Agarwal, R. and Day, A. E, (1998), “The impact of the internet on economic education”, Journal of Economic Education, 29(2), 99–110. DOI 10.1080/00220489809597943

Al-Bahrani, A., Holder, K., Moryl, R.L., Murphy, P.R. and Patel, D., (2016), "Putting yourself in the picture with an `ECONSelfie': Using student-generated photos to enhance introductory economics courses", International Review of Economics Education, 22, 16–22. DOI 10.1016/j.iree.2016.03.003

Al Nashash, H. and Gunn, C., (2013), “Lecture capture in engineering classes: bridging gaps and enhancing learning”, Educational Technology & Society, 16(1), 69–78.

Andrews, C.J., Brown, R.C. and Harrison, C.K.W., (2013), “Lecture capture: early lessons learnt and experiences shared”, New Directions in the Teaching of Physical Sciences, 6, 56–60.

Bishop, J. L., and Verleger, M. A., (2013), “The flipped classroom: A survey of the research” In ASEE National Conference Proceedings, Atlanta, GA.

Broussard, B., (2012), “To click or not to click: Learning to teach to the microwave generation”, Nurse Education in Practice, 12(1), 3–5. DOI 10.1016/j.nepr.2011.03.013

Bruff, D., (2009), Teaching with classroom response systems: Creating active learning environments, San Francisco, CA: Jossey-Bass. ISBN 9780470288931

Chalmers, D. and McCausland, W.D.M, (2002), "Computer-assisted Assessment", in The Handbook for Economics Lecturers (chapter edited by Houston, J. and Whigham, D.), The Economics Network, 1–20.

Chen, J. and Lin, T-F., (2012), “Do Supplemental Online Recorded Lectures Help Students Learn Microeconomics?”, International Review of Economics Education, 6–15. DOI 10.1016/S1477-3880(15)30021-9

Crouch, C. H. and Mazur, E., (2001), “Peer instruction: Ten years of experience and results”, American Journal of Physics, 69, 970–977. DOI 10.1119/1.1374249

Draper, S. W. and Brown, M.I., (2004), “Increasing interactivity in lectures using an electronic voting system”, Journal of Computer Assisted Learning, 20, 81–94.

Elliott, C., (2003), “Using a Personal Response System in Economics Teaching”, International Review of Economics Education, 1, 80–86. DOI 10.1016/S1477-3880(15)30213-9

Davis, S., Connolly, A. and Linfield, E., (2009), “Lecture capture: making the most of face-to-face learning”, Engineering Education, 4(2), 4–13.

Elliott, C and Neal, D., (2016), “Evaluating the use of lecture capture using a revealed preference approach”, Active Learning in Higher Education, 17(2), 1–15. DOI 10.1177/1469787416637463

Flores, N. and Savage, S.J, (2007), “Student demand for streaming lecture video: empirical evidence from undergraduate economics classes”, International Review of Economics Education, 6(2), 57–78. DOI 10.1016/S1477-3880(15)30103-1

Freeman, M., Bell, A., Comerton-Forde, C., Pickering, J., and Blayney, P., (2007), “Factors affecting educational innovation with in class electronic response systems”, Australasian Journal of Educational Technology, 23, 149–170. DOI 10.14742/ajet.1262

Goffe, W. L., and Kauper, D., (2014), “A survey of principles instructors: Why lecture prevails”, Journal of Economic Education, 45(4), 360–375. DOI 10.1080/00220485.2014.946547

Graham, M., (2014), “Social media as a tool for increased student participation and engagement outside the classroom in higher education”, Journal of Perspectives in Applied Academic Practice, 2(3), 16–24. DOI 10.14297/jpaap.v2i3.113

Hannay, M. and Newvine, T., (2006), “Perceptions of distance learning: a comparison of online and traditional learning”, Journal of Online Learning and Teaching, 2(1).

Howsen, R. and Lile, S., (2008), "A comparison of course delivery methods: an exercise in experimental economics", Journal of Economics and Finance Education, 7(1), 21–28. DOI 10.2139/ssrn.979091

Jones, C. and Olczak, M., (2016), “The impact of lecture capture on student performance”, Australasian Journal of Economics Education, 13(1), 13–29.

Junco, R., Elavsky, C. M. and Heiberger, G., (2013), “Putting Twitter to the test: Assessing outcomes for student collaboration, engagement and success”, British Journal of Educational Technology, 44(2), 273–287. DOI 10.1111/j.1467-8535.2012.01284.x

Junco, R., Heiberger, G., and Loken, E., (2011), “The effect of Twitter on college student engagement and grades”, Journal of Computer Assisted Learning, 27(2), 119–132. DOI 10.1111/j.1365-2729.2010.00387.x

Kassens-Noor, E., (2012), “Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets”, Active Learning in Higher Education, 13(1), 9–21. DOI 10.1177/1469787411429190

Koenig, K., (2010), “Building acceptance for pedagogical reform through wide-scale implementation of clickers”, Journal of College Science Teaching, 39(3), 46–50.

Lage, M. J., Platt, G. J., and Treglia, M., (2000), “Inverting the classroom: A gateway to creating an inclusive learning environment”, Journal of Economic Education, 31(1), 30–43. DOI 10.2307/1183338

Laurillard, D., (2013), Rethinking university teaching: A conversational framework for the effective use of learning technologies, New York, NY: Routledge. ISBN 9780415803878

Mann, S. and Robinson, A., (2009), “Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university students”, British Educational Research Journal, 35(2), 243–258. DOI 10.1080/01411920802042911

Manochehr, N-N., (2006), “The Influence of Learning Styles on Learners in E-Learning Environments: an Empirical Study”, Computers in Higher Education Economics Review, 18(1), 10–14.

Means, B., Toyama, Y., Murphy, R., Bakia, M. and Jones, K., (2010), "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies", U.S. Department of Education Office of Planning, Evaluation, and Policy Development.

Middleditch, P. and Moindrot, W, (2015a), “Using classroom response systems for creative interaction and engagement with students”, Cogent Economics and Finance, 3, 1119368. DOI 10.1080/23322039.2015.1119368

Middleditch, P. and Moindrot, W, (2015b), “Using technology to enhance the student experience in a large cohort settings: evidence from a journey of innovation at the University of Manchester”, Journal of Perspectives in Applied Academic Practice, 3(2), 58–71. DOI 10.14297/jpaap.v3i2.151

Olczak, M., (2014), "Evaluating the impact of a web-based resource on student learning", International Review of Economics Education 16, 156–169. DOI 10.1016/j.iree.2013.10.008

Pezzino, M., (2016), "Understanding strategic competition using numerical simulations and dynamic diagrams in Mathematica", International Review of Economics Education, 22, 34–47. DOI 10.1016/j.iree.2016.03.002

Raymond, F., Raymond A. and McCrickard, M., (2008), "Stuck Behind the Math: Just How Helpful Can One Expect Technology to be in the Economics Classroom?", International Review of Economics Education, 7, 62–102. DOI 10.1016/S1477-3880(15)30094-3

Roach, T., (2014), "Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics”, International Review of Economics Education, 17, 74–84. DOI 10.1016/j.iree.2014.08.003

Savage, S.J., (2009), “The effect of information technology on economic education”, Journal of Economic Education, 40(4), 337–53. DOI 10.1080/00220480903237901

Simpson, V. and Oliver, M., (2007), “Electronic voting systems for lectures then and now: A comparison of research and practice”, Australasian Journal of Educational Technology, 32, 187–208. DOI 10.14742/ajet.1264

Smith C.M. and Sodano T.M., (2011), “Integrating lecture capture as a teaching strategy to improve student presentation skills through self-assessment”, Active Learning in Higher Education, 12(30), 151–162. DOI 10.1177/1469787411415082

Spielmann, C. and Chaudhury, P., (2016), "Let's make a movie! - Introducing economics with a multimedia research project", Journal of Economics Teaching, 1, 16–41.

Stanca, L., (2006), “The effect of attendance on academic performance: Panel data evidence for introductory microeconomics”, Journal of Economic Education, 37(4), 251–266. JSTOR 30042715

Stephenson, J. and Cortinhas, C., (2013), "Creative uses of in-class technology", in The Handbook for Economics Lecturers (chapter edited by Latreille, P.), The Economics Network.

Taplin R.H., Low, L.H. and Brown, A.M., (2011), “Students’ satisfaction and valuation of web-based lecture recording technologies", Australasian Journal of Educational Technology, 27(2), 175–191. DOI 10.14742/ajet.964

Toppin, I.N., (2011), “Video lecture capture (VLC) system: a comparison of student versus faculty perceptions”, Education and Information Technologies, 16(4), 383–393. DOI 10.1007/s10639-010-9140-x

Vazquez, J.J. and Chiang, E.P., (2014), "A picture is worth a thousand words (at least): The effective use of visuals in the economics classroom", International Review of Economics Education 17, 109–119. DOI 10.1016/j.iree.2014.08.006

Watts, M. and Schaur, G., (2011), “Teaching and Assessment Methods in Undergraduate Economics: A Fourth National Quinquennial Survey”, Journal of Economic Education, 42(3), 294–309. DOI 10.1080/00220485.2011.581956

Woo, K, Gosper, M. and McNeill, M., (2008), “Web-based lecture technologies: blurring the boundaries between face-to-face and distant learning”, Research in Learning Technology, 16(2), 81–93. DOI 10.1080/09687760802315895

Yamarik, S., (2007), “Does cooperative learning improve student learning outcomes?”, Journal of Economic Education, 38(3), 259–277. JSTOR 30042780