Student Publications
Chapters
Bahula, T., & Kay, R. H. (2022). Video feedback in online learning. In R. H. Kay (Ed.), Thriving online: A guide for busy educators (pp. 241–252). EdTech Books.
Articles
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
Craig, C. D., & Kay, R. (2023). A systematic overview of reviews of the use of immersive virtual reality in higher education. Higher Learning Research Communications, 13(2), 42–60. https://doi.org/10.18870/hlrc.v13i2.1430
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
Power, R., Kay, R., & Craig, C. (2023). The effects of COVID-19 on higher-education teaching practices. International Journal of E-Learning & Distance Education. 38(2). https://doi.org/10.55667/ijede.2023.v38.i2.1255
Bahula, T., & Kay, R. H. (2022). Exploring instructor perceptions of using video-based feedback: A review of the literature. Journal of Educational Informatics, 3(1), 3–20. https://doi.org/10.51357/jei.v3i1.181
Banks, L., & Kay, R. (2022). Exploring flipped classrooms in undergraduate nursing and health science: A systematic review. Nurse Education in Practice, 64, Article 103417 https://doi.org/10.1016/j.nepr.2022.103417
Craig, C., & Kay, R. (2022). Examining the Discord application in higher education: A systematic review of the literature. Journal of Digital Life and Learning, 2(2), 52–66. https://doi.org/10.51357/jdll.v2i2.205
Plante, S., LeSage, A., & Kay, R. (2022). Examining online course evaluations and the quality of student feedback: A review of the literature. Journal of Educational Informatics, 3(1), 21–31. http://dx.doi.org/10.51357/jei.v3i1.182
Jovanovic, P. C., & Kay, R. H. (2022). Exploring ethical issues with using wearable technology in K-12 classrooms: A review of the literature. Journal of Digital Life and Learning, 2(2), 3–11. https://doi.org/10.51357/jdll.v2i2.203
Verville, L., Cancelliere, C., Connell, G., Lee, J., Mior, S., Munce, S., Kay, R. & Côté, P. (2022). Exploring clinician perceptions of a care pathway for the management of shoulder pain: A qualitative study. BMC Health Services Research, 22(1), Article 702. https://doi.org/10.1186/s12913-022-07999-z
Verville, L., Cancelliere, C., Connell, G., Lee, J., Munce, S., Mior, S., Kay, R. & Côté, P. (2021). Exploring clinicians’ experiences and perceptions of end-user roles in knowledge development: A qualitative study. BMC Health Services Research, 21, Article 1, 1–10. https://doi.org/10.1186/s12913-021-06955-7
Bahula, T., & Kay, R. H. (2021). Exploring student perceptions of video-based feedback in higher education: A systematic review of the literature. Journal of Higher Education Theory and Practice, 21(4), 248–258. https://doi.org/10.33423/jhetp.v21i4.4224
Jovanovic, P. C. & Kay, R. H. (2021). Examining the use of wearable technologies for K-12 students: A systematic review of the literature. Journal of Digital Life and Learning, 1(1), 56–67. https://doi.org/10.51357/jdll.v1i1.142
Kay, R., & Jovanovic, P. (2021). Examining practical issues associated with the use of wearable technology in K-12 classrooms: A review of the literature. In INTED2021 Proceedings (pp. 8093–8098). http://dx.doi.org/10.21125/inted.2021.1635
Kay, R., & Jovanovic, P. (2020). Examining benefits and challenges of using wearable technologies for K-12 students: A review of the literature. In ICERI2020 Proceedings (pp. 7342–7348). IATED.
Kay, R., Jovanovic, P., & Hughes, J. (2020). Exploring the benefits and challenges of using wearable technologies for K-12 teachers: A review of the literature. In EdMedia+ Innovate Learning (pp. 229–236).
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
Verville, L., Côté, P., Grondin, D., Mior, S. & Kay, R. (2020). The development and evaluation of an online educational tool for the evidence-based management of neck pain by chiropractic teaching faculty. Journal of Chiropractic Education, 35(1). https://doi.org/10.7899/JCE-19-18
Kay. R. H., & Kwak, J. (2018). Comparing types of mathematics apps used in primary school classrooms: An exploratory analysis. Journal of Computers in Education, 5(3), 349-371. https://doi.org/10.1007/s40692-018-0109-x
Kay, R. Goulding, H., & Li, J. (2018). Assessing the impact of a virtual lab in an allied health program. Journal of Allied Health, 47(1), 45-50. https://www.jstor.org/stable/48722023
Kay, R. H., Goulding, H., & Li, J. (2018). Assessing the impact of a virtual lab in an allied health program. International Journal on E-Learning, 17(4), 439–460. https://www.jstor.org/stable/48722023
Li, J., Kay, R., & Markovich, L. (2018). Student attitudes toward blended learning in adult literacy and basic skills college programs. Canadian Journal of Learning and Technology, 44(2). https://doi.org/10.21432/cjlt27573
Kay, R. H., & Carruthers, L. (2017). Examining school board leaders’ use of online resources to inform decision-making. Canadian Journal of Learning and Technology, 43 (1), 1-25. http://dx.doi.org/10.21432/T2NC93
Kay, R. H., Benzimra, D., & Li, J. (2017). Exploring factors that influence technology-based distractions in BYOD classrooms. Journal of Educational Computing Research, 55(7), 974-995. https://doi.org/10.1177/0735633117690004
Zomer, N., & Kay, R. H. (2016). Technology use in early childhood education: A review of the literature. Journal of Educational Informatics, 1, 1-25. http://dx.doi.org/10.51357/jei.v1i1.45
Kay. R.H., & Ahmadpour, K. (2015). Negotiating the digital maze of information literacy: A review of literature. Journal of Educational Informatics, 1, 1-25.
Kay, R. H., & Edwards, J. (2012). Examining the use of worked example video podcasts in middle school mathematics classrooms: A formative analysis. Canadian Journal of Learning and Technology, 38(3). https://doi.org/10.21432/T2PK5Z
Conference Proceedings
Craig, C. D., & Kay, R. H. (2024). A systematic review of the Perusall application: Exploring the benefits and challenges of social annotation technology in higher education. In INTED2024 Proceedings (pp. 7566–7574). IATED.
Bahula, T., & Kay, R. (2021). Exploring the qualities of video feedback artefacts in higher education: A review of the literature. INTED2021 Proceedings, 8125–8130. http://dx.doi.org/10.21125/inted.2021.1640
Banks, L., Kay, R. & Craig, C. D. (2021). Examining the effectiveness of flipped classrooms on academic performance and satisfaction in undergraduate nursing and health science: A systematic review. Proceedings of ICERI2021 Conference (pp. 1824-1831).
Craig, C. D., & Kay, R. (2021). Examining peer assessment in online learning for higher education: A systematic review of the literature. ICERI2021 Proceedings, 1832–1841). http://dx.doi.org/10.21125/iceri.2021.0489
Craig, C. D. & Kay, R (2021). Self-assessment in online learning for higher education: A systematic review of the literature. Proceedings of ICERI2021 Conference (pp. 1824-1831).
Kay, R., Banks, L., & Craig, C. D. (2021). Examining the role of emotions in learning with technology. In ICERI 2021: 14th Annual International Conference of Education, Research and Innovation (pp. 1817–1822). https://doi.org/10.21125/iceri.2021.0486
Bahula, T., & Kay, R. (2020). Exploring student perceptions of video feedback: A review of the literature. ICERI2020 Proceedings, 6535-6544. http://dx.doi.org/10.21125/iceri.2020.1398
Kay, R. H., & Bahula, T. (2020). A systematic review of the literature on video feedback used in higher education. In EDULEARN20 Proceedings (pp. 1890–1899). IATED. https://doi.org/10.21125/edulearn.2020.0605
Kay, R. & Schellenberg, D. (2019). Comparing BYOD and one-to-one laptop programs in secondary school classrooms: A review of the literature. In Society for Information Technology and Teacher Education International Conference (SITE 2019). Las Vegas, NV.
Kay, R. H., Petrarca, D., & Bahula, T. (2019). Comparing the use of written and video feedback in pre-service teacher education: A case study. In EDULEARN19 Proceedings (pp. 1907-1917). IATED. https://doi.org/10.21125/edulearn.2019.0535
LeSage, A., Kay, R., Tepylo, D., & Allen, R. (2019). Designing video podcasts to support at-risk university mathematics students. In ICERI2019 Proceedings (pp. 5537–5542). IATED. https://doi.org/10.21125/iceri.2019.1326
Kay, R., & Dermott, K. (2018). Examining STEM-based flipped classrooms in higher education: A review of the literature. In ICERI2018 Proceedings (pp. 9487-9494). IATED. https://doi.org/10.21125/iceri.2018.0076
Kay, R. H., & Kwak, J. (2018). Comparing types of mathematics apps used in primary school classrooms: An exploratory analysis. Journal of Computers in Education, 5, 349-371. https://doi.org/10.1007/s40692-018-0109-x
Kay, R., & Kwak, J. (2018). Creating an evidence-based framework for selecting and evaluating mathematics apps. In Proceedings of the Society for Information Technology & Teacher Education International Conference (AACE) (pp. 754–759). https://www.learntechlib.org/primary/p/182607
Kay, R. H., & Holmes, J. M. (2018). Exploring virtual communities of practice in healthcare education. In Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1686–1691). https://www.learntechlib.org/primary/p/184397
Kay, R. H., & Kwak, J. (2017). Do math apps help elementary school students? It depends. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 1052–1057). https://www.learntechlib.org/primary/p/178298
Kay, R. H., Benzimra, D., & Li, J. (2017). Exploring factors that influence technology-based distractions in BYOD classrooms. Journal of Educational Computing Research, 55(7), 974-995. doi: 10.1177/0735633117690004
Kay, R. & Schellenberg, D. (2017). Integrating a BYOD program in high school English: Advantage or distraction? In EdMedia 2017: World Conference on Educational Media and Technology (June 20). Washington, DC.
Goulding, H., Kay, R. H.,& Li, J. (2016). Assessing the impact of a virtual lab in health care education. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 923–928). https://www.learntechlib.org/primary/p/174023/
Kay, R. H., Li, J., & Markovich, L. (2016). Examining blended learning for adult learners with special needs. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 711–718). https://www.learntechlib.org/primary/p/174103
Kay, R. H., & Benzimra, D. (2016). An examination of laptop-based off-task behaviors in secondary school classrooms. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 705–710). Washington, DC.
Kay, R. H., & Murray, T. (2016). A formative analysis of the use of blogging in secondary school mathematics. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 1098–1202). https://www.learntechlib.org/primary/p/173099/
Kay, R. H., & MacDonald, T. (2016). Comparing flipped, active, and lecture-based teaching approaches in higher education. EdMedia, Vancouver, Canada
Kay, R. & Schellenberg, D. (2017). Integrating a BYOD program in high school English: Advantage or distraction? In EdMedia 2017: World Conference on Educational Media and Technology (June 20). Washington, DC.
Kay, R. H., Li, J., & Markovich, L. (2016). Examining blended learning for adult learners with special needs. ELearn, Washington, DC.
Bahula, T., & Kay, R. H. (2022). Video feedback in online learning. In R. H. Kay (Ed.), Thriving online: A guide for busy educators (pp. 241–252). EdTech Books.
Articles
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
Craig, C. D., & Kay, R. (2023). A systematic overview of reviews of the use of immersive virtual reality in higher education. Higher Learning Research Communications, 13(2), 42–60. https://doi.org/10.18870/hlrc.v13i2.1430
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
Power, R., Kay, R., & Craig, C. (2023). The effects of COVID-19 on higher-education teaching practices. International Journal of E-Learning & Distance Education. 38(2). https://doi.org/10.55667/ijede.2023.v38.i2.1255
Bahula, T., & Kay, R. H. (2022). Exploring instructor perceptions of using video-based feedback: A review of the literature. Journal of Educational Informatics, 3(1), 3–20. https://doi.org/10.51357/jei.v3i1.181
Banks, L., & Kay, R. (2022). Exploring flipped classrooms in undergraduate nursing and health science: A systematic review. Nurse Education in Practice, 64, Article 103417 https://doi.org/10.1016/j.nepr.2022.103417
Craig, C., & Kay, R. (2022). Examining the Discord application in higher education: A systematic review of the literature. Journal of Digital Life and Learning, 2(2), 52–66. https://doi.org/10.51357/jdll.v2i2.205
Plante, S., LeSage, A., & Kay, R. (2022). Examining online course evaluations and the quality of student feedback: A review of the literature. Journal of Educational Informatics, 3(1), 21–31. http://dx.doi.org/10.51357/jei.v3i1.182
Jovanovic, P. C., & Kay, R. H. (2022). Exploring ethical issues with using wearable technology in K-12 classrooms: A review of the literature. Journal of Digital Life and Learning, 2(2), 3–11. https://doi.org/10.51357/jdll.v2i2.203
Verville, L., Cancelliere, C., Connell, G., Lee, J., Mior, S., Munce, S., Kay, R. & Côté, P. (2022). Exploring clinician perceptions of a care pathway for the management of shoulder pain: A qualitative study. BMC Health Services Research, 22(1), Article 702. https://doi.org/10.1186/s12913-022-07999-z
Verville, L., Cancelliere, C., Connell, G., Lee, J., Munce, S., Mior, S., Kay, R. & Côté, P. (2021). Exploring clinicians’ experiences and perceptions of end-user roles in knowledge development: A qualitative study. BMC Health Services Research, 21, Article 1, 1–10. https://doi.org/10.1186/s12913-021-06955-7
Bahula, T., & Kay, R. H. (2021). Exploring student perceptions of video-based feedback in higher education: A systematic review of the literature. Journal of Higher Education Theory and Practice, 21(4), 248–258. https://doi.org/10.33423/jhetp.v21i4.4224
Jovanovic, P. C. & Kay, R. H. (2021). Examining the use of wearable technologies for K-12 students: A systematic review of the literature. Journal of Digital Life and Learning, 1(1), 56–67. https://doi.org/10.51357/jdll.v1i1.142
Kay, R., & Jovanovic, P. (2021). Examining practical issues associated with the use of wearable technology in K-12 classrooms: A review of the literature. In INTED2021 Proceedings (pp. 8093–8098). http://dx.doi.org/10.21125/inted.2021.1635
Kay, R., & Jovanovic, P. (2020). Examining benefits and challenges of using wearable technologies for K-12 students: A review of the literature. In ICERI2020 Proceedings (pp. 7342–7348). IATED.
Kay, R., Jovanovic, P., & Hughes, J. (2020). Exploring the benefits and challenges of using wearable technologies for K-12 teachers: A review of the literature. In EdMedia+ Innovate Learning (pp. 229–236).
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
Verville, L., Côté, P., Grondin, D., Mior, S. & Kay, R. (2020). The development and evaluation of an online educational tool for the evidence-based management of neck pain by chiropractic teaching faculty. Journal of Chiropractic Education, 35(1). https://doi.org/10.7899/JCE-19-18
Kay. R. H., & Kwak, J. (2018). Comparing types of mathematics apps used in primary school classrooms: An exploratory analysis. Journal of Computers in Education, 5(3), 349-371. https://doi.org/10.1007/s40692-018-0109-x
Kay, R. Goulding, H., & Li, J. (2018). Assessing the impact of a virtual lab in an allied health program. Journal of Allied Health, 47(1), 45-50. https://www.jstor.org/stable/48722023
Kay, R. H., Goulding, H., & Li, J. (2018). Assessing the impact of a virtual lab in an allied health program. International Journal on E-Learning, 17(4), 439–460. https://www.jstor.org/stable/48722023
Li, J., Kay, R., & Markovich, L. (2018). Student attitudes toward blended learning in adult literacy and basic skills college programs. Canadian Journal of Learning and Technology, 44(2). https://doi.org/10.21432/cjlt27573
Kay, R. H., & Carruthers, L. (2017). Examining school board leaders’ use of online resources to inform decision-making. Canadian Journal of Learning and Technology, 43 (1), 1-25. http://dx.doi.org/10.21432/T2NC93
Kay, R. H., Benzimra, D., & Li, J. (2017). Exploring factors that influence technology-based distractions in BYOD classrooms. Journal of Educational Computing Research, 55(7), 974-995. https://doi.org/10.1177/0735633117690004
Zomer, N., & Kay, R. H. (2016). Technology use in early childhood education: A review of the literature. Journal of Educational Informatics, 1, 1-25. http://dx.doi.org/10.51357/jei.v1i1.45
Kay. R.H., & Ahmadpour, K. (2015). Negotiating the digital maze of information literacy: A review of literature. Journal of Educational Informatics, 1, 1-25.
Kay, R. H., & Edwards, J. (2012). Examining the use of worked example video podcasts in middle school mathematics classrooms: A formative analysis. Canadian Journal of Learning and Technology, 38(3). https://doi.org/10.21432/T2PK5Z
Conference Proceedings
Craig, C. D., & Kay, R. H. (2024). A systematic review of the Perusall application: Exploring the benefits and challenges of social annotation technology in higher education. In INTED2024 Proceedings (pp. 7566–7574). IATED.
Bahula, T., & Kay, R. (2021). Exploring the qualities of video feedback artefacts in higher education: A review of the literature. INTED2021 Proceedings, 8125–8130. http://dx.doi.org/10.21125/inted.2021.1640
Banks, L., Kay, R. & Craig, C. D. (2021). Examining the effectiveness of flipped classrooms on academic performance and satisfaction in undergraduate nursing and health science: A systematic review. Proceedings of ICERI2021 Conference (pp. 1824-1831).
Craig, C. D., & Kay, R. (2021). Examining peer assessment in online learning for higher education: A systematic review of the literature. ICERI2021 Proceedings, 1832–1841). http://dx.doi.org/10.21125/iceri.2021.0489
Craig, C. D. & Kay, R (2021). Self-assessment in online learning for higher education: A systematic review of the literature. Proceedings of ICERI2021 Conference (pp. 1824-1831).
Kay, R., Banks, L., & Craig, C. D. (2021). Examining the role of emotions in learning with technology. In ICERI 2021: 14th Annual International Conference of Education, Research and Innovation (pp. 1817–1822). https://doi.org/10.21125/iceri.2021.0486
Bahula, T., & Kay, R. (2020). Exploring student perceptions of video feedback: A review of the literature. ICERI2020 Proceedings, 6535-6544. http://dx.doi.org/10.21125/iceri.2020.1398
Kay, R. H., & Bahula, T. (2020). A systematic review of the literature on video feedback used in higher education. In EDULEARN20 Proceedings (pp. 1890–1899). IATED. https://doi.org/10.21125/edulearn.2020.0605
Kay, R. & Schellenberg, D. (2019). Comparing BYOD and one-to-one laptop programs in secondary school classrooms: A review of the literature. In Society for Information Technology and Teacher Education International Conference (SITE 2019). Las Vegas, NV.
Kay, R. H., Petrarca, D., & Bahula, T. (2019). Comparing the use of written and video feedback in pre-service teacher education: A case study. In EDULEARN19 Proceedings (pp. 1907-1917). IATED. https://doi.org/10.21125/edulearn.2019.0535
LeSage, A., Kay, R., Tepylo, D., & Allen, R. (2019). Designing video podcasts to support at-risk university mathematics students. In ICERI2019 Proceedings (pp. 5537–5542). IATED. https://doi.org/10.21125/iceri.2019.1326
Kay, R., & Dermott, K. (2018). Examining STEM-based flipped classrooms in higher education: A review of the literature. In ICERI2018 Proceedings (pp. 9487-9494). IATED. https://doi.org/10.21125/iceri.2018.0076
Kay, R. H., & Kwak, J. (2018). Comparing types of mathematics apps used in primary school classrooms: An exploratory analysis. Journal of Computers in Education, 5, 349-371. https://doi.org/10.1007/s40692-018-0109-x
Kay, R., & Kwak, J. (2018). Creating an evidence-based framework for selecting and evaluating mathematics apps. In Proceedings of the Society for Information Technology & Teacher Education International Conference (AACE) (pp. 754–759). https://www.learntechlib.org/primary/p/182607
Kay, R. H., & Holmes, J. M. (2018). Exploring virtual communities of practice in healthcare education. In Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1686–1691). https://www.learntechlib.org/primary/p/184397
Kay, R. H., & Kwak, J. (2017). Do math apps help elementary school students? It depends. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 1052–1057). https://www.learntechlib.org/primary/p/178298
Kay, R. H., Benzimra, D., & Li, J. (2017). Exploring factors that influence technology-based distractions in BYOD classrooms. Journal of Educational Computing Research, 55(7), 974-995. doi: 10.1177/0735633117690004
Kay, R. & Schellenberg, D. (2017). Integrating a BYOD program in high school English: Advantage or distraction? In EdMedia 2017: World Conference on Educational Media and Technology (June 20). Washington, DC.
Goulding, H., Kay, R. H.,& Li, J. (2016). Assessing the impact of a virtual lab in health care education. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 923–928). https://www.learntechlib.org/primary/p/174023/
Kay, R. H., Li, J., & Markovich, L. (2016). Examining blended learning for adult learners with special needs. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 711–718). https://www.learntechlib.org/primary/p/174103
Kay, R. H., & Benzimra, D. (2016). An examination of laptop-based off-task behaviors in secondary school classrooms. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 705–710). Washington, DC.
Kay, R. H., & Murray, T. (2016). A formative analysis of the use of blogging in secondary school mathematics. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 1098–1202). https://www.learntechlib.org/primary/p/173099/
Kay, R. H., & MacDonald, T. (2016). Comparing flipped, active, and lecture-based teaching approaches in higher education. EdMedia, Vancouver, Canada
Kay, R. & Schellenberg, D. (2017). Integrating a BYOD program in high school English: Advantage or distraction? In EdMedia 2017: World Conference on Educational Media and Technology (June 20). Washington, DC.
Kay, R. H., Li, J., & Markovich, L. (2016). Examining blended learning for adult learners with special needs. ELearn, Washington, DC.
