bibliography


 * Bibliography **

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Barbour, M. K. (2007a). Teacher and developer perceptions of effective web-based design for secondary school students. //Journal of Distance Education, 21//(3), 93-114. Retrieved from @http://www.jofde.ca/index.php/jde/article/view/30

Barbour, M. K. (2007b). Portrait of rural virtual schooling. //Canadian Journal of Educational Administration and Policy//, (59). Retrieved on February 11, 2007 from http://www.umanitoba.ca/publications/cjeap/articles/barbour.html

Barbour, M. K., & Cooze, M. (2004). All for one and one for all: Designing web-based courses for students based upon individual learning styles. //Staff and Educational Development International, 8//(2/3), 95-108.

Barbour, M. K., & Mulcahy, D. (2004). The role of mediating teachers in Newfoundland 's new model of distance education. //The Morning Watch, 32//(1). Retrieved February 3, 2004 from @http://www.mun.ca/educ/faculty/mwatch/fall4/barbourmulcahy.htm

Barbour, M. K., & Mulcahy, D. (2009). Beyond volunteerism and good will: Examining the commitment of school-based teachers to distance education. In I. Gibson et al. (Eds.), //Proceedings of the annual conference of the Society for Information Technology and Teacher Education// (779-784). Norfolk, VA: AACE.

Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. //Computers and Education, 52//(2), 402-416. Retrieved from http://www.michaelbarbour.com/research/pubs/CAE1241.pdf

Clark, T. (2000). //Virtual high schools: State of the states - A study of virtual high school planning and preparation in the United States//. Center for the Application of Information Technologies, Western Illinois University. Retrieved from http://www.imsa.edu/programs/ivhs/pdfs/stateofstates.pdf

Clark, T. (2007). Virtual and distance education in North American schools. In M. G. Moore, //Handbook of Distance Education//, pp. 473-490. Mahwah, NJ: Lawrence Erlbaum.

Cooze, M., & Barbour, M. K. (2007). Learning styles: A focus upon e-learning practices and pedagogy and their implications for successful instructional design. //Journal of Applied Educational Technology, 4// (1). Retrieved from @http://www.eduquery.com/jaet/JAET4-1_Cooze.pdf

Cooze, M., & Barbour, M. K. (2005). Learning styles: A focus upon e-learning practices and pedagogy and their implications for success in secondary high school students in Newfoundland and Labrador. //Malaysian Online Journal of Instructional Technology, 2//(1).

Davis, N. E. (2007, November). //Teacher education for virtual schools//. A presentation at annual Virtual School Symposium, Louisville, KY. Retrieved from http://ctlt.iastate.edu/~tegivs/TEGIVS/publications/VS%20Symposium2007.pdf

DiPietro, M., Ferdig, R. E., Black, E. W. & Preston, M. (2008). Best practices in teaching k–12 online: Lessons learned from Michigan Virtual School teachers. //Journal of Interactive Online Learning, 7//(1). Retrieved from http://www.ncolr.org/jiol/issues/getfile.cfm?volID=7&IssueID=22&ArticleID=113

Michigan Department of Education (2006). //Michigan Merit Curriculum guidelines: Online learning//. Lansing, MI: Author. Retrieved from http://www.michigan.gov/documents/mde/Online10.06_final_175750_7.pdf

Murphy, E. & Rodríguez-Manzanares, M.(2009). Learner-Centredness in High-School Distance Learning: Teachers’ Perspectives and Research-Validated Principles. //Australasian Journal of Educational Technology, 25//(5), 597-610. Retrieved from []

Murphy, E., & Rodriguez, M. (2009). Teachers’ perspectives on motivation in high-school distance education. //Journal of Distance Education, 23//(3), 1-24. Retrieved from []

Murphy, E., & Rodriguez, M. (2009). Sage without a stage: Expanding the object of teaching in a web-based, high-school classroom. //International Review of Research in Open and Distance Learning, 10//(3). Retrieved from []

Murphy, E. (2008). //Learner-centred e-teaching//. St. John's, NL: Memorial University of Newfoundland. Retrieved from []

Murphy, E. & Rodríguez-Manzanares, M.( 2008). Using activity theory and its principle of contradictions to guide research in educational technology. //Australasian Journal of Educational Technology, 24//(4),442-447. Retrieved from []

Murphy, E. (2008, April). //Designing online synchronous communication to strengthen students' second-language communication skills//. Paper presentation at the annual conference of the Canadian Network for Innovation in Education, Banff, AB. Retrieved from [|http://www.ucs.mun.ca/~emurphy/CNIEICLTAPRIL2008.pdf]

Murphy, E. & Rodríguez-Manzanares, M. (2008). Revisiting transactional distance theory in a context of web-based high-school distance education. //Journal of Distance Education, 22//(2), 1-14. Retrieved from []

Murphy, E. & Rodríguez-Manzanares, M. (2007, September).// Deviations from the script: An Activity Theory perspective on the practice of the e-teacher in the virtual high-school classroom. // The 10th IASTED International Conference on Computers and Advanced Technology in Education, Beijing, China.

Murphy, E. & Rodríguez-Manzanares, M. (2007, June). //Using third generation activity theory and contradictions to analyse qualitative data//. Invited presentation by the Canadian Institute of Distance Education Research. Retrieved from []

Murphy, E. & Coffin, G. (2003). Synchronous communication in a web-based senior-high school course: Maximizing affordances and minimizing constraints of the tools. //American Journal of Distance Education, 17//(4),235-246. Retrieved from []

Roblyer, M. D. (2005). Who plays well in the virtual sandbox? Characteristics of successful online students and teachers. //SIGTel Bulletin//, (2). Retrieved from []

Roblyer, M. D., Freeman, J., Stabler, M., & Schneidmiller, J. (2007). //External evaluation of the Alabama ACCESS initiative: Phase 3 report//. Eugene, OR: International Society for Technology in Education. Retrieved from http://accessdl.state.al.us/2006Evaluation.pdf

Watson, J., & Gemin, B. (2008). //Using online learning for at-risk students and credit recovery//. Vienna, VA: North American Council for Online Learning. Retrieved from http://www.inacol.org/research/promisingpractices/NACOL_CreditRecovery_PromisingPractices.pdf

Watson, J. F., Gemin, B., & Ryan, J. (2008). //Keeping pace with K-12 online learning: A review of state-level policy and practice//. Vienna, VA: North American Council for Online Learning. Retrieved from http://www.kpk12.com/downloads/KeepingPace_2008.pdf

Watson, J. F., Gemin, B., Ryan, J., & Wicks, M. (2009). //Keeping pace with K–12 online learning: A review of state-level policy and practice//. Naperville, IL: Learning Point Associates. Retrieved from http://www.kpk12.com/downloads/KeepingPace09-fullreport.pdf

Watson, J. F., & Kalmon, S. (2005). //Keeping pace with K-12 online learning: A review of state-level policy and practice//. Naperville, IL: Learning Point Associates. Retrieved from http://www.kpk12.com/downloads/KeepingPace_2005.pdf

Watson, J., & Ryan, J. (2006). //Keeping pace with K-12 online learning: A review of state-level policy and practice//. Vienna, VA: North American Council for Online Learning. Retrieved from http://www.kpk12.com/downloads/KeepingPace_2006.pdf

Watson, J. & Ryan, J. (2007). //Keeping pace with k-12 online learning: A review of state-level policy and practice//. Vienna, VA: North American Council for Online Learning. Retrieved from http://www.kpk12.com/downloads/KeepingPace_2007.pdf

Watson, J. F., Winograd, K., & Kalmon, S. (2004). //Keeping pace with K–12 online learning: A snapshot of state-level policy and practice//. Naperville, IL: Learning Point Associates. Retrieved from http://www.kpk12.com/downloads/KeepingPace_2004.pdf