Kinshuk, Liu, T., & Graf, S. (2009). Coping with mismatched courses: Students' behaviour and performance in courses mismatched to their learning styles. Educational Technology Research and Development, 57(6), 739-752. Retrieved from ERIC database.

Kinshuk and Graf first establish the fact that students are often required to learn material that is not adaptive to their preferred learning style. The work then goes on to analyze how an interactive adaptive online/computer aided system could aide these students in allowing individual learning through designs that were more adaptive to learning style preference (i.e. had multiple ways of learning the same material) the work indicates that non-adaptive computer aided designs, i.e. that simply teach with one learning style are not as effective as those which offer students in mismatched courses several ways to learn material.

Sahin, a., Cermik, H., & Dogan, B. (2010). Is it "Writing on Water" or "Strike it Rich?" The experiences of prospective teachers in using search engines. Educational Sciences: Theory and Practice, 10(1), 535-546. Retrieved from ERIC database.

This work describes pre-teacher education performance on search engine information gathering. The work stresses that special instruction and live intervention, either by peers or a technology instruction aide is most effective to illicit positive results as search engine searching can be difficult and requires adept skills to achieve the results desired.

Slof, B., Erkens, G., Kirschner, P., & Jaspers, J. (2010). Design and effects of representational scripting on group performance. Educational Technology...

Retrieved from ERIC database.
This work analyses interactive complex group learning tasks through the implementation of computer learning models. The research indicates that the computer model must be structured in a specific way to best aide the student in finding answers to complex learning tasks. The model that was most effective involved task specific step processes organized in a linear way and computer aided scripting (through chat) to help the learner answer enduring questions about the subject and the computer program, with a pre-task orientation to the system by a computer learning aide live in the computer lab, where each student worked independently on his or her own computer.

Wang, S., & Heffernan, N. (2010). Ethical issues in computer-assisted language learning: Perceptions of teachers and learners. British Journal of Educational Technology, 41(5), 796-813. Retrieved from ERIC database.

Wang and Heffernan discuss the issue of ethics as it is associated with Computer- Assisted Language Learning (CALL) as it has transitioned from stand alone formats to internet driven interactive learning. The researchers state that there has been a near complete lack of attention paid to online privacy and security in the classroom which could potentially create a demonstrative difficulty for computer aided learners and instructors as well as for the use of internet-based learning systems in general. The researchers seek to let their work serve as a starting point for a serious discussion about these issues, specific to the classroom and the industry of internet-based computer learning in general.