Publications

Peer-reviewed Manuscripts

  1. Conceição, S.C.O., Samuel, A., & Yelich Biniecki, S. M. (2017). Using concept mapping as a tool for conducting research: An analysis of three approaches, Cogent Social Sciences, 3(1).
  2. Best, B.,  & Conceição, S. C. (2017). Transactional Distance Dialogic  Interactions and Student Satisfaction in a Multi-Institutional Blended  Learning Environment. European Journal of Open, Distance and E-learning,  20(1).
  3. Conceição, S.C.O., & Lehman, R. M.  (2016). Students’ Perceptions about Online Support Services:  Institutional, Instructional, and Self-Care Implications, International  Jl. on E-Learning, 15(4),411-421.
  4. Yelich Biniecki, S., & Conceição, S. C. O. (2015). Using concept maps to engage adult learners in critical analysis. Adult Learning. DOI: 10.1177/1045159515604148
  5. Conceição, S.C.O., Johaningsmeir, S.,  Colby, H., & Gordon, J. (2014). Family caregivers as lay trainers:  Perceptions of learning and the relationship between life experience and  learning. Adult Learning, 25 (4), 151-159. DOI: 10.1177/1045159514546216.
  6. Biniecki, S., M., Y, & Conceição,  S.C.O. (2014). How living or traveling to foreign locations influences  adults’ worldviews and impacts personal identity. New Horizons in Adult  Education and Human Resource Development, 26, (3), 39–53.  DOI: 10.1002/nha3.20071. 
  7. Conceição, S.C.O. (2013). Skills needed  to survive and thrive as a scholar in the 21st century: Information,  knowledge, and publication management. Adult Learning, 24(4), 175-178.
  8. Weber, N. L., Conceição, S.C. O., &  Baldor, M.J. (2011). Closing the gap: Using a series of social  networking environments to collapse time and space by giving and  receiving social support. Global Media Journal, 11(19). Available at http://lass.calumet.purdue.edu/cca/gmj/fa11/gmj-fa11-article5.htm
  9. Conceição, S. C. O., & Swaminathan,  R. (2011). It’s all part of the process: Advising, coaching, and  mentoring graduate students. The Mentor: An Academic Advising  Journal,09. Available at http://dus.psu.edu/mentor/2011/09/advising-graduate-students/
  10. Conceição, S., Weber, N., & Baldor,  M. J.  (2011). Websites de redes sociais e implicações para interações e  aprendizagem informais. Revista Renote - Novas Tecnologias na  Educação,  9,(1). Available at http://seer.ufrgs.br/renote/article/view/21892/0
  11. Conceição, S. C. O., Antrop-Gonzalez,  R., & Kline, J. (2011). Raising Awareness about Latin  American/Latino Cultural Heritage through an Online Course,  Multicultural Learning and Teaching, 6(1), Article 2. Available at: http://www.bepress.com/mlt/vol6/iss1/2/ 
  12. Conceição, S. C. O., & Altman, B. A.  (Spring, 2011). Training and development process and organizational  culture change. Organization Development Journal, 29(1), 33-43. 
  13. Conceição, S. C. O., & Schmidt,  S.(2010). How non-content-related forums influence social presence in  the online learning environment. Indian Journal of Open Learning, 19(2),  73-85.
  14. Daley, B. J., Conceição, S. C. O., Mina,  L., Altman, B., Baldor, M.J., & Brown, J. (2010). Concept mapping: A  strategy to support the development of practice, research, and theory  within human resource development. Human Resource Development  Review,XX(X), 1-28.
  15. Akdere, M., & Conceição, S. C. O.  (2009). An Assessment of Graduate HRD and Adult Education Programs: A  U.S. Perspective. New Horizons for Adult Education and Human resource  Development, 23(4).
  16. Conceição, S. C. O., & Skibba, K. A.  (2007). Experiential learning activities for leisure and enrichment  travel education: A situative perspective. Journal of Teaching in Travel  & Tourism, 7(4).
  17. Conceição, S. C. O., & Taylor, L. D.  (2007). Using a constructivist approach with online concept maps:  Relationship between theory and nursing education. Nursing Education  Perspectives, 28(5). National League for Nursing. 
  18. Strachota, E., Conceição, S., &  Schmidt, S. (Spring 2006). An instrument development model for online  surveys in human resource development and adult education. New Horizons  in Adult Education and Human Resource Development, 20(2).
  19. Conceição, S., Olgren, C., & Ploetz,  P. (2006). Reusing learning objects in three settings: Implications for  online instruction. International Journal of Instructional Technology  and Distance Learning, 3(4). Available at http://www.itdl.org/Journal/April_06/article01.htm 
  20. Conceição, S. (2006). Faculty lived  experiences in the online environment. Adult Education Quarterly, 57(1).  American Association for Adult and Continuing Education. 
  21. Conceição, S., & Drummond, S.  (2005). Online learning in secondary education: A new frontier.  Educational Considerations, 33(1). 
  22. Conceição, S., Sherry, L., & Gibson,  D. (2004). Using developmental research to design, develop, and  evaluate an urban education portal. Journal of Interactive Learning  Research.
  23. Conceição, S., & Lehman, R. (2002). Creating learning objects to enhance  the educational experiences of American  sign language learners: An instructional development report. Canadian  Journal of Learning and Technology, 28(3). University of British  Columbia, Canada. 
  24. Hains, A. H., Belland, J.,  Conceição-Runlee, S., Santos, R. M., & Rothenberg, D.  (2000).  Instructional technology and personnel preparation, Topics in Early  Childhood Special Education, 20(2).
  25. Padgett, D., & Conceição-Runlee, S. (Spring/Summer, 2000).  Designing a faculty development program on  technology: If you build it, will they come?  Journal of Social Work  Education, 36(2), pp. 325-334.
  26. Hanna, D., & Conceição-Runlee, S.  (August, 1999).  Building learning teams through computer-mediated  conferencing.  Family Science Review, 12(3), pp. 183-193. 
  27. Hains, A.,  Conceição-Runlee, S., Caro, P., & Marchel, M.  (Spring, 1999).  Collaborative course development in early childhood special education  through distance learning.  Early Childhood Research and Practice,  1(1).  Available at http://ecrp.uiuc.edu/v1n1/hains.html

Book Chapters

  1. Conceição, S. C. O. (2017). Achieving Tenure and Promotion. In S. Thompson, S. & P. Parry (Eds.), Coping with Gender Inequities: Critical Conversations of Women Faculty (pp. 17-30). Lanham, Maryland: Rowman & Littlefield.
  2. Conceição, S. C. O., & Martin, L. (Summer, 2016). Black men and the digital divide. In B. Drayton, T. Guy, D. Rosser-Mims, & J. Schwartz (eds.), Swimming Further Upstream: Black Men and Adult Education. New Directions for Adult and Continuing Education. 
  3. Conceição, S.C.O. (Spring, 2016). Competing in the world’s global education and technology arenas. In C. Nanton (ed.), Tectonic Boundaries: Negotiating Convergent Forces in Adult Education. New Directions for Adult and Continuing Education, 149, 53-61. DOI: 10.1002/ace.20176.
  4. Conceição, S.C.O., & Thomas, K. J.  (2014). Virtual human resource development (VHRD).  In Handbook of human  resource development: the discipline and the field. Routledge Companion  to HRD. 
  5. Conceição, S. C. O. & Lehman, R. M.  (2013). Criando um Sentido de Presença na Educação Online. in L. E. L.E.  Valle, M. J. V., M. Mattos, & J., W., Costa (eds.), Educação  digital: A technologia a favor da inclusão. (pp. 91-121).
  6. Conceição, S. C. O., Colby, H., Juhlman,  A., & Johaningsmeir, S. (2011). Curriculum design in health  education. In L. H. Hill (Ed.), Adult Education for Health and Wellness.  New Directions for Adult and Continuing Education, 130, 17-27.
  7. Conceição, S. C., & Altman, B. A.  (2010). Case: What is the plan?. Contributing authors in Steven W.  Schmidt, Case Studies and Activities in Adult Education and Human  Resource Development, Charlotte, NC, Information Age, 46-47.
  8. Altman, B. A., & Conceição, S. C.,  (2010). Case: Out of the blue. Contributing authors in Steven W.  Schmidt, Case Studies and Activities in Adult Education and Human  Resource Development, Charlotte, NC, Information Age, 108-109.
  9. Conceição, S. C. O., Strachota, E.,  & Schmidt, S. (2009). Using and evaluating learning objects for  online courses in vocational education. In V. C. X. Wang (Ed.) Handbook  of Research on E-Learning Applications for Career and Technical  Education: Technologies for Vocational Training. Information Science  Reference.
  10. Conceição, S. C. O, Baldor, M. J. &  Desnoyers, C. A. (2009). Facilitating individual construction of  knowledge in an online community of learning and inquiry through concept  maps. In R. Marriott & P. Torres (Eds.) Handbook of Research on  Collaborative Learning using Concept Mapping. IGI Global. 
  11. Conceição, S. C. O. (Spring, 2007).  Understanding the environment for online teaching. In S.C.O. Conceição  (Ed.), Teaching strategies in the online environment. New Directions for  Adult and Continuing Education, 113, 5-11.
  12. Conceição, S. C. O. (Spring, 2007).  Setting directions for the online and adult education. In S.C.O.  Conceição (Ed.), Teaching strategies in the online environment. New  Directions for Adult and Continuing Education, 113, 89-93.
  13. Lehman, R., & Conceição, S. (2007).  American Sign Language learning objects for instruction: A higher  education perspective. In P. Northrup (Ed.), Learning objects for  Instruction: Design and evaluation. Idea Group Publishing, Information  Science Publishing, IRM Press.
  14. Conceição, S., & Oliveira, A.  (2007). How liberation theology shapes learning in Latin America. In  S.B. Merriam and Associates, Non-Western perspectives on learning and  knowing. Malabar, FL: Krieger Publishing Company.
  15. Conceição, S., & Edyburn, D. (2005).  New technological horizons for urban learners. In F. Beachum & F.  Obiakor (Eds.). Urban education for the 21st century: Research, issues,  and perspectives. 
  16. Norris, D., & Conceição, S. (2004).  Narrowing the digital divide in low-income, urban communities. In L. G.  Martin & E. Rogers (Eds.), Adult education in the urban context:  Problems, practices, and programming for inner-city communities. New  Directions for Adult and Continuing Education. San Francisco:  Jossey-Bass. 
  17. Conceição, S. (2002). The sociocultural  implications of learning and teaching in cyberspace. In Mary V. Alfred  (Ed.), Learning in sociocultural contexts: Implications for adult,  community, and workplace contexts. New Directions for Adult and  Continuing Education. San Francisco: Jossey-Bass. 
  18. Lehman, R., & Conceição, S. (2002). Developing, archiving, and disseminating  learning objects: The process. In R. M.  Lehman, B. E. Dewey, & R. A. Berg, Using distance education  technology: Effective practices. Madison, WI. University of  Wisconsin-Extension, Instructional Communications Systems. 
  19. Conceição-Runlee, S. (2001). Delivering  instruction at a distance using a blended approach: A case study in  higher education.  In K. Mantyla & J. Woods (Eds.), The 2001/2002  ASTD Distance Learning Yearbook, pp.134-145. Chicago: ASTD. 
  20. Conceição-Runlee, S. (2001). Delivering  higher education at a distance at the University of Wisconsin.  In K.  Mantyla, Blending e-learning: The power is in the mix, pp. 55-66.   Alexandria, Virginia: American Society for Training & Development. 
  21. Conceição-Runlee, S. (2001). Identify  strengths and weaknesses of each learning technology.  In K. Mantyla,  Blending e-learning: The power is in the mix, pp. 95-108.  Alexandria,  Virginia: American Society for Training & Development. 
  22. Conceição-Runlee,  S., & Glowacki-Dudka, M.  (2001). Evaluate the effectiveness of the  blended approach.  In K. Mantyla, Blending e-learning: The power is in  the mix, pp. 131-137.  Alexandria, Virginia: American Society for  Training & Development.