Albert, M., Lin, L., Spector, J. M., Dunn, L. S. Bridging Human Intelligence and Artificial Intelligence. New York, NY: Springer - AECT.
Parsons, T. D., Lin, L., Cockerham, D. P., (2019). Mind, brain, and technology: How people learn with emerging technologies. Springer.
Ennis-Cole, D., Lin, L., Yang, X. (2019). Seeing Autism through Parents' Feedback, Sketchnotes, Technology, and Evidence-Based Practices. New York, NY: Springer - AECT.
Wang, S., Lin, L., Hartsell, T., Zhan, H., Beedle, J., (2019). The Eighth International Conference of Educational Innovation through Technology. EITT 2019. IEEE Proceedings..
Lin, L., Sibuma, B., Spector, J. M., Lockee, B., Childress, M. (2018). Innovative Design and Development Approaches.. Learning, design, and technology: Constructive articulation between communities: An international compendium of theory, research, practice and policy.. Springer.
Wu, T. T., Shadieva, T. M., Lin, L., Starcic, A. I., (2018). Innovative Technologies and Learning. ICITL Proceedings. IEEE.
Lin, L., Spector, J. M. (2017). The sciences of learning and instructional design: Constructive articulation between the communities.. New York, New York: Taylor-Francis/Routledge.
Dhimolea, T. K., Kaplan-Rakowski, R., Lin, L. (2022). Supporting social and emotional well-being with artificial intelligence. Springer. https://link.springer.com/chapter/10.1007/978-3-030-84729-6_8#:~:text=AI%2Dbased%20systems%20such%20as,with%20social%20and%20emotional%20development.
Ali, Z., Meng, N., Warren, S., Lin, L. (2021). Ali Z., Meng N., Warren S., Lin L. (2022) Integrated Problem-Based Learning: A Case Study in an Undergraduate Cohort Degree Program. In: Spector M.J., Lockee B.B., Childress M.D. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_170-1. Ali Z., Meng N., Warren S., Lin L. (2022) Integrated Problem-Based Learning: A Case Study in an Undergraduate Cohort Degree Program. In: Spector M.J., Lockee B.B., Childress M.D. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_170-1. 19. NY, NY: Springer. https://link.springer.com/referencework/10.1007/978-3-319-17727-4?page=4#about
Johnson, T., Lin, L., Young, P., Ilgaz, H., Morel, G., Spector, J. M. (2021). Thinking from Different Perspectives: Academic Publishing Strategies and Management in the Field of Educational Technologies. pp. 37-48. AACE2021. https://www.learntechlib.org/p/219093/
Spector, J. M., Ma, S. M., Lin, L. M., Bhagat, K. K., Tiruneh, D. T., Mancini, J., Leng, J., Liu, D. (2020). Developing critical thinking: A review of past efforts as a framework for a new approach for childhood learning.. Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy. Round Rock:. 1501 Greenside Dr
Cockerham, D. P., Lin, L., Chang, Z., Schellen, M. M. (2019). Cross-sectional studies investigating the impacts of background sounds on cognitive task performance.. Mind, brain, and technology: How people learn with emerging technologies.. 177-194. New York, NY: Springer.
Lin, L., Parsons, T. D., Cockerham, D. P. (2019). Rethinking learning in the rapid developments of neuroscience, learning technologies, and learning sciences.. Mind, brain, and technology: How people learn with emerging technologies.. 3-16. Springer.
Starcic, A. I., Lipsmeyer, W. M., Lin, L. (2019). Using motion capture technologies to provide advanced feedback and scaffolds for learning.. Mind, brain, and technology: How people learn with emerging technologies.. 107-121. Springer.
Lin, L., Spector, J. M. (2017). Continuing the discourse.. The sciences of learning and instructional design: Constructive articulation between communities. New York: Taylor-Francis/Routledge. pp. 213-227.. 213-227. New York, New York: Taylor-Francis/Routledge.
Spector, J. M., Lin, L. (2017). Historical introduction. The sciences of learning and instructional design: Constructive articulation between communities. 1-9. New York, New York: Taylor-Francis/Routledge.
Lin, L., Cranton, P. (2015). Informal and Self-Directed Learning in the Age of Massive Open Online Courses (MOOCs). Measuring and Analyzing Informal Learning in the Digital Age.. 91-104. IGI Global. http://dx.doi.org/10.4018/978-1-4666-8265-8.ch007
Lin, L., Bigenho, C. (2015). Multitasking, note-taking, and learning in technology-immersive learning environments.. The Handbook of Psychology, Technology and Society.. 420-435. Wiley-Blackwell.
Lin, L., Cranton, P., Lee, J. (2015). Research methodologies for multitasking studies.. Handbook of Research on Scholarly Publishing and Research Methods.. 329-348. IGI Global.
Lin, L., Lipsmeyer, W. M. (2015). The environmental and technological factors of multitasking.. Human Behavior, Psychology and Social Interaction in the Digital Era. IGI. pp. 1-20.. 1-20. IGI Global.
Lin, L., Spector, J. M. (2014). Constructivist theory.. Encyclopedia of Educational Technology. SAGE..
Lin, L., Spector, J. M. (2014). Gesture-based learning and instructional systems.. Encyclopedia of Educational Technology. SAGE.. Denton:. University of North Texas
Lin, L. (2013). Collaborative Learning.. In Rita Richey (Ed.). Encyclopedia of Terminology for Educational Communications and Technology.. 43-44. Springer.
Lin, L., Bonner, D., Nimon, K. (2013). Do Gender and ADHD Affect Media Multitasking Attitudes and Behaviors?. Research Highlights in Technology and Teacher Education 2013. SITE.. 135-140.. Leping Liu & D. Gibson (Eds.) SITE..
Stowe, W., Lin, L. (2012). Effective Use of Online Quizzes in Science Courses. Cleb Maddux & D. Gibson (Eds.). Research Highlights in Technology and Teacher Education. 127-132. SITE.
Lin, L., Nimon, K., Bonner, D. (2012). Parent's influence on adolescent children' media-multitasking attitudes and behaviors. In Cleb Maddux & D. Gibson (Eds.). Research Highlights in Technology and Teacher Education. 127-132. SITE.
McLeod, J., Lin, L., Vasinda, S. (2011). Children's power for learning in the age of technology. Blake, S., Winsor, D. & Allen, L. (Eds.). Technology and Young Children: Bridging the Communication-Generation Gap. 49-64. Hershey, PA: IGI Global.
Muwanguzi, S., Lin, L. (2011). Coping with Accessibility and Usability Challenges of Online Technologies by Blind Students in Higher Education. Intelligent Learning Systems and Advancements in Computer-Aided Instruction. 269-286. IGI Global. http://dx.doi.org/10.4018/978-1-61350-483-3.ch016
Warren, S., Lin, L. (2011). Ethical considerations for game and simulation-based learning. Yang & Yuen (Ed.). Handbook of Research on Practices and Outcomes in Virtual Worlds and Environment. 1-18. IGI Global.
Warren, S., Jones, G., Lin, L. (2011). Usability and play testing: The often missed assessment. L. Annetta and S. C. Bronack (Eds.). Serious Educational Game Assessment: Practical Methods and Models for Educational Games, Simulations, and Virtual Worlds. 131-146. Amsterdam: Sense Publishers.
Lee, J., Lin, L. (2009). Applying constructivism to online learning - A new instructional design map. Carla R. Payne (Ed.). Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. 58-73. IGI Global.
Beazley, M., McLeod, J., Lin, L. (2008). Pedagogical principles, problems, and possibilities in online global classrooms. J.Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education. 675-693. Springer Science and Business Media.
Swan, K., Lin, L., Van 't Hooft, M. (2008). Teaching with digital technology. C. Lassonde, R. Michael & J. Rovera-Wilson (eds.): Current issues in teacher education: History, perspectives and implications. 230-260. C.C. Thomas Publisher.
Wakefield, J., Lin, L. (2015). Book review of Richard Mayer’s Computer Games for Learning: An Evidence-based Approach. Teachers College Record. (17868), . Teachers College Record.
Yang, X., Lin, L., Yang, X., (2019). Sketchnoting: Evolution of Notetaking in Digital Age?. Workshop conducted at The Association for Educational Communications & Technology (AECT) conference, Las Vegas, USA..
Ma, S., Spector, J. M., Lin, L. (2018). Comparative Study on students' perspective of using social media as learning resources between the US and China.. AECT.
Cockerham, D. P., Lin, L., Chang, Z., (2018). Effect of background music on spatial tasks.. AECT. Kansas City, MO..
Cockerham, D., Chang, Z., Lin, L. (2018). Effect of background music on spatial tasks.. AECT. Kansas City, MO: AECT.
Deng, L., Leng, J., Lin, L. (2018). Examining the dynamic process of multitasking with mobile phone.. AECT. Kansas City, MO: AECT.
Fu, C., Leng, J., Lin, L. (2018). Fostering knowledge construction with collaborative writing and multimedia mind mapping tools: A crossover study.. AECT. Kansas City, MO: AECT.
Ghani, U., Zhai, X., Ding, D., Usman, M., Lin, L. (2018). Relationship of Students' Knowledge Hiding Behavior and Supervisor's Interactional Justice: Moderating role of Professional Commitment.. AECT. Kansas City, MO: AECT.
Bonk, C., Lin, L. (2018). Systematic Reviews of the Research on Emerging Online Technologies: What's Been Done; What's To Come.. AECT. Kansas City, MO: AECT.
Yang, X. Z., Lin, L., Yang, X., Cheng, P. Y., Ren, Y. Q. (2018). Understanding teacher thinking and learning through teacher-created knowledge-products and transactions.. AECT.
Shen, Q., Wang, L., Cockerham, D. P., Lin, L. (2019). Media multitasking, attention, and news evaluation.. In S. Wang, L. Lin, T. Hartsell, H. Zhan, J. Beedle (2019). The Eighth International Conference of Educational Innovation through Technology. IEEE Proceedings.. 184-189. IEEE Proceedings.
Meng, N., Lin, L., Wei, X. (2019). Pair Programming in Elementary Classroom: How does Collaborative Learning Benefit Students?. Other. Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 584-588. New Orleans, Louisiana,:.
Ma, S., Lin, L. (2018). An Interest-Driven Teaching Model to Improve Students' Motivation for Learning.. Proceedings of Society for Information Technology & Teacher Education International Conference. 612-619. Washington, DC: AACE.
Starcic, A. I., Lipsmeyer, W. M., Lin, L. (2018). Motion capture technology supporting cognitive, psychomotor, and affective-social learning.. Innovative Technologies and Learning.. 293-297. ICITL Proceedings.
Zhai, X., Meng, N., Yuan, J., Yang, Y., Lin, L. (2018). Exploring Learners’ Cognitive Behavior Using E-dictionaries An Eye-Tracking Approach. Springer.
Cockerham, D. P., Lin, L. (2017). The impact of technology upon family co-play roles.. Other. New Media for educational Change. HKAECT. AECT.
Cockerham, D. P., Chang, Z., Schellen, M., Lin, L. (2016). Cognitive task performance in technology-immersive learning environments.. 16th IEEE International Conference on Advanced Learning Technologies.. 360-362. IEEE ICALT.
Cockerham, D. P., Chang, Z., Schellen, M., Lin, L. (2016). Cognitive task performance in technology-enhanced learning environments. 360-362. Advanced Learning Technologies (ICALT), 2016 IEEE 16th International Conference on Learning.
Lin, L., Mills, L., Ifenthaler, D. (2015). Collaborative problem solving in shared space.. Proceedings of IADIS International Conference on Cognition and Exploratory Learning in Digital Age.. 1729 Tuscan Ridge Circle
Mills, L., Lin, L. (2014). Persistent possible science selves. 429-431.. Proceedings of IADIS International Conference on Cognition and Exploratory Learning in Digital Age.
Bigenho, C., Lin, L., Gold, C., Gupta, A., Rawitscher, L. (2013). The cognitive cost of chatting while attending a lecture: a temporal analysis. 315-318.
Lin, L. (2014). Constructivist theory. SAGE.
Lin, L. (2014). Gesture-based learning and instructional systems. SAGE.
Gu, X., Lin, L., Yu, X., Meng, L., Wu, B., Xu, Z., Hu, Y., Spector, J. M. Innovative Learning Design in an ICT-rich Environment: The On-going Story of Shanghai.
Cockerham, D. P., Lin, L., Tyler-Wood, T. L. (2024). An Inquiry-Based Approach to Understanding Well-Being and Smartphone Usage: Constructing Research with Adolescent Students.
Archibald, A., Hudson, C., Heap, T., Thompson, R., Lin, L., Demeritt, J. H., Lucke, H. R. (2023). A Validation of AI-Enabled Discussion Platform Metrics and Relationships to Student Efforts. TechTrends. 9. Springer. https://www.springer.com/journal/11528
Dhimolea, T. K., Kaplan-Rakowski, R., Lin, L. (2022). A systematic review of research on high-immersion virtual reality for language learning. TechTrends. Springer.
Wang, X., Lee, Y., Lin, L., Mi, Y., Yang, T. (2021). Analyzing instructional design quality and students’ reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses. The Internet and Higher Education. 50, 100810.
Deng, L., Liu, Y., Ku, K. Y., Lin, L. (2021). In-Class Multitasking with Smartphones and laptops: Exploring Student Experiences and Perceptions. College Teaching. Volume 69(Issue 2), . New York, NY: Taylor & Francis.
Bartolic, S. K., Boud, D., Agapito, J., Verpooten, D., Williams, S., Lutze-Mann, M. M., Matzat, U., Moreno, M. M., Polly, P., Tai, J., Marsh, H. L., Lin, L., Burgess, J. L., Habtu, S., Rodrigo, M. M., Roth, M., Heap, T., Guppy, N. M. (2021). A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19. New York, NY: Educational Review Routledge.
Kaplan-Rakowski, R., Lin, L., Wojdynski, T. (2021). Learning vocabulary using 2D pictures is more effective than using immersive 3D stereoscopic pictures. International Journal of Human-Computer Interaction. Taylor & Francis Online.
Cockerham, D. P., Lin, L., Ndolo, S., Schwartz, M. (2021). Voices of the students: Adolescent well-being and social interactions during the emergent shift to online learning environments. Education and Information Technologies. 26(7523-7541 (2021)), . New York, NY: Springer.
Liu, Y., Deng, L., Lin, L., Gu, X. (2021). Patterns of triggers for on-task and off-task behaviors: university students in independent study. Interactive Learning Environments. New York, NY: Taylor & Francis.
Lin, L., Johnson, T. (2021). Shifting to digital: informing the rapid development, deployment, and future of teaching and learning. Educational Technology Research and Development. 69(1), . Springer.
Wang, X., Mayer, R. E., Zhou, P., Lin, L. (2020). Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory.. Washington, DC: ASA PsychNet. https://psycnet.apa.org/record/2020-62194-001
Yang, X., Lin, L., Wen, Y., Cheng, P., Yang, X., An, Y. (2020). Time-Compressed Audio on Attention, Meditation, Cognitive Load, and Learning.. Educational Technology & Society. 23(3), 16 - 26. JSTOR. https://www.jstor.org/stable/26926423?seq=1
Reeves, T. C., Lin, L. (2020). The research we have is not the research we need.. Educational Technology Research and Development. 11. Springer. https://www.aect.org/docs/ETRD_Special_Issue_Closing_Research_We_Have_Not_Need_Reeves_Lin_2020.pdf
An, Y., Zhu, M., Bonk, C. J., Lin, L. (2020). Exploring instructors' perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs.. Journal of Computing in Higher Education. Springer. https://link.springer.com/article/10.1007/s12528-020-09256-w
Gu, X., Wang, C., Lin, L. (2019). Examining Scientific Literacy through New Media. Other. 15(12), . Modestum Limited. http://dx.doi.org/10.29333/ejmste/109948
Ghani, U., Zhai, X., Spector, J. M., Chen, N., Lin, L., Ding, D., Usman, M. (2019). Knowledge hiding in higher education: role of interactional justice and professional commitment. Higher Education. Springer Science and Business Media LLC. http://dx.doi.org/10.1007/s10734-019-00412-5
Yang, X., Lin, L., Cheng, P., Yang, X., Ren, Y. (2019). Which EEG feedback works better for creativity performance in immersive virtual reality: The reminder or encouraging feedback?. Computers in Human Behavior. 99, 345-351. Elsevier BV. http://dx.doi.org/10.1016/j.chb.2019.06.002
Lin, L., Spector, J. M. (2018). A report on the AECT sponsored symposium entitled "the human-technology frontier: understanding the learning of now to prepare for the work of the future" at the Texas Center for Educational Technology (TCET).. TechTrends.
Yang, X., Cheng, P., Lin, L., Huang, Y. M., Ren, Y. (2018). Can an Integrated System of Electroencephalography and Virtual Reality Further the Understanding of Relationships Between Attention, Meditation, Flow State, and Creativity?. Journal of Educational Computing Research. 073563311877080. SAGE Publications. http://dx.doi.org/10.1177/0735633118770800
Starcic, A. I., Terlevic, A., Lin, L., Lebenicnik, M. (2018). Designing Learning for sustainable development: Digital practices as boundary crossers and predictors for sustainable lifestyle..
Yang, X., Lin, L., Cheng, P., Yang, X., Ren, Y., Huang, Y. (2018). Examining creativity through a virtual reality support system. Educational Technology Research and Development. 66(5), 1231-1254. Springer Science and Business Media LLC. http://dx.doi.org/10.1007/s11423-018-9604-z
Lin, L., Parsons, T. D. (2018). Ecologically Valid Assessments of Attention and Learning Engagement in Media Multitaskers. TechTrends. 62(5), 518-524. Springer Science and Business Media LLC. http://dx.doi.org/10.1007/s11528-018-0311-8
Schellen, M., Lin, L., Bigenho, C. (2017). Effect of texting with friends during video lectures on high school students’ learning. Journal of Educational Technology Development and Exchange. 10(1), 1-9.
Uncapher, M., Lin, L., Rossen, L., Kirkorian, H., Baron, N., Bailey, K., Cantor, J., Strayer, D., Anderson, D., Parsons, T., Wagner, A. (2017). Media multitasking is associated with cognitive, psychological, neural, and learning differences. Pediatrics. s62-66.
Lin, L. (2017). Media multitasking is associated with cognitive, psychological, neural, and learning differences. Other. s62-66.
Parsons, T., Riva, G., Parsons, S., Mantovani, F., Newbutt, N., Lin, L., Venturini, E., Hall, T. (2017). Virtual reality in pediatric psychology: Benefits, challenges, and future directions. Other. 86-92.
Lin, L., Mills, L. A., Ifenthaler, D. (2016). Collaboration, multi-tasking and problem solving performance in shared virtual spaces. Journal of Computing in Higher Education. 28(3), 344-357. Springer Nature. http://dx.doi.org/10.1007/s12528-016-9117-x
Cai, H., Lin, L., Gu, X. (2016). Using a semantic diagram to structure a collaborative problem solving process in the classroom. Educational Technology Research and Development. 64(6), 1207-1225. Springer Nature. http://dx.doi.org/10.1007/s11423-016-9445-6
Lin, L., Cockerham, D., Chang, Z., Natividad, G. (2016). Task Speed and Accuracy Decrease When Multitasking. Technology, Knowledge and Learning. 21(3), 307-323. Springer Nature. http://dx.doi.org/10.1007/s10758-015-9266-4
Lin, L., Ross, H., O'Connor, B. C., Spector, J. M., (2015). Intentionality and wisdom in language, information and technology. Other.
O'Connor, B. C., Lin, L., Ross, H., Spector, J. M. (2015). Intentionality and Wisdom in Language, Information, and Technology. Educational Technology.
Cockerham, D. P., Lin, L., Chang, Z., Natividad, G. (2015). Task speed and accuracy decrease when multitasking. Technology, Knowledge and Learning. 21(3), 307-323.
Gu, X., Chen, S., Zhu, W., Lin, L. (2015). An intervention framework designed to develop the collaborative problem-solving skills of primary school students. Educational Technology Research and Development. 63(1), 143-159. Springer Nature. http://dx.doi.org/10.1007/s11423-014-9365-2
Ye, Y., Lin, L. (2015). Examining the relationships between locus of control, loneliness, subjective well-being and preference for online social interaction. Psychological Reports. 116(1), 164-175. SAGE Publications. http://dx.doi.org/10.2466/07.09.pr0.116k14w3
Jones, G., Warren, S. J., Ennis-Cole, D. L., Knezek, G., Lin, L., Norris, C. (2014). Transforming the doctorate from residential to online: A Learning Technologies systemic change. TECH Trends. 58(4), 19–26.
Lin, L. (2013). Multiple Dimensions of Multitasking Phenomenon. International Journal of Technology and Human Interaction. 9(1), 37-49. IGI Global. http://dx.doi.org/10.4018/jthi.2013010103
Lin, L., Li, J., Wircenski, M., Wircenski, J. (2013). Multitasking and career skill requirements: Implications for career technical education. Workforce Education Forum. 36(1), 1-20.
Lin, L., Robertson, A., Lee, J. (2012). The impact of outcome intentions on reading and multitasking performances. Journal of Educational Technology Development and Exchange. 5(1), 77-94.
Zhang, T., Lin, L. (2011). Benefits and challenges of using Dance Dance Revolution in classrooms: Pre-service physical education teachers' perspectives. Other. 2287-2291. Chesapeake, VA:.
Lin, L., Bigenho, C. (2011). Note-taking and memory in different media environments. Computers in the Schools. 28(3), 200-216.
Lin, L., Zhang, T. (2011). Playing exergames in the classroom: Pre-service teachers' motivation, passion, effort, and perspectives. Journal of Technology and Teacher Education. 19, 243-260.
Lin, L., Lee, J., Robertson, T. (2011). Reading while watching video: The effect of video content on reading comprehension and media multitasking ability. Journal of Educational Computing Research. 45(2), 183-201.
Lee, J., Lin, L., Robertson, T. (2011). The impact of media multitasking on learning. Learning, Media and Technology. 36(3), 1-11.
Lin, L., Zhang, T. (2011). Using exergames in teaching: Pre-service teachers' experience, belief, and comfort level. Other. 2147-2152. Chesapeake, VA:.
McLeod, L., Lin, L. (2010). A child's power in game play. Computers & Education. 54, 517-527.
Lin, L., Lopez-Ortiz, B. (2010). Technologies in humanities. Academic Exchange Quarterly. 14(1), .
Muwanguzi, S., Lin, L. (2010). Wrestling With Online Learning Technologies. International Journal of Distance Education Technology. 8(2), 43-57. IGI Global. http://dx.doi.org/10.4018/jdet.2010040104
Muwanguzi, S., Lin, L. (2010). Wrestling with online learning technologies: Blind students' struggle to achieve academic success. International Journal of Distance Education Technology. 8(2), 43-57.
Al-Senaidi, S., Lin, L., Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers & Education. 53(3), 575-590.
Lin, L. (2009). Breadth-biased versus focused cognitive control in media multitasking behaviors. PNAS: Proceedings of the National Academy of Sciences. 106, 15521-15522.
Lopez-Ortiz, B., Lin, L., Tipton, M. (2009). Co-authoring in online problem- based learning: Collaborative approaches and challenges. MERLOT Journal of Online Learning and Teaching. 5(2), 292-303.
Lin, L., Robertson, T., Lee, J. (2009). Reading performances between novices and experts in different media multitasking environments. Computers in the Schools. 26, 1-18.
Lin, L., Lopez-Ortiz, B. (2009). Technology to facilitate online group formation. Academic Exchange Quarterly. 13(1), .
Al-Senaidi, S., Lin, L., Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers & Education. 53(3), 575-590. Elsevier BV. http://dx.doi.org/10.1016/j.compedu.2009.03.015
Lin, L. (2008). An online learning model to facilitate learners' rights to education. Journal of Asynchronous Learning Networks. 12(1), 127-143.
Lin, L. (2006). Cultural dimensions of authenticity. New Directions for Adult and Continuing Education. (111), 63-72.
Lin, L., Cranton, P. (2005). From scholarship student to responsible scholar: A transformative process. Teaching in Higher Education. 10(4), 447-459.
Lin, L. (2005). Psychological type and asynchronous written dialogue in adult learning. Teachers College Record.
Lin, L., Cranton, P., Bridglall, B. (2005). Psychological type and asynchronous written dialogue in adult learning. Teachers College Record. 107(8), 1788-1813.
Lin, L., Lopez-Ortiz, B. (2005). What makes an online group project work? Students' perceptions before and after an online collaborative problem/project-based learning experience. International Journal of Instructional Technology and Distance Learning. 2(2), 47-54.
Lin, L., Cranton, P. (2004). Dancing to different drummers: Individual differences in online learning. Creative College Teaching Journal. 1(1), 30-40.
Lin, L. (2019). Understanding creativity, attention, flow, feedback, and learning using an integrated system of electroencephalography and immersive virtual reality.. Presented at the American Psychology Association (APA) Technology, Mind and Society (TMS) conference, Washington DC. USA..