Dr. Natalie Nussli,

Nussli, N., Oh, K., & Davis, J. (2022). Capturing the successes and failures during pandemic teaching: An investigation of university students’ perceptions of their faculty’s emergency remote teaching approaches. E-Learning and Digital Media, 0(0), 1-28 . https://doi.org/10.1177/20427530221147112

Oh, K., & Nussli, N. (2021). Does short-term international immersion have a sustainable impact on teachers’ cultural competence? Follow-up interviews eight years after a teaching experience in South Korea. Journal of the Scholarship of Teaching and Learning, 21(3), 49-70. https://orcid.org/0000-0002-7764-5347

Nussli, N., & Oh, K. (2021). Culturally responsive pedagogy, Universal Design for Learning, ubiquitous learning, and seamless learning: How these paradigms inform the intentional design of learner-centered online learning environments. In G. Panconesi and M. Guida (Eds.), Handbook of Research on Teaching with Virtual Environments and AI (pp. 163-188). IGI Global. http://doi:10.4018/978-1-7998-7638-0.ch008

Oh, K., Nussli, N., Kaye, M., & Cuadro, N.M. (2021). Facilitation strategies to moderate synchronous virtual discussion groups in teacher training. In Choi, D. H., Dailey-Hebert, A., & Estes, J. S. (Eds.), Current and Prospective Applications of Virtual Reality in Higher Education (pp. 96-117). IGI Global. http://doi:10.4018/978-1-7998-4960-5

Nussli, N., & Oh, K. (2020). Intentionality in blended learning design: Applying the principles of meaningful learning, u-Learning, UDL, and CRT. In Inoue-Smith, Y., & McVey, T. (Eds.), Optimizing Higher Education Learning Through Activities and Assessments (pp. 204-231). IGI Global. https://doi.org/10.4018/978-1-7998-7638-0

Nussli, N., & Guan, Y., & Oh, K. (2019). Strategies to support teachers in designing culturally responsive curricula in online learning environments. In Kyei-Blankson, L., Blankson, J., & Ntuli, E. (Eds.), Care and Culturally Responsive Pedagogy in Online Settings (pp. 252-279). IGI Global. https://doi.org/10.4018/978-1-7998-9026-3.ch020

Nussli, N., Oh, K., Cuadro, N., & Kaye, M. (2019). Lectures and discussions in semi-immersive virtual reality learning environments: The effect of communication modality on learner satisfaction and mental effort. In K. Yang (Ed.), Cases on Immersive Virtual Reality Techniques (pp. 89-123). IGI Global. https://doi.org/10.4018/978-1-5225-5912-2.ch005

Nussli, N., & Oh, K. (2018). Avatar-based group discussions in virtual worlds: Facilitation, communication modalities, & benefits of participation (Book Chapter Enhancement). International Journal of Virtual and Personal Learning Environments, 8(1), 1-14. http://dx.doi.org/%2010.4018/IJVPLE.2018010101

Davis, J. P., Oh, K., & Nussli N. (2017). Using video-aided self-reflection to prepare novice special education teachers: Meeting the diverse needs of students. In Z. Djoub (Ed.), Fostering Reflective Teaching Practice in Pre-Service Education (pp. 272-287). IGI Global. https://doi.org/10.4018/978-1-5225-2963-7.ch015

Nussli, N., & Oh, K. (2017). Field research in Second Life: Strategies for discussion group facilitation and benefits of participation. In G. Panconesi and M. Guida (Eds.), Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments (pp. 348-373). IGI Global. https://doi.org/10.4018/978-1-5225-2426-7.ch018

Oh, K., Murawski, W., & Nussli, N. (2017). An international immersion into co-teaching: A wake-up call for teacher candidates in general and special education. The Journal of Special Education Apprenticeship (JOSEA), 6(1), Article 2. http://scholarworks.lib.csusb.edu/josea/vol6/iss1/2

Nussli, N.,& Oh, K. (2016, October). A systematic, inquiry-based 7-step virtual worlds teacher training. E-Learning and Digital Media, 1-28. https://doi.org/10.1177/2042753016672900

Nussli, N.,& Oh, K. (2016, September). Teachers' perceptions of the benefits and challenges of three-dimensional virtual worlds for social skills practice. Educational Media International, 1-18. https://doi.org/10.1080/09523987.2016.1236984

Oh, K., Nussli, N., & Davis, J. (2016). Global perspectives on teacher training. In K. Shin (Ed.), Multicultural Education in Global Era (pp. 189-216). NOVA Publishing Co. ISBN:978-1-63485-320-0

Nussli, N., & Oh, K. (2014). Effective teacher training in the use of three-dimensional immersive virtual worlds for learning and instruction purposes: A literature review. Journal of Technology and Teacher Education, 22 (2) 213-241. https://www.learntechlib.org/primary/p/44346/

Nussli, N., Oh, K., & McCandless, K. (2014). Collaborative science learning in three-dimensional immersive virtual worlds: Pre-service teachers' experiences in Second Life. Journal of Educational Multimedia and Hypermedia, 23(3), 291-322. https://www.learntechlib.org/primary/p/114381/

Oh, K., & Nussli, N. (2014). Teacher training in the use of a three-dimensional immersive virtual world: Building understanding through first-hand experiences. Journal of Teaching and Learning with Technology, 3 (1), 33-58. https://doi.org/10.14434/jotlt.v3n1.3956

Oh, K., & Nussli, N. (2014). Challenging, eye-opening, and changing. U.S. teacher training in Korea: Creating experiences that will enhance global perspectives. Journal of the Scholarship of Teaching and Learning, 14 (4), 67-87. https://doi.org/10.14434/v14i4.12764

Oh, K. & Nussli, N. (2014). Technology-enhanced language learning: A case study of a global classroom in Second Life. International Journal on Advances in Life Sciences, 6 (3&4), 240-251.

Nussli, N., & Oh, K. (2022). Learner choice and interaction in HyFlex: Creating learning in the physical and virtual space in higher education. Project partially funded by Hybrid Education Community (HEC), University of Applied Sciences and Arts (FHNW), Brugg/Windisch, Switzerland.

Nussli, N., & Oh, K. (2023). Reducing transactional distance in a hybrid-flexible (HyFlex) learning and teaching space in higher education. Project partially funded by Hybrid Education Community (HEC), University of Applied Sciences and Arts (FHNW), Brugg/Windisch, Switzerland. Project partially funded by Hybrid Education Community (HEC), University of Applied Sciences and Arts (FHNW), Brugg/Windisch, Switzerland.

Nussli, N., & Oh, K. (2023). Increasing digital accessibility for higher education students by applying the four attributes of the POUR model (National Center on Accessible Educational Materials, 2022), namely, perceivable, operable, usable, and robust in a hybrid-flexible (HyFlex) learning environment. Project partially funded by E-Accessibility/TP-8, University of Applied Sciences and Arts (FHNW), Olten, Switzerland.

Nussli, N., & Oh, K. (in review). Learner choice and interaction in HyFlex: Creating learning in the physical and virtual space in higher education. Journal of Learning Spaces.

Nussli, N., & Oh, K. (in review). Creating a ‘space in-between’: Learning on the physical-hybrid-virtual continuum. Research in Learning Environments.

Nussli, N., & Oh, K. (2022). Culturally responsive pedagogy, Universal Design for Learning, ubiquitous learning, and seamless learning: How these paradigms inform the intentional design of learner-centered online learning environments. In: I. Management Association (Ed.), Research Anthology on Racial Equity, Identity, and Privilege (pp. 350-374). IGI Global. https://doi.org/10.4018/978-1-6684-4507-5

Nussli, N., Guan, Y., & Oh, K. (2021). Strategies to support teachers in designing culturally responsive curricula in online learning environments. In I. Management Association (Ed.), Research Anthology on Culturally Responsive Teaching and Learning (pp. 343-370). IGI Global. http://doi:10.4018/978-1-7998-9026-3.ch020

Nussli, N. (2014). An investigation of special education teachers' perceptions of the effectiveness of a systematic 7-Step virtual worlds teacher training workshop for increasing social skills. Doctoral Dissertations. Paper 113. http://repository.usfca.edu/diss/113

• Action in Teacher Education (ATE)
• E-Learning and Digital Media (ELDM)
• Frontiers
• IGI Global
• Instructional Science (TRUC)
• Learning and Individual Differences (LEAIND)
• SAGE OPEN Special Collection

In Zusammenarbeit mit Dr. Kevin Oh an der University of San Francisco
Laufendes Projekt: 2023-2024: Increasing digital accessibility for higher education students

Weitere Projekte finden Sie im Institutional Repository FHNW (IRF) und auf Research Gate