@misc{wiessner_pfahl_2008, title={Bookreview essay: Using narratives in research and practice}, volume={58}, number={3}, journal={Adult Education Quarterly}, author={Wiessner, C. A. and Pfahl, N. L.}, year={2008}, pages={249–252} }
 @article{wiessner_chapman_berardinelli_jones_2006, title={Faculty at a Distance: Innovating Research Strategies for Collaborative Knowledge Construction in Technology Rich Environments}, volume={54}, ISSN={0737-7363 1948-4801}, url={http://dx.doi.org/10.1080/07377366.2006.10400096}, DOI={10.1080/07377366.2006.10400096}, abstractNote={F aced with constant change, faculty members and others must be able to create new knowledge that adds to the literature of developing fields and guides new practice. Most faculty members work individually (Sul­ livan, 1 994) , yet the knowledge they need may be generated best by collaborating with others facing similar challenges. Because they commonly focus on their own esoteric fields or topics, many faculty members lack experience or feel uncertain about collaborating. Busy schedules and dis­ tances can further complicate such efforts. We found ourselves faced with these challenges while moving into online teaching environments. Initially, we wrestled alone with our questions. Next, we discussed them informally. Finally, we decided to work together to research the issues at hand and to construct the knowledge needed. As women researchers, we valued the connection and collaboration (Hayes & Flannery, 2000) . In our work together, we chose to combine face-to­ face and online work formats. Working online, at least part of the time, allowed us to interact with colleagues outside the university and helped us better understand what we were researching. At the same time, working in this environment further revealed the challenges of online teaching. In this article, we describe the research strategies that allowed us to work collaboratively in constructing knowledge. We focus on two research questions: (a) "What learning strategies did we employ to research the problems we identified?" and (b) "How can faculty collaborate on research at a distance?"}, number={2}, journal={The Journal of Continuing Higher Education}, publisher={Informa UK Limited}, author={Wiessner, Colleen Aalsburg and Chapman, Diane D. and Berardinelli, Paula and Jones, Leslie Kay Stevenson}, year={2006}, month={Apr}, pages={22–34} }
 @article{how a professional conference creates new learning: preliminary findings of a case study_2006, volume={30}, number={4}, journal={International Journal of Training and Development}, year={2006}, pages={256–271} }
 @article{hatcher_wiessner_storberg-walker_chapman_2006, title={How a research created new learning: A case study}, volume={30}, number={4}, journal={Journal of European Industrial Training}, author={Hatcher, T. and Wiessner, C. A. and Storberg-Walker, J. and Chapman, D.}, year={2006}, pages={256–349} }
 @inproceedings{chapman_wiessner_storberg-walker_hatcher_2006, title={New learning: The next generation of evaluation?}, booktitle={Proceedings of the 2006 Academy of Human Resource Development International Research Conference, Columbus, OH}, author={Chapman, D. D. and Wiessner, C. A. and Storberg-Walker, J. and Hatcher, T.}, year={2006} }
 @inproceedings{hatcher_wiessner_storberg-walker_chapman_2005, title={How a professional conference created new learning: A case study}, booktitle={Proceedings of the Sixth International Conference on HRD Research and Practice Across Europe Conference, Leeds, UK}, author={Hatcher, T. and Wiessner, C. A. and Storberg-Walker, J. and Chapman, D.}, year={2005} }
 @article{storberg-walker_wiessner_chapman_2005, title={How the AHRD 2005 conference created new learning: Preliminary results of a case study}, volume={16}, number={4}, journal={Human Resource Development Quarterly}, author={Storberg-Walker, J. and Wiessner, C. A. and Chapman, D. D.}, year={2005}, pages={247–255} }