| A review of what instructional designers do: Questions answered and questions not asked R Kenny, Z Zhang, R Schwier, K Campbell Canadian Journal of Learning and Technology/La revue canadienne de l …, 2005 | 272 | 2005 |
| Collaboration between pharmacists, physicians and nurse practitioners: a qualitative investigation of working relationships in the inpatient medical setting MJ Makowsky, TJ Schindel, M Rosenthal, K Campbell, RT Tsuyuki, ... Journal of interprofessional care 23 (2), 169-184, 2009 | 255 | 2009 |
| Faculty adoption of teaching and learning technologies: Contrasting earlier adopters and mainstream faculty T Anderson, S Varnhagen, K Campbell Canadian Journal of Higher Education, 1998 | 239 | 1998 |
| The critical, relational practice of instructional design in higher education: An emerging model of change agency K Campbell, RA Schwier, RF Kenny Educational Technology Research and Development 57, 645-663, 2009 | 196 | 2009 |
| Instructional designers' observations about identity, communities of practice and change agency RA Schwier, K Campbell, R Kenny Australasian Journal of Educational Technology 20 (1), 2004 | 142 | 2004 |
| Transformative learning in a faculty professional development context C Whitelaw, M Sears, K Campbell Journal of Transformative Education 2 (1), 9-27, 2004 | 127 | 2004 |
| E-ffective writing for e-learning environments K Campbell IGI Global, 2004 | 117 | 2004 |
| Agency of the instructional designer: Moral coherence and transformative social practice K Campbell, RA Schwier, RF Kenny Australasian Journal of Educational Technology 21 (2), 2005 | 91 | 2005 |
| The web: Design for active learning K Campbell Academic Technologies for Learning, 1999 | 67 | 1999 |
| Gender and educational technologies: Relational frameworks for learning design K Campbell Journal of Educational Multimedia and Hypermedia 9 (2), 131-149, 2000 | 59 | 2000 |
| Instructional designers' perceptions of their agency: Tales of change and community RA Schwier, K Campbell, RF Kenny Instructional design: Case studies in communities of practice, 1-18, 2007 | 55 | 2007 |
| Studio teaching in higher education E Boling, RA Schwier, CM Gray, KM Smith, K Campbell Routledge. https://doi. org/10 4324 (97813), 15697, 2016 | 50 | 2016 |
| Major movements in instructional design K Campbell, RA Schwier Online distance education: Towards a research agenda, 345-380, 2014 | 47 | 2014 |
| Conversation as inquiry: A conversation with instructional designers K Campbell, RA Schwier, R Kenny Journal of Learning Design 1 (3), 1-18, 2006 | 46 | 2006 |
| When Faculty Use Instructional Technologies: Using Clark's Delivery Model To Understand Gender Differences. K Campbell, S Varnhagen Canadian Journal of Higher Education 32 (1), 31-56, 2002 | 44 | 2002 |
| The promise of computer-based learning: Designing for inclusivity K Campbell IEEE Technology and Society Magazine 18 (4), 28-34, 1999 | 37 | 1999 |
| Power, voice and democratization: Feminist pedagogy and assessment in CMC K Campbell Journal of Educational Technology & Society 5 (3), 27-39, 2002 | 31 | 2002 |
| Values-based design of learning portals as new academic spaces K Campbell, R Aucoin Designing portals: opportunities and challenges, 162-185, 2003 | 28 | 2003 |
| Learner characteristics and instructional design K Campbell Academic Technologies for Learning, http://www. atl. ualberta. ca/aarticles …, 1999 | 25 | 1999 |
| The feminist instructional designer: An autoethnography K Campbell The design of learning experience: Creating the future of educational …, 2015 | 16 | 2015 |
Richard SchwierProfessor Emeritus of Educational Technology and Design, University of SaskatchewanVerified email at usask.ca
