@article{carpenter_dvorak_gallardo-williams_chapman_bitting_forde_aming_2022, title={Faculty (re) engagement: Perspectives on challenges, needs, and opportunities}, volume={36}, number={3}, journal={The Journal of Faculty Development}, author={Carpenter, R. and Dvorak, K. and Gallardo-Williams, M.T. and Chapman, D.D. and Bitting, K. and Forde, T. and Aming, D.}, year={2022}, month={Sep}, pages={73–76} }
 @article{petherbridge_bartlett_white_chapman_2022, title={The Disruption to the Practice of Instructional Design During COVID-19}, volume={11}, ISSN={2160-5289}, url={http://dx.doi.org/10.51869/112/dpmbjwdc}, DOI={10.51869/112/dpmbjwdc}, abstractNote={A thematic analysis of interviews conducted with 33 instructional designers revealed impacts to instructional design practice during COVID-19 including: differentiating emergency remote teaching from well-designed instruction, the increasing visibility of the instructional design role, challenges with social connections, increasing workloads, and additional challenges related to time, access, resources, and remote learning. Findings suggest the role of instructional designers will be more visible post-pandemic, with participants viewing the future of instructional design as full of emerging opportunities.}, number={2}, journal={Journal of Applied Instructional Design}, publisher={Association for Educational Communication and Technology}, author={Petherbridge, Donna and Bartlett, Michelle and White, Jessica and Chapman, Diane}, year={2022}, month={Aug} }
 @article{bartlett_warren_chapman_2021, title={Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning}, volume={6}, ISSN={2472-5889}, url={http://dx.doi.org/10.5195/ie.2021.158}, DOI={10.5195/ie.2021.158}, abstractNote={North Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to two weeks, and for many faculty members, both time and resources to incorporate design practices found in high-quality online courses were limited. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves. Researchers examined two faculty-support programs designed to assist with the shift to online teaching during the COVID-19 crisis: one at a research-intensive, land-grant university and another for faculty at 58 community colleges, some of whom are enrolled in a CPED Ed.D. program. Lessons learned and thoughts on planning for future semesters are examined}, number={2}, journal={Impacting Education: Journal on Transforming Professional Practice}, publisher={University Library System, University of Pittsburgh}, author={Bartlett, Michelle E. and Warren, Carrol L. and Chapman, Diane D.}, year={2021}, month={Apr}, pages={43–47} }
 @article{bartlett_bartlett_dolfi_jaeger_chapman_2018, title={Redesigning the Education Doctorate for Community College Leaders:  Generation, Transformation, and Use of Professional Knowledge and Practice}, volume={3}, ISSN={2472-5889}, url={http://dx.doi.org/10.5195/ie.2018.80}, DOI={10.5195/ie.2018.80}, abstractNote={This paper describes the redesign of a community college executive leadership doctoral program that seeks to develop senior-level leaders.  The paper provides how the redesign was intentionally aligned with the CPED principles and specifically the sixth principle. The paper sought data from students, faculty and other documents to gain an insight into the impact of aligning the program with principles and design concepts.  The paper suggests that it is important for this program to integrate examples from practice and practitioners, include job shadowing experiences for students and faculty, and ensure there are active learning activities that are relevant to the students.  The paper includes an overview of the program redesign as well as reflection on the first iteration of the new coursework through student's voice, faculty feedback, and a discussion of lessons learned.}, number={2}, journal={Impacting Education: Journal on Transforming Professional Practice}, publisher={University Library System, University of Pittsburgh}, author={Bartlett, James E and Bartlett, Michelle E and Dolfi, J Jordan and Jaeger, Audrey J and Chapman, Diane D}, year={2018}, month={Jun} }
 @article{schaffer_young_ligon_chapman_2017, title={Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph}, volume={8}, ISSN={1664-1078}, url={http://dx.doi.org/10.3389/fpsyg.2017.00260}, DOI={10.3389/fpsyg.2017.00260}, abstractNote={Student learning outcomes within courses form the basis for course completion and time-to-graduation statistics, which are of great importance in education, particularly higher education. Budget pressures have led to large classes in which student-to-instructor interaction is very limited. Most of the current efforts to improve student progress in large classes, such as “learning analytics,” (LA) focus on the aspects of student behavior that are found in the logs of Learning Management Systems (LMS), for example, frequency of signing in, time spent on each page, and grades. These are important, but are distant from providing help to the student making insufficient progress in a course. We describe a computer analytical methodology which includes a dissection of the concepts in the course, expressed as a directed graph, that are applied to test questions, and uses performance on these questions to provide formative feedback to each student in any course format: face-to-face, blended, flipped, or online. Each student receives individualized assistance in a scalable and affordable manner. It works with any class delivery technology, textbook, and learning management system.}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Schaffer, Henry E. and Young, Karen R. and Ligon, Emily W. and Chapman, Diane D.}, year={2017}, month={Feb} }
 @article{chapman_joines_2017, title={Strategies for Increasing Response Rates for Online End-of-Course Evaluations}, volume={29}, number={1}, journal={International Journal of Teaching and Learning in Higher Education}, author={Chapman, D.D. and Joines, J.A.}, year={2017}, pages={47–60} }
 @article{grantham_robinson_chapman_2015, title={“That Truly Meant a Lot to Me”: A Qualitative Examination of Meaningful Faculty-Student Interactions}, volume={63}, ISSN={8756-7555 1930-8299}, url={http://dx.doi.org/10.1080/87567555.2014.985285}, DOI={10.1080/87567555.2014.985285}, abstractNote={The majority of research on faculty-student interaction has been primarily quantitative to date and has focused primarily on determining what kinds of interactions students have with faculty. This study furthers the literature on faculty-student interaction, taking a qualitative approach to examine what types of interactions with faculty students find meaningful. Our findings indicate that students appreciate the types of interactions that research shows benefits them the most, suggesting that there is less of a disconnect between the types of faculty behaviors that benefit students and the types of faculty behaviors that students appreciate than many might assume.}, number={3}, journal={College Teaching}, publisher={Informa UK Limited}, author={Grantham, Ashley and Robinson, Emily Erin and Chapman, Diane}, year={2015}, month={Jun}, pages={125–132} }
 @book{chapman_guerdat_2014, place={Houston, TX}, title={Proceedings of the 2014 Academy of Human Resource Development international research conference in the Americas}, publisher={Academy of Human Resource Development}, year={2014} }
 @book{chapman_desiderio_2013, place={Alexandria, VA}, title={Proceedings of the 2013 Academy of Human Resource Development international research conference in the Americas}, publisher={Academy of Human Resource Development}, year={2013} }
 @article{chapman_guerdat_2012, title={Exploring competencies for Manufacturing Extension Partnership centers}, volume={16}, url={https://openjournals.libs.uga.edu/jheoe/article/view/962/961}, number={3}, journal={Journal of Higher Education Outreach and Engagement}, author={Chapman, D.D. and Guerdat, K.G.}, year={2012}, pages={91–94} }
 @article{chapman_2011, title={Contingent and tenured/tenure-track faculty: Motivations and incentives to teach distance education courses}, volume={14}, url={https://ojdla.com/archive/fall143/chapman143.pdf}, number={3}, journal={Online Journal of Distance Learning Administration}, author={Chapman, D.}, year={2011} }
 @article{chapman_stone_2010, title={Measurement of Outcomes in Virtual Environments}, volume={12}, ISSN={1523-4223 1552-3055}, url={http://dx.doi.org/10.1177/1523422310394792}, DOI={10.1177/1523422310394792}, abstractNote={ Virtual human resource development (VHRD) creates a virtual environment (Bennett, 2009). As virtual environments become pervasive as instructional and learning spaces, evidence of their effectiveness is still in the early stages of development. As these learning spaces gain acceptance and adoption in HRD practice, more comprehensive and strategic approaches to evaluation are needed. Through a study of literature and qualitative case study, the authors investigate evaluation practices used in virtual worlds, and discuss how they are relevant to VHRD. Although many traditional forms of assessment are still being utilized, findings indicate that virtual worlds offer the opportunity to incorporate richer and more authentic forms of assessment, particularly, when evaluating learning artifacts. }, number={6}, journal={Advances in Developing Human Resources}, publisher={SAGE Publications}, author={Chapman, Diane D. and Stone, Sophia J.}, year={2010}, month={Dec}, pages={665–680} }
 @article{chapman_wiessner_morton_fire_jones_majekodunmi_2009, title={Crossing Scholarly Divides: Barriers and Bridges for Doctoral Students Attending Scholarly Conferences}, volume={23}, ISSN={1939-4225}, url={http://dx.doi.org/10.1002/nha3.10325}, DOI={10.1002/nha3.10325}, abstractNote={Scholarly conferences are one mechanism by which doctoral students can enter into their profession as practitioners and scholars. Unfortunately, research about the effectiveness of this career development strategy is limited. This paper explores learning experiences of doctoral students at a scholarly conference. Theories about learning communities, communities of practice, and knowledge creation frame student experiences. Special attention is given to how legitimate peripheral participation describes interactions of students with the scholarly community of practice during the conference. Recommendations for students, faculty, other scholars, and program planners are given in order to promote improved access to and participation in the scholarly community. Such changes can provide doctoral students with a smoother transition from academic learning to learning in the scholarly community of a professional conference.}, number={1}, journal={New Horizons in Adult Education and Human Resource Development}, publisher={Wiley}, author={Chapman, Diane D. and Wiessner, Colleen Aalsburg and Morton, Janet and Fire, Nancy and Jones, Leslie Stevenson and Majekodunmi, Deke}, year={2009}, month={Jan}, pages={6–24} }
 @inbook{chapman_2009, place={Hershey, PA}, edition={2nd}, title={Introduction to learning management systems}, DOI={10.4018/978-1-60566-198-8.ch183}, abstractNote={Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State University, Yale University, and Johns Hopkins University were offering these non-traditional learning options for their students. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technologydriven. However, it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.}, booktitle={Encyclopedia of Distance Learning}, publisher={IGI Global}, author={Chapman, D.}, editor={Rogers, P. and Berg, G. and Boettcher, J. and Howard, C. and Justice, L. and Schenk, K.Editors}, year={2009}, pages={1280–1286} }
 @article{chapman_gedro_2009, title={Queering the HRD Curriculum: Preparing Students for Success in the Diverse Workforce}, volume={11}, ISSN={1523-4223 1552-3055}, url={http://dx.doi.org/10.1177/1523422308329091}, DOI={10.1177/1523422308329091}, abstractNote={ The problem and the solution . Although human resource development (HRD) programs frequently place value on embracing diversity and contributing to social change, seldom do curricula contain course work focused on issues of the lesbian, gay, bisexual, or transgender (LGBT) communities. Thus, HRD practitioners may not have skills or insights needed to support LGBT inclusion in the workplace. The authors look to HRD literature and their experiences to explore the implications of self-disclosure for instructors and students in HRD courses and the benefits of incorporating LGBT issues in the curriculum as an HRD intervention. Implications concerning identity management, marginalization, community building, and visibility are discussed.The article concludes with practical insights for HRD faculty on how queering the curriculum can be accomplished. }, number={1}, journal={Advances in Developing Human Resources}, publisher={SAGE Publications}, author={Chapman, Diane D. and Gedro, Julie}, year={2009}, month={Jan}, pages={95–108} }
 @article{wiessner_hatcher_chapman_storberg-walker_2008, title={Creating new learning at professional conferences: an innovative approach to conference learning, knowledge construction and programme evaluation}, volume={11}, ISSN={1367-8868 1469-8374}, url={http://dx.doi.org/10.1080/13678860802261488}, DOI={10.1080/13678860802261488}, abstractNote={This manuscript presents a theory-based, research-driven learning intervention embedded in the process of programme evaluation. Based within three theoretical frames (learning organization, communities of practice and knowledge construction), it describes conceptual processes undertaken by researchers and the resulting practical HRD learning intervention implemented in a real-world context. The intervention findings suggest the theoretical framework enhanced the ‘output’ of conference attendees' mega-, macro- and micro-level learning. Attendees reported significant learning as a result of participating in the evaluation. Implications for enhancing knowledge construction in programmes and conferences are discussed.}, number={4}, journal={Human Resource Development International}, publisher={Informa UK Limited}, author={Wiessner, Colleen Aalsburg and Hatcher, Tim and Chapman, Diane and Storberg-Walker, Julia}, year={2008}, month={Sep}, pages={367–383} }
 @article{chapman_storberg-walker_stone_2008, title={Hitting Reply: A Qualitative Study to Understand Student Decisions to Respond to Online Discussion Postings}, volume={5}, ISSN={2042-7530 2042-7530}, url={http://dx.doi.org/10.2304/elea.2008.5.1.29}, DOI={10.2304/elea.2008.5.1.29}, abstractNote={ Providing tools for dialogue exchange does not ensure that students will respond to team mate postings or that online groups will grow in cohesiveness. Students decide whether or not to reply, and it is increasingly important to understand how students make these decisions due to the increase in distance education, millenials, and asynchronous teamwork in the workplace. This exploratory qualitative study was based on an interpretivist philosophy to understand how students reply to discussion postings. Students from two Master's-level research classes were asked why they chose to respond to certain discussion postings and why they chose not to reply to certain postings. The reasons why students responded to postings were clustered into four themes: group process criteria, leadership criteria, social criteria, and judgment criteria. The reasons why students did not respond fell into the criteria of applicability, judgment, leadership, and social criteria. Implications for e-learning instructors and practitioners are discussed in terms of promoting social presence and facilitating collaborative group work. }, number={1}, journal={E-Learning and Digital Media}, publisher={SAGE Publications}, author={Chapman, Diane D. and Storberg-Walker, Julia and Stone, Sophia J.}, year={2008}, month={Jan}, pages={29–39} }
 @article{petherbridge_chapman_2007, title={Changing your learning management system:  Implications for student support}, volume={10}, number={1}, journal={Journal of Asynchronous Learning Networks}, author={Petherbridge, D. and Chapman, D. D.}, year={2007} }
 @inproceedings{chapman_storberg-walker_stone_2007, place={Indianapolis, Ind}, title={Hitting reply: A Qualitative study to understand student decisions to reply to online discussion postings}, booktitle={Proceedings of the 2007 Academy of Human Resource Development International Research Conference}, publisher={Academy of Human Resource Development}, author={Chapman, D. and Storberg-Walker, J. and Stone, S.}, year={2007} }
 @article{chapman_wiessner_storberg-walker_hatcher_2007, title={New Learning: a different way of approaching conference evaluation}, volume={5}, ISSN={1477-8238 1477-8246}, url={http://dx.doi.org/10.1057/palgrave.kmrp.8500147}, DOI={10.1057/palgrave.kmrp.8500147}, abstractNote={New Learning (NL) is an innovative process aimed at collaborative learning in professional and scholarly events and is a new way of approaching evaluation at professional conferences. NL is a process integral to a conference that focuses on the learner and how and what they learn, rather than on presenters and presentations. Whereas most professional conferences claim learning as a primary objective, seldom do any structure or evaluate to maximize that objective. The NL process helps to structure and assess organizational learning as a primary outcome in addition to providing avenues for collection of traditional evaluation information. This article explains the NL process, reviews the literature of learning and evaluation, describes what NL is and how it works, and then compares and contrasts it with traditional evaluation methods and theory. It concludes with implications for future applications and research for NL.}, number={4}, journal={Knowledge Management Research & Practice}, publisher={Informa UK Limited}, author={Chapman, Diane D and Wiessner, Colleen Aalsburg and Storberg-Walker, Julia and Hatcher, Tim}, year={2007}, month={Nov}, pages={261–270} }
 @inproceedings{chapman_gedro_2007, title={Queering the HRD curriculum}, booktitle={Proceedings of the 2007 Academy of Human Resource Development International Research Conference}, publisher={Indianapolis, Ind.: Academy of Human Resource Development}, author={Chapman, D. D. and Gedro, J.}, year={2007} }
 @article{petherbridge_chapman_2007, place={1601 Maple Street, Honors House, Carrollton, GA 30118}, title={Upgrading or replacing your learning management system: Implications for student support}, volume={10}, url={https://ojdla.com/archive/spring101/petherbridge101.pdf}, number={1}, journal={Online Journal of Distance Learning Administration}, publisher={State University of West Georgia}, author={Petherbridge, D. and Chapman, D.D.}, year={2007}, month={Mar}, pages={1–15} }
 @article{chapman_2006, title={Building an evaluation plan for fully online degree programs}, volume={9}, url={https://ojdla.com/archive/spring91/chapman91.pdf}, number={1}, journal={Online Journal of Distance Learning Administration}, author={Chapman, D. D.}, year={2006} }
 @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{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{stone_chapman_2006, title={Instructor presence in the online classroom}, booktitle={Proceedings of the 2006 Academy of Human Resource Development International Research Conference, Columbus, OH}, author={Stone, S. J. and Chapman, D. D.}, year={2006} }
 @inproceedings{chapman_2006, title={Learning orientations, tactics, group desirability, and success in online learning}, booktitle={Proceedings of the 22nd Annual Conference on Distance Teaching & Learning, Madison, WI}, author={Chapman, D. D.}, year={2006} }
 @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{chapman_2005, title={Developing an evaluation plan for a fully online degree program in HRD}, booktitle={Proceedings of the 2005 Academy of Human Resource Development International Research Conference, Estes Park, CO}, author={Chapman, D.}, year={2005} }
 @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} }
 @inbook{chapman_2005, place={Hershey, PA}, title={Introduction to Learning management systems}, ISBN={9781591405559 9781591405542}, DOI={10.4018/978-1-59140-555-9.ch171}, abstractNote={Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State, Yale University, and Johns Hopkins University were offering these non-traditional learning options for their students. Many institutions then moved to instructional telecommunications as the technology matured. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technology driven. But it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically. }, booktitle={Encyclopedia of Distance Learning}, publisher={IGI Global}, author={Chapman, D.}, editor={Howard, C. and Boettcher, J. and Justice, L. and Schenk, K. and Berg, G. and Rogers, P.Editors}, year={2005}, pages={1149–1155} }
 @inbook{chapman_2005, title={Learning management systems}, ISBN={1591405556}, booktitle={Encyclopedia of distance learning}, publisher={Hershey, PA: Idea}, author={Chapman, D.}, editor={C. Howard, J. Boettcher and L. Justice, K. Schenk and G. Berg and Rogers, P.Editors}, year={2005}, pages={L1–8} }
 @article{chapman_2004, title={Preferences of Training Performance Measurement: A Comparative Study of Training Professionals and Non-training Managers}, volume={17}, ISSN={0898-5952}, url={http://dx.doi.org/10.1111/j.1937-8327.2004.tb00319.x}, DOI={10.1111/j.1937-8327.2004.tb00319.x}, abstractNote={ABSTRACT 
 
This survey-based study addressed a perceived gap between training performance evaluation practice and decision-making criteria required in business. Training professionals and non-training managers in North Carolina were surveyed. The study found that the groups differ in the performance measures that motivate them to act on training issues. Non-training managers preferred measurements of productivity, organizational climate, product quality, cost, and customer service reports. Training professionals preferred measures of opinions of the trainee's supervisor, end-of-training exam scores, progress/work performance reports, and opinions of the trainee. The study concluded that (1) training professionals and non-training managers react to different training performance measures; (2) training professionals are more likely to react to job/individual-level performance measures; (3) non-training managers are more likely to rely on organizational-level measures; (4) non-training managers are not primarily concerned with converting training benefits to dollar figures; (5) on-the-job tests and customer service reports are valued by both the training profession and business and industry; and (6) the low response suggests a potential lack of interest for the strategic position of the training function.}, number={4}, journal={Performance Improvement Quarterly}, publisher={Wiley}, author={Chapman, Diane D.}, year={2004}, month={Dec}, pages={31–49} }
 @article{bozarth_chapman_lamonica_2004, title={Preparing for distance learning: Designing an online student orientation course}, volume={7}, number={1}, journal={Educational Technology & Society}, author={Bozarth, J. and Chapman, D. D. and LaMonica, L.}, year={2004}, pages={87–106} }
 @article{chapman_2004, title={Preparing learners for e-learning by George M. Piskurich [book review]}, volume={15}, DOI={10.1002/hrdq.1109}, abstractNote={Human Resource Development QuarterlyVolume 15, Issue 3 p. 351-357 Review Preparing Learners for e-Learning, edited by George M. Piskurich. San Francisco: Pfeiffer, 2003. 180 pages. $50.00 (hardcover) Diane D. Chapman, Diane D. Chapman North Carolina State University, Raleigh, North CarolinaSearch for more papers by this author Diane D. Chapman, Diane D. Chapman North Carolina State University, Raleigh, North CarolinaSearch for more papers by this author First published: 07 September 2004 https://doi.org/10.1002/hrdq.1109AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume15, Issue3Autumn (Fall) 2004Pages 351-357 RelatedInformation}, number={3}, journal={Human Resource Development Quarterly}, author={Chapman, Diane}, year={2004}, pages={351–357} }
 @article{chapman_nicolet_2003, title={Using the project approach to online course development}, url={http://technologysource.org/article/using_the_project_approach_to_online_course_development/}, journal={Technology Source}, author={Chapman, D. and Nicolet, T.}, year={2003} }