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  • Meyer, K.A. (1998).  Faculty workload studies:  Perspectives, needs, and future directions.  ASHE-ERIC Higher Education Report Series, 26(1). [EJ418655]
  • Meyer, K.A.  (2002).  Quality in distance education:  Focus on on-line learning.  ASHE-ERIC Higher Education Report Series, 29(4). [ED470042]
  • Meyer, K.A.  (August 2006).  Cost-efficiencies of online learning.  ASHE Higher Education Report Series, 32(1). San Francisco, CA: Jossey-Bass.  
  • Meyer, K.A. (Ed.). (2009).  Lessons Learned from Virtual Universities.  New Directions in Higher Education, vol. 146.  San Francisco: John Wiley & Sons.


  • Meyer, K.A. (June-August 2004). The impact of competition on program quality. Planning for Higher Education, 32(4), 5-13. []
  • Meyer, K.A. (2005).  The ebb and flow of online discussions: What Bloom can tell us about our students' conversations. JALN, 9(1), 53-63. []
  • Meyer, K.A. (2005). Common metaphors and their impact on distance education: What they tell us and what they hide. Teachers College Record, 107(8).  
  • Meyer, K.A.  (2006).  The closing of U.S. Open University.  Educause Quarterly, 29(2), 5-7. []
  • Meyer, K.A.  (2006).  Planning for privatization: Beliefs that fuel the conversation.  Planning for Higher Education, 34(3), 34-44.  [Search for article at]
  • Meyer, K.A.  (2006).  When topics are controversial: Is it better to discuss them face-to-face or online?  Innovative Higher Education, 31(3), p. 175-186.

  • Meyer, K.A.  (2006).  The method (and madness) of evaluating online discussions.  Journal of Asynchronous Learning Networks, 10(4), 83-97.]

  • Meyer, K.A., Bruwelheide, J., & Poulin, R.  (2006).  Why they stayed:  Near-perfect retention in an online certification program in library media.  Journal of Asynchronous Learning Networks, 10(4), 99-115.

  • Poulin, R., & Meyer, K.A.  (2007).  Cost efficiencies:  Tools for meeting today’s challenges.  In S. Johnstone (Ed.), Advancing Campus Efficiencies:  A Companion for Campus Leaders in the Digital Era.   Bolton, MA: Anker Publishing.

  • Meyer, K.A.  (2007).  Does feedback influence student postings to online discussions? Journal of Educators Online, 4(1). []
  • Xu, Y., & Meyer, K.A.  (2007).  Factors explaining faculty technology use and productivity.  The Internet and Higher Education, 10(1), 41-52.

  • Meyer, K.A., Bruwelheide, J., and Poulin, R. (2007).  Developing knowledge through practical experience:  The principles of financial sustainability for online programs.  The Online Journal of Distance Learning Administration, 10(2). []
  • Meyer, K.A. & Xu, Y. J.  (2007).  A Bayesian analysis of the institutional and individual factors influencing faculty technology use. The Internet and Higher Education, 10(3), 184-195.
  • Meyer, K.A.  (2007).  Student perceptions of face-to-face and online discussions: The advantage goes to . . . Journal of Asynchronous Learning Networks, 11(4), 53-69. []

  • Meyer, K.A.  (2008, Winter). Online program capacity:  Limited, static, elastic, or infinite?  Planning for Higher Education, 36(2), 52-63.  
  • Meyer, K.A.  (2008)  If higher education is a right, and distance education is the answer, then who will pay? Journal of Asynchronous Learning Networks, 12(1).  [ or]  
  • Meyer, K.A.  (2008).  Do rewards shape online discussions? Journal of Interactive Online Learning, 7(2), 129-141.[]  
  • Meyer, K.A.  (2008). The “virtual face” of institutions:  What do home pages reveal about higher education?  Innovative Higher Education, 33(3), 141-157.

  • Meyer, K.A.  (2008). The “virtual face” of institutions:  Why legislators and other outsiders view higher education as aloof.  The Internet and Higher Education, 11(3-4), 178-185. 

  • Meyer, K.A.  (2009).  What’s yours is mine: An investigation of current copyright policies of education journals. Innovative Higher Education, 34(1), 3-18.

  • Wilson, J. L., & Meyer, K.A.  (2009).  Higher education websites: The “virtual face” of diversity.  Journal of Diversity in Higher Education, 2(2), 91-102.

  • Meyer, K.A., & Xu, Y.J.  (2009).  A causal model of factors influencing faculty use of technology.  Journal of Asynchronous Learning Networks, 13(2). 

  • Meyer, K.A. & Wilson, J.L.  (2010). The “virtual face” of planning: How to use higher education websites to assess competitive advantage. Planning for Higher Education, 38(2), 11-21.
  • Meyer, K.A.  (2010). A comparison of web 2.0 tools in a doctoral course. The Internet and Higher Education, 13(4). 
  • Meyer, K.A.  (2010).  A study of online discourse at The Chronicle of Higher EducationInnovative Higher Education, 35(3).    
  • [Invited] Meyer, K.A.  (2010). The role of disruptive technology in the future of higher education. Educause Quarterly, 33(1).  (For special edition.)    
  • Meyer, K.A., & Wilson, J.L. (2011).  The role of online learning in the emergency plans of flagship institutions. Online Journal of Distance Learning Administration, 14(1). Retrieved from
  • Meyer, K.A.  (July 2011).  Is online learning a disruptive innovation? Planning for Higher Education.
  • Meyer, K.A. & McNeal, L. (November 2011).  How online faculty improve student learning productivity. Journal of Asynchronous Learning Networks, 15(3).
  • Meyer, K.A. & McNeal, L.  (2011). Academics online: Their interests and foibles. The Internet and Higher Education, 14(1), 113-120.
  • Meyer, K.A.  (2011).  State policy and technology: Aims, realities, and the uncertain future.  Donald Heller (Ed.), The States and Public Higher Education Policy: Affordability, Access, and Accountability (pp. 227-247).  Johns Hopkins Press.
  • Meyer, K.A., & Jones, S.J. (2011).  Information found and not found: What university websites tell students. Online Journal of Distance Learning Administration, 14(3). Retrieved from
  • Meyer, K.A., & Jones, S.J.  (2012).  Graduate students evaluate websites: The must have, nice to have, and delighted to have services.  Journal of Asynchronous Learning Networks, 16(1). 
  • Meyer, K.A. (2012). The influence of online teaching on faculty productivity. Innovative Higher Education, 37(1).
  • Wilson, J.L., Meyer, K.A., & McNeal, L.  (2012). Mission and diversity statements: What they do and do not say.  Innovative Higher Education, 37(2), 125-139.

  •  Meyer, K.A.  & Jones, S.J.  (2012). Do students experience “social intelligence,” laughter, and other emotions online? Journal of Asynchronous Learning Networks,16(4), 99-111.
  • Meyer, K.A.  (2012).  The case for the Community of Inquiry (CoI) influencing student retention. In Garrison, R. & Aykol, Z. (Editors), "Educational Communities of Inquiry: Theoretical Framework, Research and Practice” (pp. 317-333). Hershey, PA: IGI Global.

  • Meyer, K.A.  (2012). Creative uses of discussion boards: Going beyond the ordinary. The Community College Enterprise,18(2), 117-121.
  • Jones, S.J., & Meyer, K.A. (2012, Winter). The “virtual face” of distance learning at public colleges and universities:  What do websites reveal about student support services? Online Journal of Distance Learning Administration, 15(4).
  • Meyer, K.A.  (In press).  How community college faculty improve student learning productivity in their online courses. Journal of Community College Research and Practice.
  • Wilson, J.L., & Meyer, K.A.  (In press). The treatment and use of best practices for diversity in position announcements for new presidents.  Innovative Higher Education.
  • Meyer, K.A.  (In press). An analysis of the research on faculty development for online teaching and identification of new directions. Journal of Asynchronous Learning Networks

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