I have a list of 22 items in my word document. 

Give me the following in a format so I can copy paste these items and add it on to my existing list.

22. Rowe, F. A., & Rafferty, J. A. (2013). Cheating in online assessment: Beyond plagiarism. International Journal for Educational Integrity, 9(1), 3–10. 

 

23. Stanny, C. J., Gonzalez, M., & McGowan, B. (2015). Assessing the effectiveness of safeassign to detect plagiarism in students’ written work. Teaching of Psychology, 42(4), 303–308. 

 

24. Mellar, H., Peytcheva-Forsyth, R., Kocdar, S., Karadeniz, A., & Yovkova, B. (2018). Addressing cheating in e-assessment using student authentication and authorship checking systems: Teachers’ perspectives. International Journal for Educational Integrity, 14(2), 1–21. 

 

25. Kaufman, J., & Caldwell, C. (2018). Student and faculty perceptions of plagiarism in health sciences education. Journal of Further and Higher Education, 42(4), 506–519. 

 

26. Ives, B., & Ennis, R. (2020). Using video technology to prevent plagiarism in online courses: A case study. Journal of Academic Ethics, 18(1), 21–33. 

 

27. Simpson, W., & Benson, S. (2013). Distance learning students’ use of plagiarism detection software: A cross-course comparison. Journal of Online Learning and Teaching, 9(1), 112–120. 

 

28. Barr, B. A., & Miller, S. F. (2013). Higher education: The online teaching and learning experience. Journal of Applied Learning Technology, 3(1), 35–39. 

 

29. Stark, L. (2019). The surveillance of students: FERPA and the privacy implications of education technologies. Vanderbilt Journal of Entertainment & Technology Law, 21(4), 923–963. 

 

30. Denis, B., Watland, P., Pirotte, S., & Verday, N. (2004). Roles and competencies of the e-tutor. Proceedings of the Networked Learning Conference, 150–157. 

 

31. Monahan, T., & Fisher, J. A. (2010). Benefits of ‘observer effects’: Lessons from the field. Qualitative Research, 10(3), 357–376. 

 

32. Thomas, D. M., & De Bruin, G. P. (2015). Plagiarism in tertiary institutions: Perceptions, attitudes and coping strategies of first year students. South African Journal of Psychology, 45(1), 122–131. 

 

33. Henriksen, D., Mishra, P., Greenhow, C., Cain, W., & Roseth, C. (2020). Creativity and technology in teaching and learning: A literature review of the uneasy space of implementation. Educational Technology Research and Development, 68, 125–150. 

 

34. Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., … & Mundy, M. E. (2017). Applying best practice online learning, teaching, and support to intensive online environments: An integrative review. Frontiers in Education, 2, Article 59. 

 

35. Holden, J., & Westfall, F. (2010). An instructional media selection guide for distance learning—Implications for blended learning. United States Distance Learning Association, Retrieved from https://usdla.org/ 

 

36. Harrison, D., & Ryder, G. (2016). Using eLearning technologies to improve educational quality of language teaching. International Journal of Emerging Technologies in Learning, 11(04), 37–41. 

 

37. Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., … & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), e05312. 

 

38. He, W., Xu, G., & Kruck, S. E. (2014). Online IS education for the 21st century. Journal of Information Systems Education, 25(2), 101–105. 

 

39. Ashworth, P., Bannister, P., & Thorne, P. (1997). Guilty in whose eyes? University students’ perceptions of cheating and plagiarism in academic work and assessment. Studies in Higher Education, 22(2), 187–203. 

 

40. Klein, D. (2011). Why learners choose plagiarism: A review of literature. Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 97–110. 

 

41. Kennedy, K., Nowak, S., Raghuraman, R., Thomas, J., & Davis, S. F. (2000). Academic dishonesty and distance learning: Student and faculty views. College Student Journal, 34(2), 309–314. 

 

42. Howard, R. M., & Davies, L. J. (2009). Plagiarism in the Internet age. Educational Leadership, 66(6), 64–67. 

 

43. Moore, R., Chavez, A., Matz, R., Moore, R., Lyons, B., & Shafer, B. (2017). The relationship between motivation and academic success: Is there a similar pattern for online learners as for traditional on-campus students? Online Learning Journal, 21(2). 

 

44. Perrin, A. (2019). Digital gap between rural and nonrural America persists. Pew Research Center. Retrieved from https://www.pewresearch.org/ 

 

45. Hillier, M. (2014). The very idea of e-Exams: Student (pre)conceptions. IFIP World Conference on Computers in Education, 59–71. 

 

46. Butler-Henderson, K., & Crawford, J. (2020). A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity. Computers & Education, 159, 104024. 

 

47. Dooley, K. E., & Wickersham, L. E. (2007). Distractions in the online learning environment. Quarterly Review of Distance Education, 8(1), 1–4. 

 

48. Linder, K. E. (2017). The blended course design workbook: A practical guide. Stylus Publishing, LLC. 

 

49. Meyers, C., & Nulty, D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34(5), 565–577. 

 

50. Panadero, E., & Broadbent, J. (2018). Developing evaluative judgement: A self-regulated learning perspective. Assessment & Evaluation in Higher Education, 43(7), 1188–1199. 

 

51. Roberts, T. S. (2008). Student plagiarism in an online world: Problems and solutions. IGI Global. 

 

52. Roberts, D. L., & Bhatt, J. (2007). Innovative plagiarism detection strategies: Role of librarians as educators. Library Philosophy and Practice, 9(1). 

 

53. Lanier, M. M. (2006). Academic integrity and distance learning. Journal of Criminal Justice Education, 17(2), 244–261. 

 

54. Barrio Minton, C. A., & Gibson, D. M. (2012). Evaluating student learning outcomes in counselor education: Recommendations and process considerations. Counselor Education and Supervision, 51(4), 270–283. 

 

55. Nesterov, Y. (2004). Introductory lectures on convex optimization: A basic course. Springer Science & Business Media. 

 

56. Jones, K. O., Reid, J. R., & Bartlett, R. (2008). Cyber cheating in an online introductory programming course. Journal of Systems and Information Technology, 10(1), 42–55. 

 

57. Hampson, K., & Stade, R. (2019). The future of online learning. In University Teaching: Perspectives and Approaches, 198–212. 

 

58. Donovan, J., & Nickerson, R. (2007). Paying attention to student interaction: Going beyond inclusion. International Journal of Instructional Technology and Distance Learning, 4(9). 

 

59. Caulfield, M. (2017). Web literacy for student fact-checkers. Pressbooks. 

 

60. Grijalva, T. C., Kerkvliet, J., & Nowell, C. (2006). Academic honesty and online courses. College Student Journal, 40(1), 180–185. 

 

61. Gan, Z., Menkhoff, T., & Smith, R. (2015). Enhancing students’ learning process through interactive digital media: New opportunities for collaborative learning. Computers in Human Behavior, 51, 652–663. 

 

62. Burrus, R. T., Jr., McGoldrick, K., & Schuhmann, P. W. (2007). Self-reports of student cheating: Does a definition of cheating matter? The Journal of Economic Education, 38(1), 3–16. 

 

63. Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45(11), 2132–2148. 

 

64. Glendinning, I. (2014). Responses to student plagiarism in higher education across Europe. International Journal for Educational Integrity, 10(1), 4–20. 

 

65. King, D. L., & Case, C. J. (2014). E-proctoring: Utilizing technology to combat academic dishonesty in online courses. Reference Services Review, 42(2), 264–278. 

 

66. Lederman, D. (2020). The shift to remote learning: The human element matters. Inside Higher Ed. Retrieved from https://www.insidehighered.com/ 

 

67. Bedford, D. W., Gregg, J., & Clinton, M. S. (2011). Preventing online cheating with technology: A pilot study of remote proctor and an update of its use. Journal of Higher Education Theory and Practice, 11(2), 41–58. 

 

68. Smith Budhai, S. (2020). Online teaching with Zoom: A practical guide for engaging your students. Routledge. 

 

69. Fishman, T., & Integrity, A. (2016). Academic integrity as an educational concept, concern, and movement in US institutions of higher learning. In Handbook of Academic Integrity (pp. 7–22). Springer. 

 

70. de Bruin, G. P., & Rudnick, A. A. (2007). Cheating in examinations in two South African universities. South African Journal of Higher Education, 21(5), 596–606. 

 

71. Nicol, D., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. 

 

72. Thomas, J., & Jose, J. (2017). Blended learning: A pedagogical approach to teaching and learning. International Journal of Applied Research, 3(1), 369–371. 

 

73. Williams, K., & Williams, C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12, 1–23. 

 

74. Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64, 923–938. 

 

75. Racheva, V. (2018). Proctoring: How online exams impact distance learning. European Journal of Open Education and E-learning Studies, 3(2), 226–237. 

 

76. Rodriguez, M. C., Ooms, A., & Montañez, M. (2008). Students’ perceptions of online-learning quality given comfort, motivation, satisfaction, and experience. Journal of Interactive Online Learning, 7(2), 105–125. 

 

77. Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988–2018). American Journal of Distance Education, 33(4), 289–306. 

 

78. Shu, F., & Gu, X. (2018). Determinants of cheating in online exams among Chinese college students with learning disabilities. Computers in Human Behavior, 84, 108–117. 

 

79. Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19–42. 

 

80. Jaggars, S. S., & Bailey, T. (2010). Effectiveness of fully online courses for college students: Response to a department of education meta-analysis. Community College Research Center, 14. 

 

81. McGee, P. (2013). Supporting academic honesty in online courses. Journal of Educators Online, 10(1), 1–31. 

 

82. Harris, A., & Noriega, C. (2019). Student perceptions of online proctoring. Distance Learning, 16(4), 21–28. 

 

83. Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 24, 26–34. 

 

84. Serpone, G., & Kozma, R. (2021). The effects of an exam wrapper on students’ self-regulated learning in an online course. Online Learning, 25(2), 211–227. 

 

85. Phillips, V., & Lee, G. (2019). Improving student engagement and performance in online learning. International Journal of Educational Technology in Higher Education, 16(1), Article 33. 

 

86. Holzweiss, P., Joyner, S., Fuller, M., Henderson, S., & Young, R. (2014). Online graduate students’ perceptions of best learning experiences. Distance Education, 35(3), 311–323. 

 

87. Kimmons, R., & Veletsianos, G. (2018). Public internet data mining methods in instructional design, educational technology, and online learning research. TechTrends, 62(5), 492–500. 

 

88. Roberts, G. R. (2005). Technology and learning expectations of the net generation. In Educating the net generation (pp. 3–16). EDUCAUSE. 

 

89. Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. 

 

90. Ulbig, S. G., & Notman, F. M. (2012). Is class participation a marker for good student citizenship in politics classes? Journal of Political Science Education, 8(4), 346–361. 

 

91. Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306–331. 

 

92. Walker, D. J., & Townley, C. (2012). Contract cheating: A new challenge for academic honesty? Journal of Academic Ethics, 10(1), 27–44. 

 

93. Barczyk, C. C., & Duncan, D. G. (2013). Facebook in higher education courses: An analysis of students’ attitudes, community of practice, and classroom community. International Business and Management, 6(1), 1–11. 

 

94. Murphy, E., & Rodríguez-Manzanares, M. A. (2008). Instant messaging in a context of virtual schooling: Balancing the affordances and challenges. Educational Media International, 45(1), 47–58. 

 

95. Saini, M. (2020). Best practices for online teaching during COVID-19. Journal of Social Work Education, 56(S1), 70–72. 

 

96. Acosta-Tello, E. (2010). Instructional strategies to accommodate a team-teaching approach. International Journal of Instructional Technology and Distance Learning, 7(12), 41–45. 

 

97. Cook, D. A., & Ellaway, R. H. (2015). Evaluating technology-enhanced learning: A comprehensive framework. Medical Teacher, 37(10), 961–970. 

 

98. Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Computers & Education, 104, 18–33. 

 

99. Puentedura, R. R. (2006). Transformation, technology, and education. Blogpost. Retrieved from http://hippasus.com/ 

 

100. Smith, J., & Reed, P. (2018). Students’ perceptions of academic misconduct in online and face-to-face classrooms. International Journal of Online Graduate Education, 11(2), 123–137.