinary Journal of E-Learning and Learning Objects. 4, 269-289. https://doi.org/10.28945/379
Middle School
Kay, R. H. (2011). Examining the effectiveness of web-based learning tools in middle and secondary school science classrooms. Interdisciplinary Journal of E-Learning and Learning Objects, 7, 359-374. https://doi.org/10.28945/1534
Kay, R. H. (2011) Exploring the impact of web-based learning tools in middle school mathematics and science classrooms. Journal of Computers in Mathematics and Science Teaching, 30 (2), 141-162. https://www.learntechlib.org/primary/p/33254/
Kay, R. H. & Knaack, L. (2008). Exploring the use and effect of learning objects in middle school classrooms. Canadian Journal of Learning and Technology, 34(1), 51-73. https://doi.org/10.21432/T2459C
Online Learning Tools
Lauricella, S., Craig, C., & Kay, R. (2023). Examining the benefits and challenges of using Discord in online higher education classrooms. Journal of Educational Informatics, 4(2), 20–31. https://doi.org/10.51357/jei.v4i2.225
Lauricella, S., Craig, C., & Kay, R. (2023). Shifting reading into a socially constructed activity: A case study on the benefits and challenges of using Perusall. Journal of Educational Informatics, 4(2), 32–44. http://dx.doi.org/10.51357/jei.v4i2.231
Pedagogy
Kay, R. H. (2013). Evaluating the instructional architecture of web-based learning tools (WBLTs): Direct instruction vs. constructivism revisited. Journal of Interactive Online Learning, 24(1),33-51. https://www.learntechlib.org/p/38591/
Kay, R. H. & Knaack, L. (2007). Evaluating the learning in learning objects. Open Learning, 22(1), 5-28. https://doi.org/10.1080/02680510601100135
Kay. R. H., Knaack, L., & Muirhead, B. (2009). A formative analysis of instructional strategies for using learning objects. Journal of Interactive Learning Research, 20(2), 295-315. https://www.learntechlib.org/primary/p/26233/
Scale Development
Kay, R. H. (2011). Evaluating learning, design, and engagement in web-based learning tools (WBLTs): The WBLT Evaluation Scale. Computers in Human Behaviour, 27(5), 1849-1856. doi:10.1016/j.chb.2011.04.007
Kay. R. H., & Knaack, L. (2009). Assessing Learning, Quality and Engagement in Learning Objects: The Learning Object Evaluation Scale for Students (LOES-S). Education Technology Research and Development, 57 (2), 147-168. http://dx.doi.org/10.1007/s11423-008-9094-5
Kay, R. H. & Knaack, L. (2008). A multi-component model for assessing learning objects: The learning object evaluation metric (LOEM). Australasian Journal of Educational Technology, 24(5), 574-591. http://dx.doi.org/10.14742/ajet.1192
Science
Kay, R. H. (2011) Exploring the impact of web-based learning tools in middle school mathematics and science classrooms. Journal of Computers in Mathematics and Science Teaching, 30 (2), 141-162. https://www.learntechlib.org/primary/p/33254/
Kay, R. H. & Knaack, L. (2009). Analyzing the effectiveness of learning objects for secondary school science classrooms. Journal of Educational Multimedia and Hypermedia, 18(2), 113-135. https://mail.learntechlib.org/p/26163/
Kay, R. H., & Knaack, L. (2007c). Evaluating the use of learning objects for secondary school science. Journal of Computers in Mathematics and Science Teaching, 26(4), 261-289. https://www.learntechlib.org/primary/p/23577/
Secondary School
Kay, R. H. (2012). Exploring the use of web-based learning tools in secondary school classrooms. Interactive Learning Environments, 20(1), 1-17. doi:10.1080/10494820.2011.64167
Kay, R. H., & Knaack, L. (2008). An examination of the impact of learning objects in secondary school. Journal of Computer Assisted Learning, 24(6) 447-461. http://dx.doi.org/10.1111/j.1365-2729.2008.00278.x
Kay, R. H., & Knaack, L. (2007a). A systematic evaluation of learning objects for secondary school students. Journal of Educational Technology Systems, 35 (4), 411-448. http://dx.doi.org/10.2190/M770-J104-V701-8N45
Kay, R. H., & Knaack, L. (2005). Developing learning objects for secondary school students: A multi-component model. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 229-254. http://dx.doi.org/10.28945/423
Teachers
Kay, R. H., Knaack, L., & Petrarca, D. (2009). Exploring teacher perceptions of web-based learning tools. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 27-50. https://doi.org/10.28945/63
Texting
Kay, R. H., & Lauricella, S. (2015). Investigating and comparing communication media used in higher education. Journal of Communication Technology and Human Behaviors, 2(1), 1-20. doi: 10.7726/jcthb.2015.1001
Lauricella, S. & Kay, R. H. (2013). Exploring the use of text and instant messaging in higher education classrooms. Research in Learning Technology, 21, doi: 10.3402/rlt.v21i0.19061
Conference Proceedings
Craig, C., & Kay, R. (2024). A systematic review of the Perusall application: Exploring the benefits and challenges of social annotation technology in higher education. INTED2024 Proceedings, (pp. 7566–7574). https://doi.org/10.21125/inted.2024.2000
Kay, R. H., & Murray, T. (2016). A formative analysis of the use of blogging in secondary school mathematics. In Proceedings for EdMedia 2016 (pp. 1198-1202). https://www.learntechlib.org/primary/p/173099/
Kay, R. H. (2009). The role of learning objects in distance learning: opportunities and challenges. In Rogers et al. (Eds.) Encyclopedia of Distance Learning, 2nd Edition (Volume 2) (pp. 1808-1813). Information Science Reference.
Kay, R. H. (2009). Understanding factors that influence of the effectiveness of learning objects in secondary school classrooms. In L. T. W. Hin & R. Subramaniam (Eds.) Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges (pp.419-435). Information Science Reference.
Articles
Individual Differences
Kay, R. H. (2012). Exploring individual differences in the impact of web-based learning tools (WBLTs). Research and Practice in Technology Enhanced Learning, 7(2), 89-104,
Kay, R. H. (2011). Exploring the influence of context on attitudes toward Web-Based Learning Tools (WBLTs) and learning performance. Interdisciplinary Journal of E-Learning and Learning Objects, 7. https://doi.org/10.28945/1387
Kay, R. H., & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51(3), 1304-1320. doi: 10.1016/j.compedu.2008.01.001
Mathematics
Kay, R. H. (2012). Examining factors that influence the effectiveness of learning objects in mathematics classrooms. Canadian Journal of Science, Mathematics, and Technology Education, 12(4), 350-366. doi: 10.1080/14926156.2012.732189
Kay, R. H. (2011) Exploring the impact of web-based learning tools in middle school mathematics and science classrooms. Journal of Computers in Mathematics and Science Teaching, 30 (2), 141-162. https://www.learntechlib.org/primary/p/33254/
Kay, R. H., & Kletskin, I. (2010). Evaluating the use of learning objects for improving calculus readiness. Journal of Computers in Mathematics and Science Teaching, 29(1), 87-104. https://www.learntechlib.org/primary/p/33062/
Kay, R. H. & Knaack, L. (2008). Investigating the use of learning objects for secondary school mathematics. Interdisciplinary Journal of E-Learning and Learning Objects. 4, 269-289. https://doi.org/10.28945/379
Middle School
Kay, R. H. (2011). Examining the effectiveness of web-based learning tools in middle and secondary school science classrooms. Interdisciplinary Journal of E-Learning and Learning Objects, 7, 359-374. https://doi.org/10.28945/1534
Kay, R. H. (2011) Exploring the impact of web-based learning tools in middle school mathematics and science classrooms. Journal of Computers in Mathematics and Science Teaching, 30 (2), 141-162. https://www.learntechlib.org/primary/p/33254/
Kay, R. H. & Knaack, L. (2008). Exploring the use and effect of learning objects in middle school classrooms. Canadian Journal of Learning and Technology, 34(1), 51-73. https://doi.org/10.21432/T2459C
Online Learning Tools
Lauricella, S., Craig, C., & Kay, R. (2023). Examining the benefits and challenges of using Discord in online higher education classrooms. Journal of Educational Informatics, 4(2), 20–31. https://doi.org/10.51357/jei.v4i2.225
Lauricella, S., Craig, C., & Kay, R. (2023). Shifting reading into a socially constructed activity: A case study on the benefits and challenges of using Perusall. Journal of Educational Informatics, 4(2), 32–44. http://dx.doi.org/10.51357/jei.v4i2.231
Pedagogy
Kay, R. H. (2013). Evaluating the instructional architecture of web-based learning tools (WBLTs): Direct instruction vs. constructivism revisited. Journal of Interactive Online Learning, 24(1),33-51. https://www.learntechlib.org/p/38591/
Kay, R. H. & Knaack, L. (2007). Evaluating the learning in learning objects. Open Learning, 22(1), 5-28. https://doi.org/10.1080/02680510601100135
Kay. R. H., Knaack, L., & Muirhead, B. (2009). A formative analysis of instructional strategies for using learning objects. Journal of Interactive Learning Research, 20(2), 295-315. https://www.learntechlib.org/primary/p/26233/
Scale Development
Kay, R. H. (2011). Evaluating learning, design, and engagement in web-based learning tools (WBLTs): The WBLT Evaluation Scale. Computers in Human Behaviour, 27(5), 1849-1856. doi:10.1016/j.chb.2011.04.007
Kay. R. H., & Knaack, L. (2009). Assessing Learning, Quality and Engagement in Learning Objects: The Learning Object Evaluation Scale for Students (LOES-S). Education Technology Research and Development, 57 (2), 147-168. http://dx.doi.org/10.1007/s11423-008-9094-5
Kay, R. H. & Knaack, L. (2008). A multi-component model for assessing learning objects: The learning object evaluation metric (LOEM). Australasian Journal of Educational Technology, 24(5), 574-591. http://dx.doi.org/10.14742/ajet.1192
Science
Kay, R. H. (2011) Exploring the impact of web-based learning tools in middle school mathematics and science classrooms. Journal of Computers in Mathematics and Science Teaching, 30 (2), 141-162. https://www.learntechlib.org/primary/p/33254/
Kay, R. H. & Knaack, L. (2009). Analyzing the effectiveness of learning objects for secondary school science classrooms. Journal of Educational Multimedia and Hypermedia, 18(2), 113-135. https://mail.learntechlib.org/p/26163/
Kay, R. H., & Knaack, L. (2007c). Evaluating the use of learning objects for secondary school science. Journal of Computers in Mathematics and Science Teaching, 26(4), 261-289. https://www.learntechlib.org/primary/p/23577/
Secondary School
Kay, R. H. (2012). Exploring the use of web-based learning tools in secondary school classrooms. Interactive Learning Environments, 20(1), 1-17. doi:10.1080/10494820.2011.64167
Kay, R. H., & Knaack, L. (2008). An examination of the impact of learning objects in secondary school. Journal of Computer Assisted Learning, 24(6) 447-461. http://dx.doi.org/10.1111/j.1365-2729.2008.00278.x
Kay, R. H., & Knaack, L. (2007a). A systematic evaluation of learning objects for secondary school students. Journal of Educational Technology Systems, 35 (4), 411-448. http://dx.doi.org/10.2190/M770-J104-V701-8N45
Kay, R. H., & Knaack, L. (2005). Developing learning objects for secondary school students: A multi-component model. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 229-254. http://dx.doi.org/10.28945/423
Teachers
Kay, R. H., Knaack, L., & Petrarca, D. (2009). Exploring teacher perceptions of web-based learning tools. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 27-50. https://doi.org/10.28945/63
Texting
Kay, R. H., & Lauricella, S. (2015). Investigating and comparing communication media used in higher education. Journal of Communication Technology and Human Behaviors, 2(1), 1-20. doi: 10.7726/jcthb.2015.1001
Lauricella, S. & Kay, R. H. (2013). Exploring the use of text and instant messaging in higher education classrooms. Research in Learning Technology, 21, doi: 10.3402/rlt.v21i0.19061
Conference Proceedings
Craig, C., & Kay, R. (2024). A systematic review of the Perusall application: Exploring the benefits and challenges of social annotation technology in higher education. INTED2024 Proceedings, (pp. 7566–7574). https://doi.org/10.21125/inted.2024.2000
Kay, R. H., & Murray, T. (2016). A formative analysis of the use of blogging in secondary school mathematics. In Proceedings for EdMedia 2016 (pp. 1198-1202). https://www.learntechlib.org/primary/p/173099/
