The Relationship between Social Presence and Critical Thinking: Results from Learner Discourse in an Asynchronous Learning Environment. - Jamie Costley; Christopher Lange (J. Inf. Technol. Educ. Res., 2016)

The instructional factors that lead to cheating in a Korean cyber university context. - Jamie Costley (Interact. Technol. Smart Educ., 2017)

Video lectures in e-learning: Effects of viewership and media diversity on learning, satisfaction, engagement, interest, and future behavioral intention. - Jamie Costley; Christopher Lange (Interact. Technol. Smart Educ., 2017)

The Effects of Instructional Design on Student Engagement with Video Lectures at Cyber Universities. - Jamie Costley; Christopher Hughes; Christopher Lange (J. Inf. Technol. Educ. Res., 2017)

The effects of self-regulated learning and cognitive load on beginning to watch and completing video lectures at a cyber-university. - Christopher Hughes; Jamie Costley; Christopher Lange (Interact. Technol. Smart Educ., 2018)

The moderating effects of intrinsic load on the relationship between self-regulated effort and germane load. - Christopher Lange; Jamie Costley (J. Comput. Assist. Learn., 2018)

The Role of Motivation in the Use of Lecture Behaviors in the Online Classroom. - Mik Fanguy; Jamie Costley; Christopher Lange; Matthew Baldwin; Seunglock Han (J. Inf. Technol. Educ. Res., 2018)

The relationship between social presence and cognitive load. - Jamie Costley (Interact. Technol. Smart Educ., 2019)

Using cognitive strategies overcomes cognitive load in online learning environments. - Jamie Costley (Interact. Technol. Smart Educ., 2020)

The Effect of Postgraduate Students' Interaction with Video Lectures on Collaborative Note-taking. - Norah Almusharraf; Jamie Costley; Mik Fanguy (J. Inf. Technol. Educ. Res., 2020)

Digital storytelling with chatbots: mapping L2 participation and perception patterns. - Daniel R. Bailey; Ashleigh Southam; Jamie Costley (Interact. Technol. Smart Educ., 2021)

The effects of video lecture viewing strategies on cognitive load. - Jamie Costley; Mik Fanguy; Christopher Lange; Matthew Baldwin (J. Comput. High. Educ., 2021)

The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course. - Jamie Costley; Matthew Courtney; Mik Fanguy (Internet High. Educ., 2022)

Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing. - Matthew Courtney; Jamie Costley; Matthew Baldwin; Kyungmee Lee; Mik Fanguy (Internet High. Educ., 2022)

How system functionality improves the effectiveness of collaborative learning. - Jamie Costley (Interact. Learn. Environ., 2022)

How use of learning management system mediates the relationships between learner interactions and learner outcomes. - Jamie Costley; Ashleigh Southam; Daniel R. Bailey; Shaibou Abdoulai Haji (Interact. Technol. Smart Educ., 2022)

Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy. - Han Zhang; Ashleigh Southam; Mik Fanguy; Jamie Costley (Interact. Technol. Smart Educ., 2022)

The mediating effect of sequencing and fading on the relationship between e-learning personalization and germane load. - Jamie Costley; Christopher Lange (Interact. Learn. Environ., 2023)

How collaboration influences the effect of note-taking on writing performance and recall of contents. - Mik Fanguy; Matthew Baldwin; Evgeniia Shmeleva; Kyungmee Lee; Jamie Costley (Interact. Learn. Environ., 2023)

The relationship between instructional scaffolding strategies and maintained situational interest. - Christopher Lange; Anna Gorbunova; Evgeniia Shmeleva; Jamie Costley (Interact. Learn. Environ., 2023)

The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance. - Galina Shulgina; Mik Fanguy; Han Zhang; Matthew Courtney; Matthew Baldwin; Jamie Costley (Comput. Educ., 2024)

Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm. - Mik Fanguy; Jamie Costley; Matthew Courtney; Kyungmee Lee (Interact. Learn. Environ., 2024)

How understanding the limitations and risks of using ChatGPT can contribute to willingness to use. - Ghadah Al Murshidi; Galina Shulgina; Anastasiia Kapuza; Jamie Costley (Smart Learn. Environ., 2024)

Online peer editing: the influence of comments, tracked changes and perception of participation on students' writing performance. - Galina Shulgina; Jamie Costley; Irina Shcheglova; Han Zhang; Natalya Sedova (Smart Learn. Environ., 2024)

Perception of Massive Open Online Courses and Its Relationship With Students' Learning Strategies. - Ghadah Al Murshidi; Kseniia Adamovich; Jamie Costley; Ekaterina Andronova; Hamda Alblooshi; Ruwaya Alderei; Anna Gorbunova (Int. J. Distance Educ. Technol., 2025)

Examining the relationship between self-regulated effort and maintained situational interest in an online learning environment. - Regina Sutarmina; Jamie Costley; Anna Gorbunova; Christopher Lange (Educ. Inf. Technol., 2025)

The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses. - Han Zhang; Jamie Costley; Matthew Courtney; Galina Shulgina; Mik Fanguy (Educ. Inf. Technol., 2025)

Correction to: The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses. - Han Zhang; Jamie Costley; Matthew Courtney; Galina Shulgina; Mik Fanguy (Educ. Inf. Technol., 2025)