Roddy, Chantal, Amiet, Danielle, Chung, Jennifer, Holt, Christopher, Shaw, Lauren, McKenzie, Stephen, Garivaldis, Filia, Lodge, Jason, and Mundy, Matthew (2017) Applying best practice online learning, teaching and support to intensive online environments: An integrative review. Frontiers in Education, 2. pp. 59-69.

Lodge, Jason M., Cottrell, David, and Hansen, Louise (2017) Learning styles at the crossroads of the laboratory and the classroom. Learning: Research and Practice, 3. pp. 183-187.

Lodge, Jason M., Hansen, Louise , and Cottrell, David (2016) Modality preference and learning style theories: rethinking the role of sensory modality in learning. Learning: Research and Practice, 2 (1). pp. 4-17.

Cottrell, David, Berzinski, Mikaela, and Lodge, Jason (2015) Surprise not novelty drives the hypercorrection effect. In: Posters from the Australian Congnitive Neuroscience Conference. From: 5th Australasian Cognitive Neuroscience Society Conference, 26-29 November 2015, Auckland, New Zealand.

Loughlin, Wendy, Gregory, Sarah-Jane, Harrison, Glenn, and Lodge, Jason M. (2013) Beyond the first year experience in science: identifying the need for a supportive learning and teaching environment for second year science students. International Journal of Innovation in Science and Mathematics Education, 21 (4). pp. 13-26.

Smyth, Elizabeth, and Lodge, Jason (2012) Orientation online: introducing commencing students to university study. A practice report. International Journal of the First Year in Higher Education, 3 (1). pp. 83-90.