Simone C. O. Conceição

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Refereed Manuscripts

  1. Conceição, S. C., & Hill, L. H. (2025). Instructor–Learner Engagement and Artificial Intelligence: Leveraging Technology without Losing the Human Touch. New Directions for Adult and Continuing Education. DOI: https://doi.org/10.1002/ace.70018
  2. Hill, L. H., & Conceição, S. C. (2025). Media Literacy and Faculty Responsibility: Addressing AI‐Generated Disinformation in Higher Education. New Directions for Adult and Continuing Education. DOI: https://doi.org/10.1002/ace.70018
  3. Conceição, S. C. O., & Samuel, A. (2025). Strategic integration of artificial intelligence in faculty development grounded in adult learning frameworks. In Using Adult Learning Theories to Enhance Faculty Development in Higher Education. New Directions for Adult and Continuing Education. DOI: https://doi.org/10.1002/ace.70003 
  4. Hill, L. H., & Conceição, S. C. O. (Spring 2025). Adult education is advancing digital literacy skills: Lessons from professional development for instructors. COABE, (14), 1, 99-103.
  5. Hill, L. H., & Conceição, S. C. (2024). Intelligent Learning Management Systems (ILMS): Implications for teaching and learning. eLearn Magazine, 2024(12).
  6. Conceição, S. C. O., & Yelich Biniecki, S. (2024). Technology and adult learning. New Directions for Adult and Continuing Education, 184. https://doi.org/10.1002/ace.20545
  7. Conceição, S. C., & Biniecki, S. M. Y. (2024). Closed and open online discussion forums. In Methods for Facilitating Adult Learning (pp. 316-332). Routledge.
  8. Michaud, D. C., & Conceição, S. C. O. (2023). Telecommuters Working Remotely in Interdependent Virtual Teams: The Lines Between Work and Home. New Horizons in Adult Education and Human Resource Development, 0(0). https://doi.org/10.1177/19394225231171578
  9. Plum, S., Plum, A., & Conceição, S.C.O. (2023). A District-Wide Implementation of Social Emotional Learning During a Pandemic. The Journal of Applied Instructional Design, 12(1). https://dx.doi.org/10.51869/121/spapsc
  10. 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
  11. 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
  12. 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/1366/1449
  13. Conceição, S.C.O. & Baldwin, C.K. (2021), Editors’ notes. New Directions for Adult and Continuing Education, 2021: 5-6. https://doi.org/10.1002/ace.20409
  14. 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
  15. 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
  16. 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.
  17. 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
  18. Arafeh, A., Mina, L. & Conceição, S. C. O. (2020). Persistence to completion: Experiences of adult minority women in online programs. Journal of Online Higher Education, 4(1).
  19. Hill, L. H., & Conceição, S. C. (2019). Program and Instructional Strategies Supportive of Doctoral Students’ Degree Completion. Adult Learning, 1045159519887529.
  20. 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.
  21. 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).
  22. 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).
  23. 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.
  24. 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. 
  25. 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.
  26. Yelich Biniecki, S., & Conceição, S. C. O. (2015). Using concept maps to engage adult learners in critical analysis. Adult Learning. DOI: 10.1177/1045159515604148
  27. 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.
  28. 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.
  29. 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. 
  30. 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).
  31. 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.
  32. 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.
  33. 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
  34. 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 https://journals.psu.edu/mentor/article/view/61339/60963
  35. 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
  36. 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/
  37. Conceição, S. C. O., & Altman, B. A. (Spring, 2011). Training and development process and organizational culture change. Organization Development Journal, 29(1), 33-43. 
  38. 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.
  39. 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.
  40. 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.
  41. 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.
  42. 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.
  43. 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. 
  44. 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).
  45. 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).
  46. 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. 
  47. 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.
  48. 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.
  49. 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.
  50. 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.
  51. 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).
  52. 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
  53. Conceição, S. (2006). Faculty lived experiences in the online environment. Adult Education Quarterly, 57(1). American Association for Adult and Continuing Education. 
  54. Conceição, S., & Drummond, S. (2005). Online learning in secondary education: A new frontier. Educational Considerations, 33(1). 
  55. 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. 
  56. 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. 
  57. Conceição, S., Sherry, L., & Gibson, D. (2004). Using developmental research to design, develop, and evaluate an urban education portal. Journal of Interactive Learning Research.
  58. 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. 
  59. 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. 
  60. 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. 
  61. 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. 
  62. 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. 
  63. 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. 
  64. 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.
  65. 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).
  66. 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.
  67. Hanna, D., & Conceição-Runlee, S. (August, 1999).  Building learning teams through computer-mediated conferencing.  Family Science Review, 12(3), pp. 183-193. 
  68. 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.

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