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| Issue Date | Title | Author(s) |
| 2020 | Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting | Beckman, K; Apps, T; Bennett, S; Dalgarno, B; Kennedy, G; Lockyer, L |
| 2019-11-01 | Reproduction and transformation of students’ technology practice: The tale of two distinctive secondary student cases | Beckman, K; Bennett, S; Lockyer, L |
| 2019-07-01 | The role of social cues in supporting students to overcome challenges in online multi-stage assignments | Apps, T; Beckman, K; Bennett, S; Dalgarno, B; Kennedy, G; Lockyer, L |
| 2019-02-17 | Seeking optimal confusion: a review on epistemic emotion management in interactive digital learning environments | Arguel, A; Lockyer, L; Kennedy, G; Lodge, JM; Pachman, M |
| 2019-01-31 | Puzzle-solving activity as an indicator of epistemic confusion | Arguel, A; Lockyer, L; Chai, K; Pachman, M; Lipp, OV |
| 2019-01-01 | A comparative study on the traditional and intensive delivery of an online course: Design and facilitation recommendations | Vlachopoulos, P; Jan, SK; Lockyer, L |
| 2019 | Identifying epistemic emotions from activity analytics in interactive digital learning environments | Arguel, A; Pachman, M; Lockyer, L |
| 2018-11-01 | Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice | Bennett, S; Lockyer, L; Agostinho, S |
| 2018-06-28 | Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review | Lodge, JM; Kennedy, G; Lockyer, L; Arguel, A; Pachman, M |
| 2018-04-03 | Conceptualising technology practice in education using Bourdieu's sociology | Beckman, K; Apps, T; Bennett, S; Lockyer, L |
| 2018-01-01 | Understanding self-regulated learning in open-ended online assignment tasks | Bennett, S; Lockyer, L; Kennedy, G; Dalgarno, B |
| 2018-01-01 | Identifying the characteristics of support Australian university teachers use in their design work: Implications for the learning design field | Agostinho, S; Lockyer, L; Bennett, S |
| 2017-11-01 | Evaluating the validity of the online multiliteracy assessment tool | Buckley-Walker, K; Tognolini, J; Lockyer, L; Brown, I; Caputi, P |
| 2017-07-01 | Inside Out: Detecting Learners' Confusion to Improve Interactive Digital Learning Environments | Arguel, A; Lockyer, L; Lipp, OV; Lodge, JM; Kennedy, G |
| 2017-02-01 | The process of designing for learning: understanding university teachers’ design work | Bennett, S; Agostinho, S; Lockyer, L |
| 2016-09-01 | Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum | Thomas, L; Bennett, S; Lockyer, L |
| 2016-05-09 | Design for e-learning | Lockyer, L; Agostinho, S; Bennett, S; Haythornthwaite, C; Andrews, R; Fransman, J; Meyers, EM |
| 2016-04-25 | A conceptual framework linking learning design with learning analytics | Bakharia, A; Corrin, L; De Barba, P; Kennedy, G; Gaševíc, D; Mulder, R; Williams, D; Dawson, S; Lockyer, L |
| 2016-02-10 | Investigating University Educators’ Design Thinking and the Implications for Design Support Tools | Bennett, S; Agostinho, S; Lockyer, L |
| 2016-01-01 | Special issue: Brain, mind and educational technology | Lodge, JM; Kennedy, G; Lockyer, L |
