Most Cited Papers
Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computer & Education, 53(3), 819-827. https://doi.org/10.1016/j.compedu.2009.05.001
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820-831. doi: 10.1016/j.chb.2012.01.011
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38 (4), 383 – 408. https://doi.org/10.1080/15391523.2006.10782466
Kay, R. H. & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619-627. doi: 10.1016/j.compedu.2012.03.007
Kay, R. H. (1993). An exploration of theoretical and practical foundations for assessing attitudes toward computers: The computer attitude measure (CAM). Computers in Human Behavior, 9, 371-386. https://doi.org/10.1016/0747-5632(93)90029-R
Kay, R.H., & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis. Canadian Journal of Learning and Technology, 37(1). http://dx.doi.org/10.21432/T2S598
Kay, R. H. (2006). Addressing gender differences in computer ability, attitudes, and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187-211. http://dx.doi.org/10.2190/9BLQ-883Y-XQMA-FCAH
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. (2007). Evaluating the learning in learning objects. Open Learning, 22(1), 5-28. https://doi.org/10.1080/02680510601100135
Kay, R. H., & LeSage, A. (2009). A strategic assessment of audience response systems used in higher education. Australian Journal of Educational Technology, 25(2), 235-249. https://doi.org/10.14742/ajet.1152
Kay, R. H. (1992). An analysis of methods used to examine gender differences in computer-related behaviour. Journal of Educational Computing Research, 8(3), 323-336.
Kay, R. H., & MacDonald, T. (2019). A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. Journal of Computing in Higher Education, 31(3), 449–471. https://doi.org/10.1007/s12528-018-9197-x
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820-831. doi: 10.1016/j.chb.2012.01.011
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38 (4), 383 – 408. https://doi.org/10.1080/15391523.2006.10782466
Kay, R. H. & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619-627. doi: 10.1016/j.compedu.2012.03.007
Kay, R. H. (1993). An exploration of theoretical and practical foundations for assessing attitudes toward computers: The computer attitude measure (CAM). Computers in Human Behavior, 9, 371-386. https://doi.org/10.1016/0747-5632(93)90029-R
Kay, R.H., & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis. Canadian Journal of Learning and Technology, 37(1). http://dx.doi.org/10.21432/T2S598
Kay, R. H. (2006). Addressing gender differences in computer ability, attitudes, and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187-211. http://dx.doi.org/10.2190/9BLQ-883Y-XQMA-FCAH
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. (2007). Evaluating the learning in learning objects. Open Learning, 22(1), 5-28. https://doi.org/10.1080/02680510601100135
Kay, R. H., & LeSage, A. (2009). A strategic assessment of audience response systems used in higher education. Australian Journal of Educational Technology, 25(2), 235-249. https://doi.org/10.14742/ajet.1152
Kay, R. H. (1992). An analysis of methods used to examine gender differences in computer-related behaviour. Journal of Educational Computing Research, 8(3), 323-336.
Kay, R. H., & MacDonald, T. (2019). A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. Journal of Computing in Higher Education, 31(3), 449–471. https://doi.org/10.1007/s12528-018-9197-x
