Bakir, N. & Phirangee, K. (2021). ZOOMing into a Community: Exploring Various Teaching Practices to Help Foster Sense of Community and Engagement in Emergency Remote Teaching. Journal of Teaching and Learning with Technology, 10, 386-389. doi: 10.14434/jotlt.v9i2.31226
Demmans Epp, C., Phirangee, K., Hewitt, J., & Perfetti, C.A. (2020). Learning management system and course influences on student actions and learning experiences. Education Tech Research Dev, 68, 3263–3297. https://doi.org/10.1007/s11423-020-09821-1
Demmans Epp, C., Akcayir, G., & Phirangee, K. (2019). “Think twice: exploring the effect of reflective practices with peer review on reflective writing and writing quality in computer-science education,” Reflective Practice, 20(3), 1-5. doi: 10.1080/14623943.2019.1642189
Demmans Epp, C., & Phirangee, K. (2019). “Exploring mobile tool integration: Design activities carefully or students may not learn,” Contemporary Educational Psychology, 59(2019), 101791. https://doi.org/10.1016/j.cedpsych.2019.101791
Després-Bedward, A., Avery, T.L., & Phirangee, K. (2018). “Student Perspectives on the Role of the Instructor in Face-to-Face and Online Learning,” International Journal of Information and Education Technology, 8(10), 706-712. doi: 10.18178/ijiet.2018.8.10.1126
Demmans Epp, C., Phirangee, K., & Hewitt, J. (2017). Talk with Me: Student Pronoun Use as an Indicator of Discourse Health. Journal Learning Analytics, 4(3), 47-75. doi: http://dx.doi.org/10.18608/jla.2017.43.4
Demmans Epp, C., Phirangee, K., & Hewitt, J. (2017). Student Actions and Community in Online Courses: The Roles Played By Course Length and Facilitation Method. Online Learning, 21(4), 53–77. doi: https://doi.org/10.24059/olj.v21i4.1269
Demmans Epp, C., Phirangee, K., Després–Bedward, A., & Wang, L. (2017). Resourceful instructors and students: Overcoming barriers to integrating mobile tools. In Power, R., Ally, M., Cristol, D., & Palalas, A. (Eds), IAmLearning: Mobilizing and Supporting Educator Practice. [e-Book]. International Association for Mobile Learning. https://iamlearning.pressbooks.com/part/ch-3-resourceful-instructors-and-students-overcoming-barriers-to-integrating-mobile-tools/
Phirangee, K. & Malec, A. (2017). Othering in Online Learning: An Examination of Social Presence, Identity, and Sense of Community. Special Issue on Social Presence and Identity in Online Learning. Distance Education, 38(2), 1-12.
Phirangee, K. (2016). Students’ Perceptions of Learner-Learner Interactions that Weaken a Sense of Community in an Online Learning Environment. Special Issue: AERA Online Learning and Teaching SIG. Online Learning Journal, 20(4), 13-33.
Phirangee, K., Demmans Epp, C., & Hewitt, J. (2016). Exploring the Relationships Between Facilitation Methods, Students’ Sense of Community and Their Online Behaviours. Special Issue on Online Learning Analytics. Online Learning Journal, 20(2), 134-154.
Phirangee, K., & Hewitt, J. (2016). Loving this dialogue!!!!😊: Expressing emotion through the strategic manipulation of limited non-verbal cues in online learning environments. In S. Y. Tettegah & M. P. McCreery (Eds.), Emotions, technology, and learning (pp. 69–85). New York: Elsevier.
Oztok, M., Wilton, L., Lee, K., Zingaro, D., MacKinnon, K., Makos, A., Phirangee, K., Brett, C., & Hewitt, J. (2013). Polysynchronous: Dialogic construction of time in online learning. Journal of E-Learning and Digital Media, 11(2), 154-161.
Phirangee, K. (2013). Beyond the Elementary Classroom Walls: Exploring the Ways Participation within Web 2.0 Spaces are Reshaping Pedagogy. Journal of Educational Multimedia and Hypermedia, 22(3), 299-316.
Phirangee, K. (2012). Log On: Exploring Web 2.0 Technologies in the Elementary Classroom. Society for Information Technology and Teacher Education Refereed Conference Proceedings.