UMGC Library

Faculty Teaching and Learning Collection: Bibliographies

Autonomy and Belonging

​Baumeister, R. F. & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. https://doi.org/10.1037/0033/2909.117.3.497

​Beaumont, R., Stirling, J., & Percy, A. (2009). Tutors' forum: Engaging distributed communities of practice. Open Learning, 24(2), 141-154. https://doi.org/10.1080/02680510902879478

​Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34(2), 87-98. https://doi.org/10.1207/s15326985ep3402_2

​Carraccio, C., Wolfsthal, S. D., Englander, R., Ferentz, K., & Martin, C. (2002). Shifting paradigms: From Flexner to competencies. Academic Medicine, 77(5), 361-367. 

Csiernik, R., & McGaghran, C. (2013). Meeting professional competencies through specialized distance education: The McMaster University Addiction Studies Program. Journal of Teaching in Social Work, 33(4/5), 566-577. https://doi.org/10.1080/08841233.2013.831016

​Deci, E. L., & Ryan, R. M. (2000). The “what” and the “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. doi:10.1207/S15327965PLI1104_01

​Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3/4), 325-346. https://doi.org/10.1080/00461520.1991.9653137

Harackiewicz, J. M., Barron, K. E., & Elliott, A. J. Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33(1), 1-21. https://doi.org/10.1207/s15326985ep3301_1

Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323-367. Retrieved from http://rer.sagepub.com/

​Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91(3), 537-548. https://doi.org/10.1037/0022-0663.91.3.537

Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209-218. https://doi.org/10.1037/0022-0663.98.1.209

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037//0003-066X.55.1.68

Van Der Vleuten, C., & Schuwirth, L. (2005). Assessing professional competence: From methods to programmesMedical Education, 39(3), 309-317. https://doi.org/10.1111/j.1365-2929.2005.02094.x

​Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31. https://doi.org/10.1207/s15326985ep4101_4

​White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297-333. https://doi.org/10.1037/h0040934

Willis, J., Davis, K., & Chaplin, S. (2013). Sociocultural affordances of online peer engagement. Journal of Learning Design, 6(1), 34-45. Retrieved from https://www.jld.edu.au/

Xiaojing, L., Magjuka, R. J., Bonk, C. J., & Seung-hee, L. (2007). Does sense of community matter? Quarterly Review of Distance Education, 8(1), 9-24. Retrieved from http://www.infoagepub.com/quarterly-review-of-distance-education.html

 

Gaming and Learning

Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86-107. https://doi.org/10.1007/BF02504859

​Boulos, M. N. K., & Wheeler, S. (2007). The emerging Web 2.0 social software: An enabling suite of sociable technologies in health and health care education. Health Information and Libraries Journal, 24(1), 2-23. https://doi.org/10.1111/j.1471-1842.2007.00701.x

Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686. https://doi.org/10.1016/j.compedu.2012.03.004

​Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. https://doi.org/10.1016/j.compedu.2008.06.004

Randel, J. M., Morris, B. A., Wetzel, C. D., & Whitehill, B. V. (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation & Gaming, 23(3), 261-276. https://doi.org/10.1177/1046878192233001

​Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research and Development, 44(2), 43-58. https://doi.org/10.1007/BF02300540

Center for Innovation in Learning & Student Success Bibliographies

Competency Based Education

Carraccio, C., Wolfsthal, S. D., Englander, R., Ferentz, K., & Martin, C. (2002). Shifting paradigms: From Flexner to competencies. Academic Medicine, 77(5), 361-367. https://doi.org/10.1097/00001888-200205000-00003

Drisko, J. W. (2014). Competencies and their assessment. Journal of Social Work Education, 50(3), 414-426. https://doi.org/10.1080/10437797.2014.917927

​Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., … Crossman, R. E. (2009). Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels. Training and Education in Professional Psychology, 3(4), S5-S-26. https://doi.org/10.1037/a0015832

Getha-Taylor, H., Hummert, R., Nalbandian, J., & Silvia, C. (2013). Competency model design and assessment: Findings and future directions. Journal of Public Affairs Education, 19(1), 141-171. Retrieved from http://www.naspaa.org/initiatives/jpae/jpae.asp

​Lurie, S. J. (2012). History and practice of competency-based assessment. Medical Education, 46(1), 49-57. https://doi.org/10.1111/j.1365-2923.2011.04142.x

Rissi, J. J., & Gelmon, S. B. (2014). Development, implementation, and assessment of a competency model for a graduate public affairs program in health administration. Journal of Public Affairs Education, 20(3), 335-352. Retrieved from http://www.naspaa.org/initiatives/jpae/jpae.asp

Soare, E. (2015). Using the complex learning situation model in the evaluation of competences. Procedia: Social and Behavioral Sciences, 180, 1-6. https://doi.org/10.1016/j.sbspro.2015.02.076

​Vu, N. V., Barrows, H. S, Marcy, M. L., Verhulst, S. J., Colliver, J. A., & Travis, T. (1992). Six years of comprehensive, clinical, performance-based assessment using standardized patients at the Southern Illinois University School of Medicine. Academic Medicine, 67(1), 42-50. https://doi.org/10.1097/00001888-199201000-00009​

Zasadny, M. F., & Bull, R. M. (2015). Assessing competence in undergraduate nursing students: The Amalgamated Students Assessment in Practice model. Nurse Education in Practice, 15(2), 126-133. https://doi.org/10.1016/j.nepr.2015.01.003

Digital Badges

​ACT, Inc. (2011). Defining credentials for the public workforce system. Retrieved from http://files.eric.ed.gov/fulltext/ED516785.pdf

Anderson, D. M. & Staub, S. (2015). Postgraduate digital badges in higher education: Transforming advanced programs using authentic online instruction and assessment to meet the demands of a global marketplace. Procedia: Social and Behavioral Sciences, 193, 18-23. https://doi.org/10.1016/j.sbspro.2015.06.165​

Bolin, B. (2011, November/December). The career readiness certificate: The foundation for stackable credentials. Techniques: Connection Education & Careers, 86(8), 26-28. Retrieved from https://www.acteonline.org/Techniques/​

Bouillon, R. (2015, September). Stackable credentials: Pathways to prosperity. Techniques: Connecting Education & Careers, 90(6), 38-41. Retrieved from https://www.acteonline.org/Techniques/​

California Community Colleges, Chancellor’s Office. (2015). Economic and workforce development program annual report: 2015. Retrieved from http://files.eric.ed.gov/fulltext/ED556754.pdf

Davis, K., & Singh, S. (2015). Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators. Computers & Education, 88, 72-83. https://doi.org/10.1016/j.compedu.2015.04.011​

Devedžić, V., & Jovanović, J. (2015). Developing open badges: A comprehensive approach. Educational Technology Research & Development, 63(4), 603-620. https://doi.org/10.1007/s11423-015-9388-3

Doherty, I., & Sharma, N. (2015). Aligning the use of portfolios with digital badging. British Journal of Hospital Medicine, 76(10), 596-598. https://doi.org/10.12968/hmed.2015.76.10.596

Erickson, K. (2013). Effectiveness of teaching formats on developmental mathematics achievement (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3558809)

Foster, J. C. (2014, September). The practicality of digital badges. Techniques: Connecting Education & Careers, 89(6), 40-44. Retrieved from https://www.acteonline.org/Techniques/

​Frederiksen, L. (2013). Digital badges. Public Services Quarterly, 9(4), 321-325. https://doi.org/10.1080/15228959.2013.842414

​Frenk, J., Hunter, D. J., & Lapp, I. (2015). A renewed vision for higher education in public health. American Journal of Public Health105, S109-S113. https://doi.org/10.2105/AJPH.2014.302468

Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in education. Education & Information Technologies20(2), 403-410. https://doi.org/10.1007/s10639-013-9291-7

​Hurst, E. J. (2015). Digital badges: Beyond learning incentives. Journal of Electronic Resources in Medical Libraries12(3), 182-189. https://doi.org/10.1080/15424065.2015.1065661

Jenkins, D., & Weiss, M. J. (2011). Charting pathways to completion for low-income community college students (CCRC Working Paper No. 34). Retrieved from http://files.eric.ed.gov/fulltext/ED523767.pdf

Lemoine, P. A., & Richardson, M. D. (2015). Micro-credentials, nano degrees, and digital badges: New credentials for global higher education. International Journal of Technology and Educational Marketing, 5(1), 36-49. https://doi.org/10.4018/ijtem.2015010104

​Liu, J., & Kush, J. (2015). Using teaching cells to establish effective online learning environments. Proceedings of the European Conference on E-Learning, 351-354. Retrieved from http://academic-conferences.org/ecel/ecel2015/ecel15-home.htm

Llombart-Huesca, A. (2012). A modular approach to Spanish for heritage language learners courses. Hispania, 95(3), 509-522. Retrieved from http://www.aatsp.org/?page=Hispania

Mehta, N. B., Hull, A. L., Young, J. B., & Stoller, J. K. (2013). Just imagine: New paradigms for medical education. Academic Medicine, 88(10), 1418-1423. https://doi.org/10.1097/ACM.0b013e3182a36a07

O'Byrne, W. I., Schenke, K., Willis, J. E. III, & Hickey, D. T. (2015). Digital badges: Recognizing, assessing, and motivating learners in and out of school contexts. Journal of Adolescent & Adult Literacy, 58(6), 451-454. https://doi.org/10.1002/jaal.381

Parlakkilic, A. (2015). Modular rapid e-learning framework (MORELF) in desktop virtualization environment: An effective hybrid implementation in nurse education. Turkish Online Journal of Distance Education, 16(1), 3-18. Retrieved from http://tojde.anadolu.edu.tr/