Journal Articles (24)

• Ma, W., Adesope, O. O., Nesbit, J. C. & Liu, Q. (2014). Intelligent tutoring systems and learning Outcomes: A meta-Analysis. Journal of Educational Psychology.

• Murayama, K., Zhou, M., & Nesbit, J. C. (accepted). A cross-cultural examination of the psychometric properties of responses to the achievement goal questionnaire. Educational and Psychological Measurement.

• Hadwin, A. F., Nesbit, J. C., Code, J., Jamieson-Noel, D., & Winne, P. H. (2007). Examining trace data to explore self-regulated learning. Metacognition and Learning, 2, 107-124.

• Leacock, T. L., & Nesbit, J. C. (2007). A framework for evaluating quality of multimedia learning resources. Journal of Educational Technology & Society, 10(2), 44-59.

• 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. Journal of Educational Computing Research, 35, 339-358.

• Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76, 413-448.

• Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F., Lajoie, S. P., Azevedo, R. A., & Perry, N. E. (2006). Supporting self-regulated learning with gStudy software: The Learning Kit Project. Technology, Instruction, Cognition and Learning, 3(1), 105-113.

• 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. 0/2

• 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.

• Tees, R. C., Midgley, G., & Nesbit J. C. (1982). Generalization after form discrimination in light-reared and dark-reared rats. Developmental Psychobiology, 15, 59-70.

• Tees, R. C., Midgley, G., & Nesbit, J. C. (1981). The effect of early visual experience on spatial maze learning in rats. Developmental Psychobiology, 4, 425 – 438.