Impact of partially flipped instruction on immediate and subsequent course performance in a large undergraduate chemistry course. - Wenliang He; Amanda J. Holton; George Farkas (Comput. Educ., 2018)

Modality motivation: Selection effects and motivational differences in students who choose to take courses online. - Peter M. Atkinson; Teomara Rutherford; Fernando Rodriguez; Justin F. Shaffer; Amanda J. Holton (Internet High. Educ., 2021)

Can student-facing analytics improve online students' effort and success by affecting how they explain the cause of past performance? - Qiujie Li; Di Xu; Rachel B. Baker; Amanda J. Holton; Mark Warschauer (Comput. Educ., 2022)

The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes. - Xuehan Zhou; Qiujie Li; Di Xu; Amanda J. Holton; Brian K. Sato (Internet High. Educ., 2023)

Varying Impacts: The Role of Student Self-Evaluation in Navigating Learning Analytics. - Qiujie Li; Xuehan Zhou; Di Xu; Rachel B. Baker; Amanda J. Holton (L@S, 2024)