@article{mulvey_joy_caslin_orcutt_eseryel_katti_2021, title={Forests After Florence: an informal community-engaged STEM research project promotes STEM identity in disaster-impacted students}, volume={6}, ISSN={["1470-1138"]}, url={https://doi.org/10.1080/02635143.2021.1944077}, DOI={10.1080/02635143.2021.1944077}, abstractNote={ABSTRACT Background Natural disasters, such as hurricanes, can have lasting impacts on a community Purpose This research evaluated how participation in an STEM education intervention after an ecological disaster affected students’ persistence, resilience, and STEM identity Sample Hurricane Florence impacted college students (N = 50) were recruited Design and Methods Participants completed pre-test, post-test and daily diary measures before, during and after they completed an intervention where they collected forestry data in their home hurricane-impacted communities Results Participants reported higher STEM identity following the intervention learning experience. Daily interest and enjoyment in science was higher on days when they reported more positive experiences. For resilience, for male students, but not female students, the learning opportunity fostered resilience. Male students reported higher STEM identity on days when they reported more positive learning experiences Conclusion These findings highlight the benefit of STEM education learning opportunities, particular for disaster-impacted students.}, journal={RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION}, author={Mulvey, Kelly Lynn and Joy, Angelina and Caslin, Michael and Orcutt, Darby and Eseryel, Deniz and Katti, Madhusudan}, year={2021}, month={Jun} }
 @article{eseryel_jiang_eseryel_2021, title={NEW FINDINGS ON STUDENT MULTITASKING WITH MOBILE DEVICES AND STUDENT SUCCESS}, volume={20}, ISSN={["2165-316X"]}, DOI={10.28945/4723}, abstractNote={Aim/Purpose: This paper investigates the influence of university student multitasking on their learning success, defined as students’ learning satisfaction and performance.

Background: Most research on student multitasking finds student multitasking problematic. However, this research is generally from 2010. Yet, today’s students are known to be digital natives and they have a different, more positive, relationship with mobile technologies. Based on the old findings, most instructors ban mobile technology use during instruction, and design their online courses without regard for the mobile technology use that happens regardless of their ban. This study investigates whether today’s instructors and learning management system interface designers should take into account multitasking with mobile technologies.

Methodology: A quasi-experimental design was used in this study. Data were collected from 117 students across two sections of an introductory Management Information Systems class taught by the first author. We took multiple approaches and steps to control for confounding factors and to increase the internal validity of the study. We used a control group as a comparison group, we used a pre-test, we controlled for selection bias, and we tested for demographic differences between groups.

Contribution: With this paper, we explicated the relationship between multitasking and learning success. We defined learning success as learning performance and learning satisfaction. Contrary to the literature, we found that multitasking involving IT texting does not decrease students’ learning performance. An explanation of this change is the change in the student population, and the digital nativeness between 2010s and 2020 and beyond.

Findings: Our study showed that multitasking involving IT texting does not decrease students’ performance in class compared to not multitasking. Secondly, our study showed that, overall, multitasking reduced the students’ learning satisfaction despite the literature suggesting otherwise. We found that attitude towards multitasking moderated the relationship between multitasking and learning satisfaction as follows. Individuals who had a positive attitude towards multitasking had high learning satisfaction with multitasking. However, individuals who had positive attitude toward multitasking did not necessarily have higher learning performance.

Recommendations for Practitioners: We would recommend both instructors and the designers of learning management systems to take mobile multitasking into consideration while designing courses and course interfaces, rather than banning multitasking, and assuming that the students do not do it. Furthermore, we recommend including multitasking into relevant courses such as Management Information Systems courses to make students aware of their own multitasking behavior and their results.

Recommendation for Researchers: We recommend that future studies investigate multitasking with different instruction methods, especially studies that make students aware of their multitasking behavior and its outcomes will be useful for next generations. 

Impact on Society: This paper investigates the role of mobile multitasking on learning performance. Since mobile technologies are ubiquitous and their use in multitasking is common, their use in multitasking affects societal performance.

Future Research: Studies that replicate our research with larger and more diverse samples are needed. Future research could explore research-based experiential teaching methods, similar to this study.

}, journal={JOURNAL OF INFORMATION TECHNOLOGY EDUCATION-INNOVATIONS IN PRACTICE}, author={Eseryel, U. Yeliz and Jiang, Dan and Eseryel, Deniz}, year={2021}, pages={21–35} }
 @article{peng_zhang_jackson_yalvac_ketsetzi_eseryel_2018, title={Computer-Aided Design & Applications}, volume={16}, DOI={10.14733/cadaps.2019.129.139}, number={1}, journal={Examining the learning by teaching method in computer-aided design instruction.}, author={Peng, X. and Zhang, D. and Jackson, M. and Yalvac, B. and Ketsetzi, A. and Eseryel, D.}, year={2018}, pages={129–139} }
 @article{peng_zhang_jackson_yalvac_ketsetzi_eseryel_2018, title={Examining the Learning by Teaching Method in Computer-Aided Design Instruction}, volume={8}, url={https://doi.org/10.14733/cadaps.2019.129-139}, DOI={10.14733/cadaps.2019.129-139}, abstractNote={This paper examines the effects of learning by teaching method in Computer-Aided Design instruction. A quasi-experimental pre-and-post test design was employed over four semesters. Experimental group students were asked in pairs to lead the teaching of the course content during the class meetings. Control group students received traditional teacher-centered instruction. In both groups, students’ learning outcomes, such as life-long learning skill, engineering attitude, and CAD modeling skills using NX, were evaluated. Both quantitative and qualitative data were collected and analyzed. Findings indicate that first generation college students in the experimental group dramatically improved their CAD modeling knowledge and life-long learning skills in comparison to their counterparts in the control group. A discussion of the findings and recommendations for future research are presented.}, journal={Computer-Aided Design and Applications}, publisher={CAD Solutions, LLC}, author={Peng, Xiaobo and Zhang, Diwei and Jackson, Malcolm and Yalvac, Bugrahan and Ketsetzi, Antonia and Eseryel, Deniz}, year={2018}, month={Aug} }
 @inproceedings{wolters_eseryel_d._2018, place={Waikoloa Village, HI}, title={Identifying the critical success factors for low customized ERP system implementations in SMEs. }, booktitle={Hawaii International Conference on System Sciences (HICCS)}, publisher={January}, author={Wolters, J. and Eseryel, U.Y.& Eseryel and D.}, year={2018}, month={Jan}, pages={3–6,} }
 @inproceedings{duan_peng_yuan_yalvac_ketsetzi_hing_eseryel_eyupoglu_2018, title={Promoting life-long learning skills in CAD using the peer-generated screencast tutorials}, DOI={10.1115/imece2017-71891}, abstractNote={To promote life-long learning skills in Computer-Aided Design (CAD) education, authors designed and implemented a student-centered instruction in the CAD courses. A quasi-experimental pre-and-post test research design was implemented. Experimental group students were asked to design screencast tutorials with their verbal explanations recorded. Students shared their screencast tutorials with their peers and provided feedback to each other’s video tutorials. Control group students were asked to review the instructor made screencast tutorials. A life-long learning survey, an engineering attitude survey, an exit project survey, and a CAD modeling exam were used as the study instruments. A total of 147 students participated in this study over three years. Findings indicated that female and first generation college students in the experimental group performed better than their peers in the control group in the CAD modeling exam. Our student-centered instruction was more affective on female students’ and first generation college students’ skills and knowledge than male students’ and not-first generation college students’ skills and knowledge.}, booktitle={Proceedings of the ASME International Mechanical Engineering Congress and Exposition, 2017, vol 5}, author={Duan, C. and Peng, X. B. and Yuan, T. Y. and Yalvac, B. and Ketsetzi, A. and Hing, E. L. and Eseryel, Deniz and Eyupoglu, T. Fulya}, year={2018} }
 @inproceedings{eseryel_booji_eseryel_2018, place={San Francisco, CA}, title={Recruitment through LinkedIn: Lessons learned from the Fortune 100 companies.}, booktitle={International Conference on Information Systems (ICIS)}, author={Eseryel, U.Y. and Booji, R. and Eseryel, D.}, year={2018}, month={Apr} }
 @inproceedings{peng_yuan_nadeem_ketsetzi_yalvac_eseryel_eyupoglu_cui_2017, title={Assigning students teacher's role: A student-centered approach in computer-aided design education}, DOI={10.1115/imece2016-66871}, abstractNote={This paper presents the preliminary work of implementing the learning by teaching approach, a student-centered pedagogy, in the Computer-Aided Design (CAD) education. Following an experimental study design, students were grouped into control section and experimental section. In the control section, students received the traditional instructor-centered instruction. In the experimental section, students were assigned into small groups and taught the course content to their peers during the class meeting. The students’ learning outcomes were evaluated, such as life-long learning skill, engineering attitude, and CAD modeling skills using NX. A CAD modeling test was used at the end of semester to assess the students’ CAD modeling skills. The engineering attitude survey and the life-long learning scale were conducted at the beginning and the end of semester. The statistical analyses were performed to examine the impact of activities. The results revealed that the students’ engineering attitude was significantly improved. In addition, experimental group students completed an exit survey that collected their feedback on the teaching activities.}, booktitle={Proceedings of the ASME International Mechanical Engineering Congress and Exposition, 2016, vol. 5}, author={Peng, X. B. and Yuan, T. Y. and Nadeem, U. and Ketsetzi, A. and Yalvac, B. and Eseryel, Deniz and Eyupoglu, T. Fulya and Cui, S. X.}, year={2017} }
 @article{zhang_peng_yalvac_eseryel_nadeem_islam_2017, title={Integrating student-made screencasts into computer-aided design education}, volume={14}, url={https://doi.org/10.1080/16864360.2017.1308080}, DOI={10.1080/16864360.2017.1308080}, abstractNote={ABSTRACTThis paper presents the design strategies of an engineering education research project funded by the National Science Foundation (NSF) and discusses its findings. Study participants were the students who enrolled in “Mechanical Engineering Drawing” course and learned about computer-aided design (CAD). We grouped students into the control group and experimental group. Students in the control group received a traditional and teacher-centered instruction. The screencast tutorials were provided to them by their instructors. Students in the experimental group experienced a student-centered instruction. Instead of being provided instructor-prepared screencast tutorials, in the experimental group, students developed their own. They shared their tutorials with one another through an Internet portal; they reviewed and commented on each other’s tutorials. These activities were student-centered. We captured students’ attitudes towards engineering and their life-long learning skills before and after the semes...}, number={sup1}, journal={Computer-Aided Design and Applications}, publisher={Informa UK Limited}, author={Zhang, Dongdong and Peng, Xiaobo and Yalvac, Bugrahan and Eseryel, Deniz and Nadeem, Uzair and Islam, Atiq}, year={2017}, month={Nov}, pages={41–50} }
 @inbook{eseryel_bakker_eseryel_2017, place={Douglassville, PA}, title={Leadership and management: Emerging, contemporary, and unorthodox perspectives.}, booktitle={Information technology self-leadership and innovation.}, publisher={HPL Publications, Inc}, author={Eseryel, U.Y. and Bakker, D. and Eseryel, D.}, editor={Szpaderski, A. and Neck, C.P.Editors}, year={2017} }
 @article{huang_ge_eseryel_2017, title={Metaconceptually-enhanced simulation-based inquiry learning: Effects on the 8th grade students’ conceptual change and science epistemological beliefs. }, volume={65}, number={1}, journal={Educational Technology Research and Development.}, author={Huang, K. and Ge, X. and Eseryel, D.}, year={2017}, pages={75–100} }
 @inproceedings{eseryel_yildiz_2017, place={New York}, title={Sixth-grade students’ perceptions about educational game design. }, booktitle={Paper submitted to the Annual Meeting of the American Educational Research Association (AERA)}, author={Eseryel, D. and Yildiz, V.}, year={2017}, month={Apr} }
 @inproceedings{isukapati_list_kamlet_2016, title={Bid-based signal control with all passive players}, DOI={10.1109/itsc.2016.7795615}, abstractNote={In this paper, we present a realization of bid-based control strategy in which all drivers are modeled as passive players, and movement managers develop bidding strategies based on state-observer system principles. Their bidding strategies blend engineering attributes (length of dynamic queue, and number of turns since last win, which is analogous to delay) with economic attributes (the account balances of the movement managers). Movement managers bid for green time for their respective turning movements. Arriving motorists pay fees so the movement managers can bid for discharge slots. Movement managers pay the municipality what they bid when use of the intersections space is contested; otherwise, they pay a nominal fee. An intersection between two one-way streets has been used to test these ideas. To provide benchmarks against which to compare the results from bid-based control, a model of an actuated controller is employed. The results suggest that bid-based control strategy produces lower delay and cycle length distributions than those produced by actuated control strategy.}, booktitle={2016 IEEE 19th International Conference on Intelligent Transportation Systems (ITSC)}, author={Isukapati, I. K. and List, G. F. and Kamlet, M. S.}, year={2016}, pages={602–607} }
 @article{huang_ge_eseryel_2016, title={Metaconceptually-enhanced simulation-based inquiry: effects on eighth grade students’ conceptual change and science epistemic beliefs}, volume={65}, ISSN={1042-1629 1556-6501}, url={http://dx.doi.org/10.1007/S11423-016-9462-5}, DOI={10.1007/S11423-016-9462-5}, number={1}, journal={Educational Technology Research and Development}, publisher={Springer Science and Business Media LLC}, author={Huang, Kun and Ge, Xun and Eseryel, Deniz}, year={2016}, month={Jul}, pages={75–100} }
 @article{law_ge_eseryel_2016, title={The Development of a Self-regulation in a Collaborative Context Scale}, volume={21}, ISSN={["2211-1670"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84957946404&partnerID=MN8TOARS}, DOI={10.1007/s10758-016-9274-z}, number={2}, journal={TECHNOLOGY KNOWLEDGE AND LEARNING}, author={Law, Victor and Ge, Xun and Eseryel, Deniz}, year={2016}, month={Jul}, pages={243–253} }
 @inbook{eseryel_2015, place={Thousand Oaks, CA}, title={Causal influence diagramming.}, booktitle={Encyclopedia of Educational Technology.}, publisher={Sage}, author={Eseryel, D.}, editor={Spector, J.M.Editor}, year={2015} }
 @inproceedings{zhang_peng_yalvac_eseryel_nadeem_islam_arceneaux_2015, title={Exploring the impact of peer-generated screencast tutorials on computer-aided design education}, volume={122nd ASEE Annual Conference and Exposition: Making Value for Society}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84941994643&partnerID=MN8TOARS}, number={122nd ASEE Annual Conference and Exposition: Making Value for Society}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Zhang, D. and Peng, X. and Yalvac, B. and Eseryel, D. and Nadeem, U. and Islam, A. and Arceneaux, D.}, year={2015} }
 @article{eseryel_law_ifenthaler_ge_miller_2014, title={An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. }, volume={17}, number={1}, journal={Educational Technology & Society}, author={Eseryel, D. and Law, V. and Ifenthaler, D. and Ge, X. and Miller, R.B.}, year={2014}, pages={42–53} }
 @article{eseryel_bakker_eseryel_2014, title={The influence of information technology self-leadership on product and process innovation. }, volume={1}, number={2}, journal={Journal of Leadership and Management}, author={Eseryel, U.Y. and Bakker, D. and Eseryel, D.}, year={2014}, pages={95–109} }
 @article{eseryel_eseryel_2013, title={Action-embedded transformational leadership in self-managing global information systems development teams}, volume={22}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84880235728&partnerID=MN8TOARS}, DOI={10.1016/j.jsis.2013.02.001}, abstractNote={While software development teams are becoming more and more distributed around the globe, most software development methodologies used by global teams prescribe self-managing teams. Transformational leadership is the key to successful information systems development and use for competitive advantage. Yet, little is known about transformational leadership in self-managing global information systems development team settings. This study answers the research question of how leaders emerge and strategically influence systems development in self-managing global information systems development teams. This question is answered with a grounded theory study of Apache Open Source Software development teams. A theoretical model of action-embedded transformational leadership is developed to demonstrate how leaders emerge and strategically influence systems development efforts through their leadership, which is embedded in their work-related actions.}, number={2}, journal={Journal of Strategic Information Systems}, author={Eseryel, U.Y. and Eseryel, D.}, year={2013}, pages={103–120} }
 @article{eseryel_law_ifenthaler_ge_miller_2013, title={An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning}, volume={17}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84878111924&partnerID=MN8TOARS}, number={1}, journal={Educational Technology and Society}, author={Eseryel, D. and Law, V. and Ifenthaler, D. and Ge, X. and Miller, R.}, year={2013}, pages={42–53} }
 @inbook{ifenthaler_eseryel_2013, place={New York}, title={Facilitating complex learning by mobile augmented reality learning environments. }, booktitle={Reshaping learning: The frontiers of learning technologies in a global context}, publisher={Springer}, author={Ifenthaler, D. and Eseryel, D.}, editor={Huang, R. and Spector, J.M. and KinshukEditors}, year={2013}, pages={415–438} }
 @article{eseryel_ifenthaler_ge_2013, title={Towards innovation in complex problem solving research: An introduction to the special issue}, volume={61}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84878110553&partnerID=MN8TOARS}, DOI={10.1007/s11423-013-9299-0}, number={3}, journal={Educational Technology Research and Development}, author={Eseryel, D. and Ifenthaler, D. and Ge, X.}, year={2013}, pages={359–363} }
 @article{eseryel_ifenthaler_ge_2013, title={Validation study of a method for assessing complex ill-structured problem solving by using causal representations}, volume={61}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84878114217&partnerID=MN8TOARS}, DOI={10.1007/s11423-013-9297-2}, number={3}, journal={Educational Technology Research and Development}, author={Eseryel, D. and Ifenthaler, D. and Ge, X.}, year={2013}, pages={443–463} }
 @book{ifenthaler_eseryel_ge_2012, title={Assessment for game-based learning}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84955418082&partnerID=MN8TOARS}, DOI={10.1007/978-1-4614-3546-4_1}, journal={Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives}, author={Ifenthaler, D. and Eseryel, D. and Ge, X.}, year={2012}, pages={1–8} }
 @article{eseryel_law_2012, title={Effect of cognitive regulation in understanding complex science systems during simulation-based inquiry learning. }, volume={9}, number={1-2}, journal={Technology, Instruction, Cognition, & Learning}, author={Eseryel, D. and Law, V.}, year={2012}, pages={111–132} }
 @book{eseryel_guo_law_2012, title={Interactivity3 design and assessment framework for educational games to promote motivation and complex problem-solving skills}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84955332610&partnerID=MN8TOARS}, DOI={10.1007/978-1-4614-3546-4_14}, journal={Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives}, author={Eseryel, D. and Guo, Y. and Law, V.}, year={2012}, pages={257–285} }
 @book{ifenthaler_eseryel_ge_2012, title={Preface}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84955340690&partnerID=MN8TOARS}, DOI={10.1007/978-1-4614-3546-4}, abstractNote={The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the ki}, journal={Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives}, author={Ifenthaler, D. and Eseryel, D. and Ge, X.}, year={2012}, pages={v-viii} }
 @inproceedings{bradshaw_ge_eseryel_2012, title={Supporting students’ philosophical development as a necessity in instructional design and technology. }, booktitle={Panel session organized as part of the Professors of Instructional Design and Technology (PIDT) meeting at the Annual Meeting of the Association for Educational Communications and Technology.}, author={Bradshaw, A. and Ge, X. and Eseryel, D.}, year={2012} }
 @inbook{eseryel_ifenthaler_ge_2011, place={NY}, title={Alternative assessment strategies for game-based learning environments. }, booktitle={Multiple perspectives on problem solving and learning in the digital age}, publisher={Springer}, author={Eseryel, D. and Ifenthaler, D. and Ge, X.}, editor={Ifenthaler, D. and Kinshuk, P.Isaias and Sampson, D.G. and Spector, J.M.Editors}, year={2011}, pages={159–178} }
 @article{law_ge_eseryel_2011, title={An investigation of the development of a reflective virtual learning community in an Ill-structured domain of instructional design}, volume={3}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84866257400&partnerID=MN8TOARS}, number={4}, journal={Knowledge Management and E-Learning}, author={Law, V. and Ge, X. and Eseryel, D.}, year={2011}, pages={513–533} }
 @inproceedings{ge_ifenthaler_eseryel_2011, place={New Orleans, LO}, title={Assessing complex problem solving – Theories, Methods, and Tools. }, booktitle={Panel presented at the Annual Meeting of the American Educational Research Association}, author={Ge, X. and Ifenthaler, D. and Eseryel, D.}, year={2011}, month={Apr} }
 @inproceedings{eseryel_2011, place={Jacksonville, FL}, title={Complex problem solving research: Current state and future directions.}, booktitle={Panel session presented at the Annual Convention of Association for Educational Communications and Technology}, author={Eseryel, D.}, year={2011}, month={Nov} }
 @inproceedings{eseryel_2011, place={Jacksonville, FL}, title={Current and future trends in the field of instructional design and technology. }, booktitle={Panel session organized for the Annual Convention of Association for Educational Communications and Technology}, author={Eseryel, D.}, year={2011}, month={Nov} }
 @inproceedings{law_ge_eseryel_2011, title={Dimensions of social interactions contributing to knowledge construction and building in an online learning community}, volume={2}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84858375791&partnerID=MN8TOARS}, booktitle={Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conf.}, author={Law, V. and Ge, X. and Eseryel, D.}, year={2011}, pages={586–590} }
 @article{eseryel_ge_ifenthaler_law_2011, title={Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment}, volume={45}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84857583520&partnerID=MN8TOARS}, DOI={10.2190/EC.45.3.a}, abstractNote={ Following a design-based research framework, this article reports two empirical studies with an educational MMOG, called McLarin's Adventures, on facilitating 9th-grade students' complex problem-solving skill acquisition in interdisciplinary STEM education. The article discusses the nature of complex and ill-structured problem solving and, accordingly, how the game-based learning environment can facilitate complex problem-solving skill acquisition. The findings of the first study point to the importance of supporting cognitive regulation of students for successful complex problem-solving skill acquisition in digital game-based learning. The findings of the follow-up study show that when scaffolded by dynamic modeling, students made significant improvement in their complex problem-solving outcomes. Implications drawn from the findings of these two studies are discussed related to: (1) educational game design strategies to effectively facilitate complex problem-solving skill development; and (2) stealth or embedded assessment of progress in complex problem solving during digital game-based learning. }, number={3}, journal={Journal of Educational Computing Research}, author={Eseryel, D. and Ge, X. and Ifenthaler, D. and Law, V.}, year={2011}, pages={265–286} }
 @inproceedings{ge_eseryel_2011, place={Jacksonville, FL}, title={Scaffolding Complex problem solving: Current state and future directions. }, booktitle={Panel session presented at the 2011 Annual Convention of Association for Educational Communications and Technology}, author={Ge, X. and Eseryel, D.}, year={2011}, month={Nov} }
 @inproceedings{eseryel_law_2010, title={Promoting learning in complex systems: Effect of question prompts versus system dynamics model progressions as a cognitive-regulation scaffold in a simulation-based inquiry-learning environment}, volume={1}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84880560594&partnerID=MN8TOARS}, booktitle={Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences}, author={Eseryel, D. and Law, V.}, year={2010}, pages={1119–1126} }
 @inproceedings{eseryel_ifenthaler_ge_2009, title={A validation study of a methodology for assessing progress of learning and complex, ill-structured problem solving in stem domains}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84883021205&partnerID=MN8TOARS}, booktitle={IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009}, author={Eseryel, D. and Ifenthaler, D. and Ge, X.}, year={2009}, pages={363–368} }
 @book{eseryel_eseryel_edmonds_2005, title={Knowledge management and knowledge management systems}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84900148117&partnerID=MN8TOARS}, DOI={10.4018/978-1-59140-503-0.ch005}, abstractNote={Organizations are fast realizing that knowledge management (KM) is critical to achieve competitive sustainability. However, mere realization that KM is critical does not ensure a smooth road to success. Fifty to seventy percent of KM initiatives reportedly fail. One of the main reasons of this failure is the lack of understanding of effective dimensions of KM implementation. In this chapter, we propose an integrated framework for knowledge management. Special attention is given to how knowledge management systems should be positioned within organizations. Examples of successful integration are provided by three case studies from different organizations.}, journal={Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective}, author={Eseryel, D. and Eseryel, U.Y. and Edmonds, G.S.}, year={2005}, pages={105–145} }
 @book{klein_eseryel_2005, title={The corporate learning environment}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84885891322&partnerID=MN8TOARS}, DOI={10.4018/978-1-59140-503-0.ch001}, abstractNote={Emerging technology has changed the focus of corporate learning systems from task-based, procedural training to knowledge-intensive problem-solving with deep conceptual learning. In addition, the deployment of open systems and distributing processing are adding new stresses to learning systems that can barely keep pace with the current rate of change. Learning environments to address these challenges a reviewed within a framework of the conventional learning curve, in which different learning elements are required to support different levels of expertise. An adaptive development model for creating and sustaining a learning environment is proposed that consists of the iterative application of three phases: (1) analysis and reflection, (2) architecture inception and revision, and (3) alignment. The model relies on the notion that analysis deals as much with synthesis and learning as it does with decomposition. We conclude that the concept of a “learning environment” provides a viable construct for making sense of the array of systems designed to support knowledge management, document management, e-learning, and performance support. A learning environment with a well-defined architecture can guide the convergence of multiple systems into a seamless environment providing access to content, multimedia learning modules, collaborative workspaces, and other forms of learning support. Finally, we see future learning environments consisting of networks of databases housing content objects, elegant access to the content, ubiquitous virtual spaces, and authoring tools that enable content vendors, guilds, and universities to rapidly develop and deliver a wide range of learning artifacts.}, journal={Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective}, author={Klein, J. and Eseryel, D.}, year={2005}, pages={1–38} }
 @article{eseryel_eseryel_2004, title={Project management for information technology accessibility initiatives. }, volume={29}, journal={Educational Technology and Media}, author={Eseryel, U.Y. and Eseryel, D.}, year={2004}, pages={61–74} }
 @article{klein_eseryel_2003, title={A conceptual model for managing change in organizations through blended organizational learning. }, volume={5}, number={2}, journal={e-Lumination}, author={Klein, J. and Eseryel, D.}, year={2003}, pages={3–6} }
 @article{eseryel_2002, title={Approaches to evaluation of training: Theory & practice}, volume={5}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-3042549111&partnerID=MN8TOARS}, number={2}, journal={Educational Technology and Society}, author={Eseryel, D.}, year={2002}, pages={93–98} }
 @article{eseryel_ganesan_edmonds_2002, title={Review of Computer-Supported Collaborative Work systems}, volume={5}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-3042641730&partnerID=MN8TOARS}, number={2}, journal={Educational Technology and Society}, author={Eseryel, D. and Ganesan, R. and Edmonds, G.S.}, year={2002}, pages={130–136} }
 @article{dijkstra_collis_eseryel_1999, title={Instructional design for tele-learning}, volume={10}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0002198595&partnerID=MN8TOARS}, DOI={10.1007/BF02948720}, abstractNote={IN ANY COURSE IN INSTRUCTIONAL DESIGN, the design principles should not only be covered in the course content, but also demonstrated by the structure of the course itself. Telematics applications of various sorts can bring new dimensions into the instructional design of the course to better illustrate the subject matter. In this article we describe the design of a WWW-based course-support environment for a course in instructional design, given an overview of how the environment was used as part of the course experience, and summarize the student evaluation of the course. We call such an augmented learning process a “tele-learning” situation because telematics applications are involved. We conclude that such a course-support environment can extend the teaching and learning process, if well designed, by bringing added opportunities for communication and coaching, and by increasing student self-responsibility. We do not see such a tool as replacing the instructor, but enhancing instruction. The design of the environment should reflect this. Although the article describes a particular course on instructional design, we argue that the conclusions can be valid for a variety of disciplines and instructional approaches.}, number={2}, journal={Journal of Computing in Higher Education}, author={Dijkstra, S. and Collis, B. and Eseryel, D.}, year={1999}, pages={3–18} }