Recent Publications and Presentations


Dennen, V. P., & Jones, M. K. (2022). The role of the online instructor: A nexus of skills, activities, and values that support learning. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of Open, Distance and Digital Education. Springer.

Dennen, V. P. (2022). Introduction to learners, teachers, media, and technology in ODDE: A people-first approach. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of Open, Distance and Digital Education. Springer.

Dennen, V. P., & Arslan, Ö. (2022). The visual performance of online identity: Instructor presence and persona across tools and settings. Studies in Technology Enhanced Learning

Dennen, V. P., Bagdy, L. M., Arslan, Ö., Choi, H., & Liu, Z. (2022). Supporting new online instructors and engaging remote learners during COVID-19: a distributed team teaching approach. Journal of Research on Technology in Education, 54, 182-202.


Dennen, V. P. (2021). Mediated identities, context collapse, and cultural elements of networked learning. In P. Nixon, V. P. Dennen, & R. Rawal (Eds.), Reshaping international teaching and learning: Universities in the information age (pp. 69-79). Routledge.

Dennen, V. P., Jung, D., Cargill, C., & Hedquist, A. (2021). Social media and parenting support: A systematic scoping review (2010-2019). International Journal on WWW/Internet, 19(2), 1-18. [PDF]

Dennen, V. P., & Park, Y. (2021). Preparing K-12 teachers for blended and online learning: The role of PLNs in preservice learning and professional development. In M. D. Avgerinou & P. Pelonis (Eds.), Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model (pp. 18-35). IGI Global.

Word, K., & Dennen, V. P. (2021). Sharing your microlearning materials over OER. In J. R. Corbeil, M. E. Corbeil, & B. H. Khan (Eds.), Microlearning in the digital age: The design and delivery of learning in snippets (pp. 200-213). Routledge.


Dennen, V. P., Word, K., Adolfson, D., Arechavaleta, V., He, D., Hsu, C.-W., Hur, J., Jung, D., Kent, H., Russell, A., & Toth, K. (2020). Using the networked knowledge activities framework to examine learning on social networking sites. In P. Kommers & G. C. Peng (Eds.), Proceedings of the international conference on Web-based Communities and Social Media 2020 (pp. 165-172). IADIS Press. 

Dennen, V. P., Choi, H., & Word, K. (2020). Social media, teenagers, and the school context: a scoping review of research in education and related fields. Educational Technology Research and Development. 

Martin, F., Dennen, V. P., & Bonk, C. J. (2020). A synthesis of systematic review research on emerging learning environments and technologies. Educational Technology Research and Development, 68(4), 1613-1633. 

Smith IV, D. H., Hao, Q., Dennen, V., Tsikerdekis, M., Barnes, B., Martin, L., & Tresham, N. (2020). Towards understanding online question & answer interactions and their effects on student performance in large-scale STEM classes. International Journal of Educational Technology in Higher Education, 17(1). 


Rutledge, S. A., Dennen, V. P., & Bagdy, L. M. (2019). Exploring Adolescent Social Media Use in a High School: Tweeting Teens in a Bell Schedule World. Teachers College Record, 121(14).

Greenhow, C., Cho, V., Dennen, V. P., & Fishman, B. J. (2019). Education and Social Media: Research Directions to Guide a Growing Field. Teachers College Record, 121(14).

Dennen, V. P. (2019). Digital pedagogies and theories of learning and instruction. Technology, Instruction, Cognition & Learning, 11(2/3), 115-119.

Cates, M. L., Dennen, V. P., & Bagdy, L. M. (2019). Building Pre-service Teacher Knowledge Communities through Social Bookmarking: A Design Case. Technology, Instruction, Cognition & Learning, 11(2/3), 193-217.

Dennen, V. P., & Bagdy, L. M. (2019). From Proprietary Textbook to Custom OER Solution: Using Learner Feedback to Guide Design and Development. Online Learning, 23(3). doi:

Lim, T., Bong, J., Kang, J., & Dennen, V. P. (2019). The Effects of Information Volume and Distribution on Cognitive Load and Recall: Implications for the Design of Mobile Marker-less Augmented Reality. Educational Technology International, 20(2), 137-168.

Dennen, V. P., Rutledge, S. A., & Bagdy, L. M. (2019). Social media use in high school settings: Rules, outcomes, and educational opportunities. In Proceedings of the 10th International Conference on Social Media and Society (pp. 205-213). New York: Association for Computing Machinery. Retrieved from


Dennen, V. P., Bagdy, L. M., & Cates, M. L. (2018). Effective tagging practices for online learning environments: An exploratory study of approach and accuracy. Online Learning, 22(3), 103-120. doi:0.24059/olj.v22i3.1471

Dennen, V. P., & Bong, J. (2018). Cross-cultural dialogues in an open online course: Navigating national and organizational culture differences. TechTrends, 62(1), 1-10. doi:10.1007/s11528-018-0276-

Dennen, V. P., & Rutledge, S. A. (2018). The embedded lesson approach to social media research: Researching online phenomena in an authentic offline setting. TechTrends, 62(5), 483-491. doi:10.1007/s11528-018-0315-

Dennen, V. P., Rutledge, S. A., Bagdy, L. M., Rowlett, J. T., & Burnick, S. (2018). Avoiding drama: Student and teacher positioning within a school’s social media ecosystem. In Proceeding of the 9th International Conference on Social Media and Society (pp. 271-275). Association for Computing Machinery.

Bagdy, L. M., Dennen, V. P., Rutledge, S. A., Rowlett, J. T., & Burnick, S. (2018). Teens and social media: A case study of high school students’ informal learning practices and trajectories. In Proceeding of the 9th International Conference on Social Media and Society (pp. 241-245). Association for Computing Machinery. 

Dennen, V. P., Burner, K., & Cates, M. (2018). Information and communication technologies and learning theories: Putting pedagogy into practice. In J. Voogt, G. Knezek, R. Christensen, & K-W. Lai (Eds.), Handbook of information technology in primary and secondary education (pp. 143-160). Springer. 

Dennen, V. P. (2018). Social media and instructional design. In R. A. Reiser, & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (4th ed.). New York, NY: Pearson Education. 


Dennen, V. P., & Burner, K. J. (2017). Identity, context collapse, and Facebook use in higher education: Putting presence and privacy at odds. Distance Education, 38(2), 173-192. doi:10.1080/01587919.2017.1322453

Dennen, V. P., Cates, M. L., & Bagdy, L. M. (2017). Using Diigo to engage learners in course readings: Learning design and formative evaluation. International Journal for Educational Media and Technology, 11(2), 3-15.

Hao, S., Cui, M., Dennen, V. P., Türel, Y. K., & Mei, L. (2017). Analysis of mobile learning as an innovation in higher education: A comparative study of three countries. International Journal of Mobile Learning and Organisation, 11(4), 314-339. doi: 10.1504/IJMLO.2017.087080

Hao, S., Dennen, V. P., & Mei, L. (2017). Influential factors for mobile learning acceptance among Chinese users. Educational Technology Research & Development, 65(1), 101-123. doi:10.1007/s11423-016-9465-2

Joo, M., & Dennen, V. P. (2017). Measuring university students’ group work contribution: Scale development and validation. Small Group Research, 48(3), 288-310. doi:10.1177/1046496416685159


Dennen, V. P. (2016). Ownership of digital course artifacts: Who can access and use your words, images, sounds, and clicks? Quarterly Review of Distance Education, 17(4), 5-19.

Dennen, V. P. (2016). Digital by default: Growing into your digital footprint. In P. Nixon, R. Rawal, & A. Funk (Eds.), Digital Media Usage Across the Lifecourse (pp. 67-83). London, England: Routledge. 

Dennen, V. P., & Spector, J. M. (2016). The flipped K-12 classroom: Implications for teacher preparation, professional development and educational leadership. In M. Avgerinou, & S. Gialamas (Eds.), Revolutionizing K-12 blended learning through the i2Flex classroom model (pp. 38-51). Hershey, PA: IGI. 

Dennen, V. P. (2016). Atendendo às necessidades dos estudantes virtuais por meio da interação entre pares e da aprendizagem cognitiva (Meeting online learners’ needs through peer interaction and cognitive apprenticeship). In A. Reali, & D. Mill (Eds.), Qualidade na educacao: Convergencias de sujeitos, conhecimentos, praticas e tecnologias (pp. 105-123). Sao Carlos, Brazil: UFSCar Press.