Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Code, J., Zhou, M., MacAllister, K., Bratt, S., Wang, W., & Hadwin, A. F. (2006). Using cognitive tools in gStudy to investigate how study activities covary with achievement goals. Submitted to Journal of Educational Computing Research.
Nesbit, J. C., & Adesope, O. O. (submitted). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research.
Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F. (in press). Supporting self-regulated learning with gStudy software: The Learning Kit project. Technology, Instruction, Cognition and Learning.
Li, J., Nesbit, J. C., & Richards, G. (2006). Evaluating learning objects across boundaries: The semantics of localization. International Journal of Distance Education Technologies, 4(1), 17-30.
Hadwin, A. F., Winne, P. H., & Nesbit, J. C. (2005). Roles for software technologies in advancing research and theory in educational psychology. British Journal of Educational Psychology, 75, 1-24.
Richards, G. & Nesbit, J. C. (2004). The teaching of quality: Convergent participation for the professional development of learning object designers. International Journal of Technologies in Higher Education, 1(3), 56-63.
Nesbit, J. C. & Winne, P. H. (2003). Self-regulated inquiry with networked resources. Canadian Journal of Learning and Technology, 29(3), 71-91.
Vargo, J., Nesbit, J. C., Belfer, K., & Archambault, A. (2003). Learning object evaluation: Computer mediated collaboration and inter-rater reliability. International Journal of Computers and Applications, 25 (3), 198-205.
Nesbit, J. C., Belfer, K., & Vargo, J. (2002). A convergent participation model for evaluation of learning objects. Canadian Journal of Learning and Technology, 28 (3), 105-120.
Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Woszczyna, C. (2001). Context moderates students’ self-reports about how they study. Journal of Educational Psychology, 93, 477-487.
Winne, P., Gupta, L., & Nesbit, J. (1994). Exploring individual differences in studying strategies using graph theoretic statistics. Alberta Journal of Educational Research, 40, 177-193.
Nesbit, J. (1992). Motivation and item sequencing in paired-associate drill. Journal of Computer-Based Instruction, 19, 119-124.
Nesbit, J. & Yamamoto, N. (1991). Sequencing confusable items in paired-associate drill. Journal of Computer-Based Instruction, 18, 7-13.
Yamamoto, N., Nesbit, J. & Nakayama, K. (1991). Procedure definition and higher-order programming in HyperLogo. Computers and Education, 17, 155-162.
Nesbit, J. & Nakayama, K. (1990). Sequence comparison applied to correction and markup of multi-word responses. CALICO Journal, June, 27-34.
Nesbit, J. & Nakayama, K. (1990). Response markup with an edit distance algorithm: A technique for providing learners with feedback on misspellings. Computers and Education, 14, 271-279.
Nesbit, J., & Hunka, S. (1987). A method for sequencing instructional objectives that minimizes memory load. Instructional Science, 16, 137-150.
Nesbit, J. (1986). The accuracy of approximate string matching algorithms. Journal of Computer-Based Instruction, 13, 80-83.
Nesbit, J. (1985). Approximate string matching in response analysis. Journal of Computer-Based Instruction, 12, 71-75.
Chapters
Leacock, T. L., & Nesbit, J. C. (submitted). Cognitive tools for self-regulated e-learning. In M. Bullen and D. Janes (Eds.). Making the Transition to E-Learning: Issues and Strategies. Idea Group.
Nesbit, J. C., & Hadwin, A. F. (in press). Methodological issues in educational psychology. In P. A. Alexander and P. H. Winne (Eds.). Handbook of Educational Psychology (2nd ed). Mahwah NJ: Erlbaum.
Kumar, V. S., Nesbit J. C., Winne P. H., Hadwin A. F., & Han K. N. (in press). Quality rating of learning objects. In S. Pierre (Ed), E-Learning Networked Environments and Architectures.
Nesbit, J. C., & Belfer, K. (2004). Collaborative evaluation of learning objects. In R. McGreal (Ed.), Online education using learning objects (pp. 138-153). London: Routledge/Falmer.
Conference Papers
Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Bratt, S., & MacAllister, K. (2005, October). Researching self-regulated learning: Tracking the missing link with interactive software. World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2005). Vancouver.
Adesope, O. O., & Nesbit, J. C. (2005, October). Toward accessible learning resources. World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2005). Vancouver.
Li, J., Gašević, D., Nesbit, J. C., & Richards, G. (2005, October). Interoperation of Knowledge Domain Taxonomies Using Ontology Mappings. World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2005). Vancouver.
Nesbit, J., & Adesope, O. (2005). Dynamic concept maps. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 4323-4329). Norfolk, VA: AACE.
Leacock, T. L., Richards, G., & Nesbit, J. C. (2004). Teachers need simple, effective tools to evaluate learning objects: Enter eLera.net. Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education, 7, 333-338.
Nesbit, J. C., Leacock, T. L., Xin, C., & Richards, G. (2004). Learning object evaluation and convergent participation: Tools for professional development in e-learning. Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education, 7, 339-344.
Nesbit, J. C., & Li, J. (2004). Web-based tools for learning object evaluation. Proceedings of the International Conference on Education and Information Systems: Technologies and Applications, 2, 334-339.
Li, J., Nesbit, J. C., & Richards, G. (2004). Crossing boundaries with web-based tools for learning object evaluation. International Conference on Web-Based Learning: Vol. 3. Advances in web-based learning (pp. 286-292). Berlin, Germany: Springer-Verlag Press.
Kyrylov, V., & Nesbit, J. C. (2004). Teaching computer simulation in an online collaborative environment: A case study. Western Simulation MultiConference, January 18-24, 2004, San Diego.
Han, K., Kumar, V., & Nesbit, J. (2004). Applying Bayesian belief networks in learning object quality rating. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 5256-5262). Norfolk, VA: AACE.
Han, K., Kumar, V., & Nesbit, J. (2003). Rating learning object quality with Bayesian belief networks. World Conference on E-Learning in Corp., Govt., Health., & Higher Ed. 2003(1), 1598-1601.
Wiese, K. C., Kyrylov, V., Nesbit, J. C., & Calvert, T. (2003). Interactive media and team-based learning in a computer graphics course blending online and face-to-face delivery. Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education (CATE 2003), 450-460.
Vargo, J., Nesbit, J. C., Belfer, K., & Archambault, A. (2002). Learning object evaluation: Computer mediated collaboration and inter-rater reliability. Proceedings of the 5th IASTED International Conference on Computers and Advanced Technology in Education (CATE 2002), 26-32.
Hatala, M., & Nesbit, J. C. (2001). An evolutionary approach to building a learning object repository. Proceedings of the 4th IASTED Int. Conference on Computers and advanced Technology in Education (CATE 2001), 54-59.
Asif, A., & Nesbit, J. C. (2001) Cooperative and online learning in a signal processing course, Proceedings of IEEE International Conference in Acoustics, Speech, and Signal Processing (ICASSP 2001), May, Phoenix, USA.
Archambault, A., Nesbit, J., & Allen, L. (2001). How faculty develop and deliver online courses: A task analysis. World Conference on Educational Multimedia, Hypermedia and Telecommunications 2001(1), 61-62.
Nesbit, J. (2000). Mixed-mode delivery models in first year university. World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000(1), 826-831.
Nesbit, J. (1999). Supporting learning communities in 3D worlds. World Conference on Educational Multimedia, Hypermedia and Telecommunications 1999(1), 1624-1624.
Nesbit, J., & Hunka, S. (1989). An inductive learning procedure for adaptive instructional systems. In Proceedings of the Canadian Symposium on Instructional Technology, 6, 29-33.
Presentations
Nesbit, J. C., & Adesope, O. O. (2005). A meta-analysis on the effects of concept and knowledge maps. American Educational Research Association Annual Meeting, Montreal.
Nesbit, J. C., Leacock, T., & Richards, G. (2004). eLera: Linking communities through collaborative review of learning objects. CANARIE Third Pan-Canadian E-learning Workshop, Vancouver, January 12-13.
Nesbit, J. C., & Bizzocchi, J. (2003, June). New media for Higher Learning: For Your Eyes Only? Society for Teaching and Learning in Higher Education, Vancouver, Canada.
Cyr, D. J., & Nesbit, J. C. (2003, June). E-Learning Delivery Models as Vehicles for Organizational Change. Society for Teaching and Learning in Higher Education, Vancouver, Canada.
Nesbit, J. C. (2003). What’s ahead for research on learning object evaluation. Third annual MERLOT International Conference, Vancouver, August 5 – 8.
Bizzocchi, J., & Nesbit, J. C. (2003, June). New Media, New Learning? Canadian Association for Distance Education, St. John’s, Canada.
Nesbit, J. C., Belfer, K., Li, J., Leacock, T., Boskic, N. (2002, November). Communities for learning object evaluation. British Columbia Educational Technology Users Group, Richmond, Canada.
Belfer, K., & Nesbit, J. (2001). GUIDE: An instrument for evaluating quality of instructional design in mixed-mode university courses. World Conference on Educational Multimedia, HyperMedia, and Telecommunications (Ed-Media), June, Tampere, Finland.
Calvert, T., Nesbit, J., & Boettcher, J. (2000). Scaling up and across: Scaling up online learning with technology of the future. Telelearning, Toronto, Ontario.
Nesbit, J., & Rodwell, G. (1998). Applying Cooperative Learning Strategies in Online Education. Connections Conference, June, Vancouver, BC.
Rodwell, G., & Nesbit, J. (1998). Planning the network university: Communities on the virtual campus. Society for College and University Planning (SCUP-33), July, Vancouver, British Columbia.
Nesbit, J., Winne, P., Stockley, D., & Hadwin, A. (1997). Studying styles revealed by students’ self reports and traces of studying. Presented at the annual meeting of the American Educational Research Association. April, San Francisco, CA.
Winne, P., & Nesbit, J. (1995). Revealing sequential relations in learners’ studying actions: An application of LogMill. In M. Guzdial (Chair), Exploring the dimensions of log file analysis. Symposium conducted at the annual meeting of the AERA. April, San Francisco, CA.
Nesbit, J., Winne, P., Gupta, L. (1994). Exploratory analysis of log files recording studying behaviors and instructional interactions. In M. Horney (Chair), Analyzing computer-recorded instructional events: A survey of techniques. Symposium conducted at the annual meeting of the AERA. April, New Orleans, LA.
Nesbit, J. (1994). Prerequisite coherence in instructional presentations (abstract). Proceedings of the Association for the Development of Computer-Based Instructional Systems, 35.
Nesbit, J. (1993). Traversal of prerequisite hierarchies in instructional texts. Proceedings of the International Systemic Functional Congress, 20.
