| Examining the benefits and challenges of using audience response systems: A review of the literature RH Kay, A LeSage Computers & Education 53 (3), 819-827, 2009 | 1050 | 2009 |
| Exploring the use of video podcasts in education: A comprehensive review of the literature RH Kay Computers in human behavior 28 (3), 820-831, 2012 | 948 | 2012 |
| Evaluating strategies used to incorporate technology into preservice education: A review of the literature RH Kay Journal of research on technology in education 38 (4), 383-408, 2006 | 898 | 2006 |
| Evaluating the use of problem-based video podcasts to teach mathematics in higher education R Kay, I Kletskin Computers & Education 59 (2), 619-627, 2012 | 408 | 2012 |
| An exploration of theoretical and practical foundations for assessing attitudes toward computers: The computer attitude measure (CAM) RH Kay Computers in human behavior 9 (4), 371-386, 1993 | 394 | 1993 |
| Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis R Kay, S Lauricella Canadian Journal of Learning and Technology/La revue canadienne de l …, 2011 | 255 | 2011 |
| Addressing gender differences in computer ability, attitudes and use: The laptop effect R Kay Journal of Educational Computing Research 34 (2), 187-211, 2006 | 253 | 2006 |
| Assessing learning, quality and engagement in learning objects: the Learning Object Evaluation Scale for Students (LOES-S) RH Kay, L Knaack Educational technology research and development 57, 147-168, 2009 | 220 | 2009 |
| Evaluating the learning in learning objects RH Kay, L Knaack Open Learning: The Journal of Open, Distance and e-Learning 22 (1), 5-28, 2007 | 186 | 2007 |
| A strategic assessment of audience response systems used in higher education RH Kay, A LeSage Australasian Journal of Educational Technology 25 (2), 2009 | 182 | 2009 |
| An analysis of methods used to examine gender differences in computer-related behavior R Kay Journal of Educational Computing Research 8 (3), 277-290, 1992 | 175 | 1992 |
| Exploring the use of text and instant messaging in higher education classrooms S Lauricella, R Kay Research in Learning Technology 21, 2013 | 142 | 2013 |
| Developing a comprehensive metric for assessing discussion board effectiveness RH Kay British Journal of Educational Technology 37 (5), 761-783, 2006 | 140 | 2006 |
| A practical and theoretical approach to assessing computer attitudes: The computer attitude measure (CAM) RH Kay Journal of Research on Computing in Education 21 (4), 456-463, 1989 | 139 | 1989 |
| Assessing emotions related to learning new software: The computer emotion scale RH Kay, S Loverock Computers in Human Behavior 24 (4), 1605-1623, 2008 | 135 | 2008 |
| A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education R Kay, T MacDonald, M DiGiuseppe Journal of Computing in Higher Education 31, 449-471, 2019 | 131 | 2019 |
| Understanding gender differences in computer attitudes, aptitude, and use: An invitation to build theory RH Kay Journal of Research on Computing in Education 25 (2), 159-171, 1992 | 130 | 1992 |
| Predicting student teacher commitment to the use of computers RH Kay Journal of Educational Computing Research 6 (3), 299-309, 1990 | 127 | 1990 |
| Examining gender differences in attitudes toward interactive classroom communications systems (ICCS) RH Kay Computers & education 52 (4), 730-740, 2009 | 122 | 2009 |
| Unstructured vs. structured use of laptops in higher education R Kay, S Lauricella Journal of Information Technology Education. Innovations in Practice 10, 33, 2011 | 115 | 2011 |
Sharon LauricellaOntario Tech在 uoit.ca 的电子邮件经过验证
