Selected Publications
Blayone, T., Mykhailenko, O., vanOostveen, R., & Barber, W. (2018). Ready for digital learning? A mixed-methods exploration of surveyed technology competencies and authentic performance activity. Education and Information Technologies, 23, 1377–1402. https://doi.org/10.1007/s10639-017-9662-6 Cite
Blayone, T. (2018). Re-theorizing effective use of digital technology with activity theory. Accepted for Publication in Special Issue of Technology, Pedagogy and Education. Cite
Blayone, T., vanOostveen, R., Mykhailenko, O., & Barber, W. (2018). Reexamining digital-learning readiness in higher education: Positioning digital competencies as key factors and a profile application as a readiness tool. Accepted for Publication in International Journal on E-Learning. Cite
Blayone, T., Mykhailenko, O., Kokhan, M., Kavtaradze, M., vanOostveen, R., & Barber, W. (2017). Surveying digital readiness for online learning at institutions of higher education in the post-Soviet nations of Georgia and Ukraine. Manuscript Submitted for Publication. Cite
Blayone, T., Mykhailenko, O., VanOostveen, R., Grebeshkov, O., Hrebeshkova, O., & Vostryakov, O. (2017). Surveying digital competencies of university students and professors in Ukraine for fully online collaborative learning. Technology, Pedagogy and Education, 1–18. https://doi.org/10.1080/1475939X.2017.1391871 Cite
Blayone, T., vanOostveen, R., Barber, W., DiGiuseppe, M., & Childs, E. (2017). Democratizing digital learning: Theorizing the Fully Online Learning Community model. International Journal of Educational Technology in Higher Education, 14, 1–16. https://doi.org/10.1186/s41239-017-0051-4 Cite
vanOostveen, R. (2017). Purposeful action research: Reconsidering science and technology teacher professional development. The College Quarterly, 20(2). Retrieved from http://collegequarterly.ca/2017-vol20-num02-spring/purposeful-action-research-reconsidering-science-and-technology-teacher-professional-development.html Cite
vanOostveen, R. (2017). Creating a Powerful Fully Online Learning Community [Mp4]. Retrieved from https://www.youtube.com/watch?v=yk1kVbMfbXE Cite
vanOostveen, R., Childs, E., Clarkson, J., & Flynn, K. (2016). Becoming close with others online: Distributed community building in online PBL courses. The College Quarterly, 19(1). Retrieved from http://collegequarterly.ca/2016-vol19-num01-winter/becoming-close-with-others-online.html Cite
Davidson, A.-L., vanOostveen, R., Desjardins, F., Suarez, W., Naffi, N., & Natia, A. (2015). A case study about the implementation of problem-based learning and mobile technologies in Ecuador. Presented at the EdMedia 2015: World Conference on Educational Media and Technology. Cite
Kapralos, B., Fisher, S., Clarkson, J., & vanOostveen, R. (2015). A Course on Serious Game Design and Development Using an Online Problem-Based Learning Approach. Interactive Technology and Smart Education, 12(2), 116–136. Cite
Desjardins, F. J., & vanOostveen, R. (2014). Faculty and student use of digital technology in a “laptop” university. In S. Carliner, C. Fulford, & N. Ostashewski (Eds.), EdMedia: World Conference on Educational Media and Technology 2015 (pp. 990–996). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Cite
DiGiuseppe, M., Partosoedarso, E., vanOostveen, R., & Desjardins, F. J. (2013). Exploring competency development with mobile devices. In M. B. Nunes & M. McPherson (Eds.), International Association for Development of the Information Society (IADIS) International Conference on e-Learning (pp. 384–388). Prague, Czech Republic: International Association for Development of the Information Society. Cite
vanOostveen, R., & Desjardins, F. J. (2013). Developing and implementing a new online bachelor program: Formal adoption of videoconferencing and social networking as a step towards m-Learning. In M. B. Nunes & M. McPherson (Eds.), Proceedings of the IADIS International Conference on e-Learning (pp. 223–230). Prague, Czech Republic: International Association for Development of the Information Society (IADIS). Cite
Desjardins, F. J., & Bullock, S. (2012). University teaching and research in an online world: Educator’s use of digital technology [Video file]. Montreal: Concordia. Cite
vanOostveen, R., Muirhead, W., & Goodman, W. (2011). Tablet PCs and reconceptualizing learning with technology. Interactive Technology and Smart Education, 8(2), 78–93. Cite
Desjardins, F. J., vanOostveen, R., Bullock, S., DiGiuseppe, M., & Robertson, L. (2010). Exploring graduate student’s use of computer-based technologies for online learning. In J. Herrington & C. Montgomerie (Eds.), EdMedia: World Conference on Educational Media and Technology 2010 (pp. 440–444). Association for the Advancement of Computing in Education (AACE). Cite
Desjardins, F. J. (2008). Collaborative Online Learning Environment: From PBL theory to working prototype. Presented at the 1st Annual conference for the Canadian Network for Innovation in Education (CNIE), April 27-30, 2008, Banff, AB. Cite
Desjardins, F. J., & vanOostveen, R. (2008). Collaborative Online Learning Environment: Towards a process driven approach and collective knowledge building. In J. Luca & E. Weippl (Eds.), Proceedings of Ed-Media World Conference on Education Multimedia, Hypermedia & Telecommunications (pp. 2563–2570). AACE. Cite
Desjardins, F. J., & vanOostveen, R. (2008). Implementing PBL online as a collaborative learning strategy for teachers: COLE. In Proceedings of the 11th IASTED International Conference on Computers and Advanced Technology in Education (pp. 85–89). ACTA Press. Cite
vanOostveen, R. (2007). Faculty use of tablet computers at the University of Ontario Institute of Technology. Canadian Journal of Learning and Technology, 33(1). https://doi.org/http://dx.doi.org/10.21432/T2401M Cite
Desjardins, F. J., & Peters, M. (2007). Single-course approach versus a program approach to develop technological Competencies in pre-service language teaching. In M.-A. Kassen, L. R. Lavine, K. Murphy-Judy, & M. Peters (Eds.), Preparing and Developing Technology Proficient L2 Teachers (pp. 3–21). Texas, USA: Texas State University. Cite
Yoon, S., Pedretti, E., Bencze, J. L., Hewitt, J., Perris, K., & vanOostveen, R. (2006). Exploring the use of cases and case methods in influencing elementary preservice science teachers’ self-efficacy beliefs. Journal of Science Teacher Education, 17(1), 15–35. Cite
Desjardins, F. J. (2005). Information and communication technology in education: A competency profile of francophone secondary school teachers in Ontario. Canadian Journal of Learning and Technology/La Revue Canadienne de l’apprentissage et de La Technologie, 31, 1–14. https://doi.org/10.21432/T2PG69 Cite
Bencze, J. L., Hewitt, J., Pedretti, E., Yoon, S., vanOostveen, R., & Perris, K. (2003). Science-specialist student teachers consider promoting technological design projects: Contributions of multi-media case methods. Research in Science Education, 33(2), 163–187. Cite
vanOostveen, R., Ayyavoo, G., Bencze, J. L., & Corry, A. (2002). Correlational studies in school science: beyond experimentation. In D. Hodson (Ed.), OISE Papers in STSE Education (pp. 221–230). Toronto, ON Canada: University of Toronto Press. Cite
vanOostveen, R., Corry, A., Bencze, J. L., & Ayyavoo, G. (2000). Teaching a Combined Science-Technology Curriculum. In D. Hodson (Ed.), OISE Papers in STSE Education (pp. 145–160). Toronto, ON Canada: University of Toronto Press. Cite