Zhao, G, Zhao, R., Yan, X, Conceição, S. C. O., Cheng, Z., & Peng, Q. (2022). The effects of technostress, intolerance of
uncertainty, and ICT competence on learning
burnout during COVID-19: A moderated mediation
examination. Asia Pacific Journal of Education, DOI: 10.1080/02188791.2022.2071835
Samuel, A., & Conceição, S. (2022). Using the Critical Incident Questionnaire as a Formative Evaluation Tool to Inform Online Course Design: A Qualitative Study. The International Review of Research in Open and Distributed Learning, 23(2), 151-169. https://doi.org/10.19173/irrodl.v23i2.5959
Pereira, D. S., De Lima, J. V., da Conceição, S. C. O., da Silva Pereira, P. P., Jardim, R. R., & Rocha, P. S. (2021). Hipermídias em Dispositivos Móveis para a Aprendizagem Autodirecionada sobre Saúde: a percepção do cuidador. Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, (29), e3-e3. https://teyet-revista.info.unlp.edu.ar/TEyET/article/view/1366
Conceição, S. C. O., Mina, L., & Southern, T. (2020). Brazilian students studying in the United States: Perceptions of their lived experiences 6 months after returning home. Journal of Transformative Education, XX (X), 1-20. https://doi.org/10.1177/1541344620944640
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.
Yelich Biniecki, S., & Conceição, S. C. O. (2015). Using concept maps to engage adult learners in critical analysis. Adult Learning. DOI: 10.1177/1045159515604148
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.
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.
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.
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
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/
Conceição, S. C. O., & Altman, B. A. (Spring, 2011). Training and development process and organizational culture change. Organization Development Journal, 29(1), 33-43.
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.
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.
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).
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).
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.
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).
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
Conceição, S. (2006). Faculty lived experiences in the online environment. Adult Education Quarterly, 57(1). American Association for Adult and Continuing Education.
Conceição, S., & Drummond, S. (2005). Online learning in secondary education: A new frontier. Educational Considerations, 33(1).
Conceição, S., Sherry, L., & Gibson, D. (2004). Using developmental research to design, develop, and evaluate an urban education portal. Journal of Interactive Learning Research.
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.
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).
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.
Hanna, D., & Conceição-Runlee, S. (August, 1999). Building learning teams through computer-mediated conferencing. Family Science Review, 12(3), pp. 183-193.
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.
Baldwin, C. K., & Conceição, S. C. O. (2021). Becoming effective online facilitators. New Directions for Adult and Continuing Education, 2021, 111– 117. https://doi.org/10.1002/ace.20419
Conceição, S. C. O. (2021). Setting the stage for facilitating online learning. New Directions for Adult and Continuing Education, 2021, 7– 13. https://doi.org/10.1002/ace.20410
Conceição, S. C. O. (2020). Assessment and evaluation practices in adult distance education. In L. Hill (ed.)., Assessment, Evaluation, and Accountability in Adult Education, 164-181. Stylus.
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.
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.
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.
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.
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).
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.