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2022To Top

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2022). A qualitative study to understand the perspectives of MOOC providers on accessibility. Australasian Journal of Educational Technology, 38(1) pp. 87–101.

Rizvi, Saman; Rienties, Bart; Rogaten, Jekaterina and Kizilcec, René F. (2022). Beyond one-size-fits-all in MOOCs: Variation in learning design and persistence of learners in different cultural and socioeconomic contexts. Computers in Human Behavior, 126, article no. 106973.

Vogiatzis, Dimitrios; Charitonos, Koula; Giaxoglou, Korina and Lewis, Timothy (2022). Can WhatsApp facilitate interaction? A case study of adult language learning. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of Higher Quality Education. Routledge.

2021To Top

Morgana, Valentina and Kukulska-Hulme, Agnes eds. (2021). Mobile Assisted Language Learning Across Educational Contexts. Routledge Focus on Applied Linguistics. Routledge.

Shah, Mahsood; Richardson, John T. E.; Pabel, Anja and Oliver, Beverley eds. (2021). Assessing and Enhancing Student Experience in Higher Education. London: Palgrave Macmillan.

Whitelock, Denise; Herodotou, Christothea; Cross, Simon and Scanlon, Eileen eds. (2021). Open Voices on Covid-19: Covid challenges and opportunities driving the research agenda. England: Open Learning: The Journal of Open, Distance and E-learning.

Alrashidi, Huda; Ullmann, Thomas and Joy, Mike (2021). An empirical evaluation of a Reflective Writing Framework (RWF) for Reflective Writing in Computer Science Education. In: 2020 IEEE Frontiers in Education Conference (FIE), IEEE (Early Access).

Aristeidou, Maria (2021). Transition and support experiences of first-year STEM students in distance learning universities. In: Horizons in STEM Higher Education Conference Proceedings, The Open University pp. 72–73.

Aristeidou, Maria (2021). First-Year University Students in Distance Learning: Motivations and Early Experiences. In: Technology-Enhanced Learning for a Free, Safe, and Sustainable World: 16th European Conference on Technology Enhanced Learning, EC-TEL 2021 Bolzano, Italy, September 20–24, 2021 Proceedings (De Laet, T.; Klemke, R.; Alario-Hoyos, C.; Hilliger, I. and Ortega-Arranz, A. eds.), Lecture Notes in Computer Science, Springer, Cham, pp. 110–121.

Aristeidou, Maria and Cross, Simon (2021). The impact of Covid-19 disruption on the learning activities of OU students (Final Report). The Open University.

Aristeidou, Maria and Cross, Simon (2021). The impact of the Covid-19 disruption on distance learning higher education students and activities. In: Seventh International Conference on Higher Education Advances proceedings (HEAd'21), UPV Press, València, Spain, pp. 695–702.

Aristeidou, Maria and Cross, Simon (2021). Disrupted distance learning: the impact of Covid-19 on study habits of distance learning university students. Open Learning: The Journal of Open, Distance and e-learning, 36(3) pp. 263–282.

Aristeidou, Maria; Cross, Simon and Rossade, Klaus-Dieter (2021). Online remote exams: Open University students’ views around the nuances and variants of online exams. The Open University.

Aristeidou, Maria; Herodotou, Christothea; Ballard, Heidi L.; Higgins, Lila; Johnson, Rebecca F.; Miller, Annie E.; Young, Alison N. and Robinson, Lucy D. (2021). How Do Young Community and Citizen Science Volunteers Support Scientific Research on Biodiversity? The Case of iNaturalist. Diversity, 13(7), article no. 318.

Aristeidou, Maria; Herodotou, Christothea; Ballard, Heidi L.; Young, Alison N.; Miller, Annie E.; Higgins, Lila and Johnson, Rebecca F. (2021). Exploring the participation of young citizen scientists in scientific research: The case of iNaturalist. PLoS ONE, 16(1), article no. e0245682.

Aristeidou, Maria and Ismail, Nashwa (2021). Experiences of teachers who have engaged their classrooms in citizen science activities. In: Citizen Science Association Conference, May 2021, Virtual.

Aristeidou, Maria; Sharples, Mike and Scanlon, Eileen (2021). Technologies for citizen inquiry: participatory research in online communities. In: Burns, Danny; Howard, Joanna and Ospina, Sonia M. eds. The SAGE Handbook of Participatory Research and Inquiry. London: SAGE Publications, pp. 496–512.

Bossu, Carina (2021). Keynote: Perspectives on the impact of COVID-19 on higher education in England and Europe. In: International Congress of Higher Education CESMAC, 10 to 14 Jan, Alagoas, Brazil.

Bossu, Carina; Sargent, Julia; Ismail, Nashwa and Wilson, Jane (2021). Sharing experiences of an online HEA Fellowship scheme and its impact on learning and teaching. In: ALT Annual Conference: Shared Experience, Different Perspectives, 7-9 Sep 2021, UK/Online, Association for Learning Technologies.

Brasher, Andrew; Whitelock, Denise; Holmes, Wayne; Pozzi, Francesca; Persico, Donatella; Manganello, Flavio; Passarelli, Marcello and Sangrà, Albert (2021). Comparing the comparators: how should the quality of education offered by online universities be evaluated? European Journal of Education (In press).

Carr, Jessica E. (2021). Can an Inclusive Approach Meaningfully Engage People with Learning Disabilities? Exploring Capacity Building for Citizen Science. PhD thesis The Open University.

Cerratto Pargman, Teresa; McGrath, Cormac; Viberg, Olga; Kitto, Kirsty; Knight, Simon and Ferguson, Rebecca (2021). Responsible learning analytics: creating just, ethical, and caring. In: Companion Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21).

Charitonos, Koula (2021). Opening spaces of learning: a sociomaterial investigation of object-based approaches with migrant youth in and beyond the heritage language classroom. In: Anderson, James; Lytra, V.; Macleroy, Vicky and Ros I Sole, C. eds. Decentring Language Education. New Perspectives on Language and Education. Bristol: Multilingual Matters, (In press).

Charitonos, Koula; Goshtasbpour, Fereshte; Dawadi, Saraswati; Littlejohn, Allison; Badger, S.; Vaidya, Abhinav; Giri, Santosi and Owusu-Ofori, Alex (2021). Tackling Antimicrobial Resistance: The AMR Surveillance Toolkit. The Open University.

Charitonos, Koula and Littlejohn, Allison (2021). Professional Learning in healthcare settings in resource-limited environments: What are the tensions for professionals’ knowing and learning about antimicrobial resistance? Studies in Continuing Education (Early Access).

Charitonos, Koula; Littlejohn, Allison; Dawadi, Saraswati; Mcmullan, Rachel; MacQueen, Hilary; Goshtasbpour, Fereshte; Ullmann, Thomas and De Munari, Paola (2021). Tackling Antimicrobial Resistance through Professional Learning: The Development and Evaluation of the Global AMR Curriculum. The Open University.

Charitonos, Koula; Littlejohn, Allison and Kaatrakoski, Heli (2021). Design considerations for a systemic approach to technology-supported professional learning. In: 19th Biennial EARLI Conference EARLI 2021, 23-27 Aug 2021, Sweden.

Chaudhari, Vasudha (2021). Learning in Uncertainty: Examining the Relationship Between Perceived Environmental Uncertainty and Self-Regulated Learning of Finance Professionals, and The Role of Technology in Supporting It. PhD thesis The Open University.

Ching-Chiang, Lay-Wah Carolina; González-Nieto, Noé Abraham; Gaved, Mark; Jones, Derek; Lotz, Nicole; Díaz de León, Alejandra; Machado, Rafael and Fernández-Cárdenas, Juan Manuel (2021). Hyperlocal Learning Network ‘La Campana-Altamira’: Using low-cost technologies to support maker education during lockdown times. In: Proceedings of Communities and Technologies 2021, 20-25 Jun 2021, Seattle, USA (online).

Chua, Shi Min (2021). The Dialogic Nature Of Online Discourse: A Corpus Analysis Of Online Discussions. PhD thesis The Open University.

Chua, Shi Min (2021). Navigating conflict between research ethics and online platform terms and conditions: a reflective account. Research Ethics (Early access).

Cogliati, Simone; Sherlock, Sarah; Halton, Alison; Ebinghaus, Alena; Kelley, Simon; Jolley, David and Barry, Tiffany (2021). Expanding the toolbox for dating basaltic lava sequences: 40Ar–39Ar dating of silicic volcanic glass from interbeds. Journal of the Geological Society, 178(1)

Cogliati, Simone; Sherlock, Sarah; Halton, Alison; Reid, Kerry; Rymer, Hazel and Kelley, Simon (2021). Tracking the behaviour of persistently degassing volcanoes using noble gas analysis of Pele's hairs and tears: A case study of the Masaya volcano (Nicaragua). Journal of Volcanology and Geothermal Research, 414, article no. 107212.

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Tanglang, Nebath; Bonney, Solomon; Aubrey-Smith, Fiona and Biard, Olivier (2021). Digital Decision: Understanding and supporting key choices in online and blended teaching in Sub-Saharan Africa. The Open University, Milton Keynes, UK.

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Tanglang, Nebath; Bonney, Solomon and Biard, Olivier (2021). Making digital decisions: A Guide for harnessing the potential of online learning and digital technologies. The Open University, Milton Keynes, UK.

Coughlan, Tim; Iniesto, Francisco; Mote, Kellie and Lister, Kate (2021). Opportunities for virtual assistants and artificial intelligence to reduce administrative burden and enhance support for disabled students. A report from the ADDAPT project. The Open University and Jisc, Milton Keynes.

Coughlan, Tim; Lister, Kate and Lucassen, Mathijs (2021). Representing the Unseen with “Our Journey”: a Platform to Capture Affective Experiences and Support Emotional Awareness in University-Level Study. Journal of Formative Design in Learning, 5(1) pp. 39–52.

Cross, Simon; Adinolfi, Lina; Charania, Amina; Wolfenden, Freda; Ramchand, Mythili; Sen, Sohini; Paltiwale, Sumegh; Coughlan, Emily; Shende, Satej; Sarkar, Durba; Chatterjee, Ananya and Balli, Omkar (2021). Teachers’ professional learning during and after Covid: A role for open digital badges. The Open University, Milton Keynes, UK.

Dawadi, Saraswati (2021). Thematic Analysis Approach: A Step by Step Guide for ELT Research Practitioners. Journal of NELTA, 25(1-2) pp. 62–71.

Dawadi, Saraswati (2021). Factors affecting washback of a high-stakes English as a foreign language test. The Electronic Journal for English as a Second Language, 25(3) pp. 1–16.

Dawadi, Saraswati; Shrestha, Sagun and Giri, Ram A. (2021). Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms. Journal of Practical Studies in Education, 2(2) pp. 25–36.

Dawadi, Saraswati; Shrestha, Sagun; Haque, Safia and Giri, Ram Ashish (2021). Preparations for and practices of online education during the Covid‑19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies (Early Access).

Earle, Rod; Mehigan, James; Pike, Anne and Weinbren, Daniel (2021). The Open University and Prison Education in the UK – the first 50 years. Journal of Prison Education and Reentry, 7(1)

Farrow, Robert; Ferguson, Rebecca; Weller, Martin; Pitt, Rebecca; Sanzgiri, Janesh and Habib, Mustafa (2021). Assessment and Recognition of MOOCs: The State of the Art. Journal of Innovation in Polytechnic Education, 3(1) (In Press).

Foster, Stephen; Whitelock, Denise; Cross, Simon and Kear, Karen (2021). To what extent can graphical feedback from a ‘rainbow diagram’ help students develop coherence in their academic writing? PRISM (Early access).

Fransman, Jude; Hall, Budd; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate and Tandon, Rajesh (2021). Beyond partnerships: embracing complexity to understand and improve research collaboration for global development. Canadian Journal of Development Studies / Revue canadienne d'études du développement (Early Access).

Goshtasbpour, Fereshte; Swinnerton, Bronwen J. and Pickering, James D. (2021). Twelve tips for engaging learners in online discussions. Medical Teacher (Early Access).

Hall, Johanna (2021). Creativity and Learning in Digital Entertainment Games. PhD thesis The Open University.

Hall, Johanna; Gaved, Mark and Sargent, Julia (2021). Participatory Research Approaches in Times of Covid-19: A Narrative Literature Review. International Journal of Qualitative Methods (Early Access).

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2021). Using Reflexive Photography to Investigate Design Affordances for Creativity in Digital Entertainment Games. International Journal of Human-Computer Interaction, 37(9) pp. 867–883.

Havemann, Leo (2021). The map is not the territory: getting real about open education policy. In: The 6th Open Education Policy Forum, 15-16 Sep 2021, Online.

Herodotou, Christothea (2021). MAD Learn: An Evidence-based Affordance Framework to Assessing Learning Apps. In: Proceedings of 2021 7th International Conference of the Immersive Learning Research Network, iLRN 2021, Immersive Learning Research Network, article no. 9459325.

Herodotou, Christothea; Ismail, Nashwa; Aristeidou, Maria; Miller, Grant; Robinson, Lucy and Ballard, Heidi (2021). Making citizen science accessible and productive for young volunteers: Lessons learnt from a 3-year study of Zooniverse. In: Citizen Science Association Conference, May 2021, Virtual.

Herodotou, Christothea; Maguire, Claire; McDowell, Nicola D.; Hlosta, Martin and Boroowa, Avinash (2021). The engagement of university teachers with predictive learning analytics. Computers & Education, 173, article no. 104285.

Herodotou, Christothea; Scanlon, Eileen and Sharples, Mike (2021). Methods of Promoting Learning and Data Quality in Citizen and Community Science. Frontiers in Climate, 3, article no. 614567.

Higham, Jeff and Richardson, John T. E. (2021). Corrigendum to “The use of Latin-square designs in educational and psychological research” [Educational Research Review 24 (2018) 84–97]. Educational Research Review, 32, article no. 100378.

Hillaire, Garron (2021). Understanding Emotions in Online Learning: Using Emotional Design and Emotional Measurement to Unpack Complex Emotions During Collaborative Learning. PhD thesis The Open University.

Hilliard, Jake; Sedgewick, Felicity; Lythgoe, Antonia; Flothmann, Charlotte and Tran, Trang (2021). The use of an online emotion awareness and regulation instrument in two university courses during the COVID-19 pandemic. In: CALRG 2021 Conference, 15-16 Jun, The Open University Milton Keynes, UK.

Hlosta, Martin; Herodotou, Christothea; Fernandez, Miriam and Bayer, Vaclav (2021). Impact of Predictive Learning Analytics on Course Awarding Gap of Disadvantaged students in STEM. In: 22nd International Conference on Artificial Intelligence in Education, AIED 2021, Lecture Notes in Artificial Intelligence, Springer.

Huang, Xinyu; Wild, Fridolin and Whitelock, Denise (2021). Design Dimensions for Holographic Intelligent Agents: A Comparative Analysis. In: 1st International Workshop on Multimodal Artificial Intelligence in- Education, MAIED 2021, 14 Jun 2021, Online.

Iniesto, Francisco (2021). Cardiff Commitment Continuing Professional Development programme: Project report. The Open University.

Iniesto, Francisco; Coughlan, Tim and Lister, Kate (2021). Implementing an accessible Conversational User Interface applying feedback from University students and disability support advisors. In: 18th International Web for All Conference, 19-20 Apr 2021, Ljubljana, Slovenia.

Iniesto, Francisco; Murphy, Victoria; Scanlon, Eileen and Shi-Min, Chua (2021). OpenTEL: lessons from a pandemic for the future of distance education. In: EDEN 30th Annual Conference 2021, 21-24 Jun, Madrid.

Iniesto, Francisco; Sargent, Julia; Rienties, Bart; Llorens, Ariadna; Adam, Araceli; Herodotou, Christothea; Ferguson, Rebecca and Muccini, Henry (2021). When industry meets Education 4.0: What do Computer Science companies need from Higher Education? In: TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality, International Conference Proceeding Series (ICPS), Association for Computing Machinery, New York, USA, (In Press).

Iniesto, Francisco; Weller, Martin and Roberts, Sarah (2021). Lessons learnt from the Cardiff CPD development programme. In: EDEN 30th Annual Conference 2021, 21-24 Jun, Madrid.

Jones, Matthew and Rienties, Bart (2021). Designing learning success and avoiding learning failure through learning analytics: the case of policing in England and Wales. Public Money and Management (Early access).

Jones, Matthew and Rienties, Bart (2021). Designing learning success and avoiding learning failure through learning analytics: the case of policing in England and Wales. Public Money & Management (Early access).

Jordan, Katy and Jones, Ann (2021). Editorial: Learning from Lockdown Special Collection. Editorial: Learning from Lockdown Special Collection. Journal of Interactive Media in Education, 1(6) pp. 1–3.

Kaatrakoski, Heli; Littlejohn, Allison and Charitonos, Koula (2021). Antimicrobial resistance challenging professional learning in three LMICs. Journal of Workplace Learning (Early Access).

Khanal, Jeevan; Gaulee, Uttam and Simpson, Ormond (2021). Higher education initiative challenges based on multiple frames of leadership: the case of Nepal Open University. Open Learning: The Journal of Open, Distance and e-Learning (Early access).

Kuhn, Caroline; Havemann, Leo; Koseoglu, Suzan and Bozkurt, Aras (2021). Three Lenses on Lurking: Making Sense of Digital Silence. In: Hoffman, Jaime and Blessinger, Patrick eds. International Perspectives in Online Instruction. Innovations in Higher Education Teaching and Learning. Bingley: Emerald, pp. 83–93.

Kukulska-Hulme, Agnes (2021). Intelligent Assistants in Education: Capabilities and Limitations. In: 19th World Conference on Mobile, Blended and Seamless Learning (mLearn2020), mLearn Conference Proceedings, International Association for Mobile Learning, pp. 123–124.

Kukulska-Hulme, Agnes (2021). Reflections on research questions in mobile assisted language learning. Journal of China Computer-Assisted Language Learning, 1(1) pp. 28–46.

Kukulska-Hulme, Agnes (2021). Moving Language Teaching and Learning from the Known to the Unknown. In: Miller, Lindsay and Wu, Junjie Gavin eds. Language Learning with Technology: Perspectives from Asia. Singapore: Springer, pp. 3–12.

Kukulska-Hulme, Agnes (2021). Conclusions: A Lifelong Perspective on Mobile Language Learning. In: Morgana, Valentina and Kukulska-Hulme, Agnes eds. Mobile Assisted Language Learning Across Educational Contexts. Routledge Focus on Applied Linguistics. Routledge, pp. 122–133.

Kukulska-Hulme, Agnes; Arús-Hita, Jorge and García Laborda, Jesús (2021). Mobile, Open and Social Language Learning Designs and Architectures. Journal of Universal Computer Science, 27(5) pp. 413–424.

Kukulska-Hulme, Agnes; Bossu, Carina; Coughlan, Tim; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; Herodotou, Christothea; Rienties, Bart; Sargent, Julia; Scanlon, Eileen; Tang, Jinlan; Wang, Qi; Whitelock, Denise and Zhang, Shuai (2021). Innovating Pedagogy 2021: Open University Innovation Report 9. The Open University, Milton Keynes.

Lister, Kate; Coughlan, Tim; Kenny, Ian; Tudor, Ruth and Iniesto, Francisco (2021). Taylor, The Disability Disclosure Virtual Assistant: A Case Study of Participatory Research with Disabled Students. Education Sciences, 11(10), article no. 587.

Mcfaul, Hugh and FitzGerald, Elizabeth (2021). Supporting access to justice through volunteer training: An evaluation of an Open Educational Resource. Journal of Interactive Media in Education, 1(5) pp. 1–14.

Minocha, Shailey; Murphy, Victoria and Scanlon, Eileen (2021). Designing Ethical Assessment. In: CALRG Annual Conference 2021, 15-16 Jun 2021, The Open University, UK (online).

Mittelmeier, Jenna; Gunter, Ashley; Raghuram, Parvati and Rienties, Bart (2021). Migration intentions of international distance education students studying from a South African institution: unpacking potential brain drain. Globalisation, Societies and Education (Early Access).

Mittelmeier, Jenna; Rienties, Bart; Gunter, Ashley and Raghuram, Parvati (2021). Conceptualizing Internationalization at a Distance: A "Third Category" of University Internationalization. Journal of Studies in International Education, 25(3)

Murphy, V. L.; Littlejohn, Allison and Rienties, Bart (2021). Learning from incidents: applying the 3-P model of workplace learning. Journal of Workplace Learning (Early Access).

Murphy, Victoria; Iniesto, Francisco and Scanlon, Eileen (2021). Higher Education’s Digitalisation: Past, Present, and Future. In: Kaplan, Andreas ed. Digital Transformation and Disruption of Higher Education. Cambridge University Press (In Press).

Nolan, Eimear; Brady, Mairead; Rienties, Bart and Héliot, YingFei (2021). Once more on the rollercoaster: Loses and gains from the rapid shift to online delivery during Covid. In: Academy of Management Proceedings, 2021(1) p. 15358.

Papathoma, Tina; Ferguson, Rebecca and Vogiatzis, Dimitrios (2021). Accessible learning, accessible analytics: a virtual evidence café. In: Companion Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21).

Read, Timothy; Kukulska-Hulme, Agnes and Bárcena, Elena (2021). Supporting listening comprehension by social network-based interaction in mobile assisted language learning. Porta Linguarum. International Journal of Foreign Language Teaching and Learning(35) pp. 295–309.

Read, Timothy; Kukulska-Hulme, Agnes; Barcena, Elena and Traxler, John (2021). Mobile Open Social Learning for Languages (MOSL4L). Journal of Universal Computer Science, 27(5) pp. 425–436.

Rets, Irina; Coughlan, Tim; Stickler, Ursula and Astruc, Lluïsa (2021). Accessibility of Open Educational Resources: how well are they suited for English learners? Open Learning: The Journal of Open and Distance Learning (Early Access).

Rets, Irina; Herodotou, Christothea; Bayer, Vaclav; Hlosta, Martin and Rienties, Bart (2021). Exploring critical factors of the perceived usefulness of a learning analytics dashboard for distance university students. International Journal of Educational Technology in Higher Education, 18(1), article no. 46.

Richardson, John T. E. (2021). A closer look at the lady tasting tea. Significance, 18(5) pp. 34–37.

Rienties, Bart (2021). Implementing learning analytics at scale in an online world: lessons learned from the Open University UK. In: Liebowitz, J. ed. Online learning analytics. Abingdon: Taylor & Francis, (In Press).

Rienties, Bart; Balaban, Igor; Ferguson, Rebecca; Herodotou, Christothea; Iniesto, Francisco; Muccini, Henry; Sargent, Julia and Virkus, Sirje (2021). Education 4.0 and Computer Science: A European perspective. In: Central European Conference on Information and Intelligent Systems (CECIIS), Oct 13-15, Varazdin, Croatia.

Rienties, Bart and Herodotou, Christothea (2021). Making sense of learning data at scale. In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, T. eds. Handbook for Digital Higher Education. Cheltenham: Edward Elgar Publishing, (In press).

Robinson, L.D.; Miller, A.E.; Burton, V.J.; Herodotou, Christothea; Higgins, L.; Miller, G.R.M.; Young, A.N.; Ghadiri Khanaposhtani, M.; Benavides Lahnstein,, A.I.; Sanghera, H.K.; Johnson, R.F.; Aristeidou, Maria; Ballard, H.L.; Jennewein, J.; Lorke, J.; Pratt-Taweh, S.; Wardlaw, J.; Ismail, Nashwa; Pauly, G.B.; Papathoma, Tina and Swanson, R.D. (2021). Enhancing youth learning through Community and Citizen Science: a guide for practitioners. Natural History Museum, London.

Rodés, Virginia and Iniesto, Francisco (2021). Research in Open Education in Latin America: towards an agenda of collaboration between networks. In: XVI Latin American Conference on Learning Technologies, 19-21 Oct, Arequipa - Perú (Virtual).

Rodrigo, Covadonga and Iniesto, Francisco (2021). AIED: raising awareness on risks of biases in sexism and discrimination. EADTU, Maastricht.

Rogaten, Jekaterina and Rienties, Bart (2021). A Critical Review of Learning Gains Methods and Approaches. In: Hughes, Christina and Tight, Malcolm eds. Learning Gain in Higher Education. International Perspectives on Higher Education Research, 14. Emerald, pp. 17–31.

Sargent, Julia and Calderón, Antonio (2021). Technology enhanced learning in physical education? A critical review of the literature. Journal of Teaching in Physical Education (In press).

Sargent, Julia and Casey, Ashley (2021). Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology. Sport, Education and Society, 26(1) pp. 45–57.

Sargent, Julia and Lynch, Shrehan (2021). ‘None of my other teachers know my face/emotions/thoughts’: Digital technology and democratic assessment practices in higher education physical education. Technology, Pedagogy and Education (Early Access).

Scanlon, Eileen (2021). Educational Technology Research: Contexts, Complexity and Challenges. Journal of Interactive Media in Education, 2021(1), article no. 2.

Seale, Jane; Colwell, Chetz; Coughlan, Tim; Heiman, Tali; Kaspi-Tsahor, Dana and Olenik-Shemesh, Dorit (2021). "Dreaming in colour’: disabled higher education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies". Education and Information Technologies, 26(2) pp. 1687–1719.

Sharples, Mike (2021). Foreword to Mobile Education: Personalised Learning and Assessment in Remote Education: A Guide for Educators and Learners. In: McCartney, Kieran ed. Mobile Education: Personalised Learning and Assessment in Remote Education: A Guide for Educators and Learners. Digital Learning and the Future, 1. Oxford, UK: Peter Lang Ltd, International Academic Publishers, xi-xiv.

Simpson, Ormond (2021). Distance education futures: What are the factors that will affect how distance education develops in the future? In: Bordoloi, R. and Das, P. eds. Open Higher Education in the 21st Century. Nova Science Publishers, Inc., pp. 47–65.

Slof, Bert; Mittelmeier, Jenna and Rienties, Bart (2021). Students’ perspectives on curriculum internationalisation policies in transition: Insights from a master’s degree programme in the Netherlands. Innovations in Education and Teaching International, 58(1) pp. 107–119.

Tempelaar, D.; Rienties, Bart and Nguyen, Quan (2021). Dispositional Learning Analytics for Supporting Individualized Learning Feedback. Frontiers in Education, 6, article no. 703773.

Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2021). The contribution of dispositional learning analytics to precision education. Journal of Educational Technology and Society, 24(1) pp. 109–122.

Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2021). Enabling Precision Education by Learning Analytics Applying Trace, Survey and Assessment Data. In: 2021 International Conference on Advanced Learning Technologies (ICALT), IEEE, pp. 355–359.

Thomas, Laura; Rienties, Bart; Tuytens, Melissa; Devos, Geert; Kelchtermans, Geert and Vanderlinde, Ruben (2021). Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes. Research Papers in Education, 36(5) pp. 611–636.

Twiner, A.; Littleton, K.; Whitelock, D. and Coffin, C. (2021). Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making. Learning, Culture and Social Interaction, 30 Part A, article no. 100520.

Ullmann, Thomas and Rienties, Bart (2021). Using text analytics to understand open-ended student comments at scale: Insights from four case studies. In: Shah, Mahsood; Richardson, John; Pabel, Anja and Oliver, Beverley eds. Assessing and Enhancing Student Experience in Higher Education. Cham: Palgrave Macmillan, (In Press).

Viberg, Olga; Wasson, Barbara and Kukulska-Hulme, Agnes (2021). Developing a Framework for Mobile Assisted Language Learning through Learning Analytics for Self-Regulated Learning. In: Companion Proceedings 10th International Conference on Learning Analytics & Knowledge (LAK21), Society for Learning Analytics Research (SoLAR).

Wild, Fridolin; Marshall, Lawrence; Bernard, Jay; White, Eric and Twycross, John (2021). UNBODY: A Poetry Escape Room in Augmented Reality. Information, 12(8), article no. e295.

2020To Top

Alrashidi, Huda; Joy, Mike; Ullmann, Thomas and Almujally, Nouf (2020). Validating the Reflective Writing Framework (RWF) for Assessing Reflective Writing in Computer Science Education Through Manual Annotation. In: Intelligent Tutoring Systems (Kumar, Vivekanandan and Troussas, Christos eds.), Lecture Notes in Computer Science, Springer International Publishing, Cham, pp. 323–326.

Alrashidi, Huda; Joy, Mike; Ullmann, Thomas and Almujally, Nouf (2020). Educators' Validation on a Reflective Writing Framework (RWF) for Assessing Reflective Writing in Computer Science Education. In: Intelligent Tutoring Systems (Kumar, Vivekanandan and Troussas, Christos eds.), Lecture Notes in Computer Science, Springer International Publishing, Cham, pp. 316–322.

Alrashidi, Huda; Ullmann, Thomas; Ghounaim, Samiah and Joy, Mike (2020). A Framework for Assessing Reflective Writing Produced Within the Context of Computer Science Education. In: Companion Proceedings 10th International Conference on Learning Analytics & Knowledge (LAK20, 24/03/2020, Frankfurt, Germany.

Aristeidou, Maria and Herodotou, Christothea (2020). Online Citizen Science: A Systematic Review of Effects on Learning and Scientific Literacy. Citizen Science: Theory and Practice, 5(1) pp. 1–12.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2020). Learning outcomes in online citizen science communities designed for inquiry. International Journal of Science Education, Part B: Communication and Public Engagement, 10(4) pp. 277–294.

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2019To Top

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Orr, Dominic; Weller, Martin and Farrow, Rob (2019). How is Digitalisation Affecting the Flexibility and Openness of Higher Education Provision? Results of a Global Survey Using a New Conceptual Model. Journal of Interactive Media in Education, 2019(1) pp. 1–12.

Orr, Dominic; Weller, Martin and Farrow, Robert (2019). How is Digitalisation Affecting the Flexibility and Openness of Higher Education Provision? Results of a Global Survey Using a New Conceptual Model. Journal of Interactive Media in Education, 2019(1) pp. 1–12.

Papathoma, Tina (2019). MOOC Educators: Who They Are And How They Learn. PhD thesis The Open University.

Papathoma, Tina (2019). How Digital Learning Processes Meet The Ever Changing Needs Of The Policing Profession? Enablers And Barriers In Its Application. In: BAM2019: British Academy of Management Conference Proceedings, 3-5 Sep 2019, Birmingham, UK.

Pearson, Victoria; Lister, Katharine and Coughlan, Tim (2019). Accessibility Coordinators: A model for embedded, sustainable change towards inclusive higher education. In: Proceedings of the 12th annual International Conference of Education, Research and Innovation (ICERI 2019), IATED pp. 3127–3136.

Perryman, Leigh-Anne (2019). Open with care: Socially-responsible, culturally-responsive and equitable open pedagogy for a diverse world. In: Creative Commons Global Summit 2019, 9-11 May 2019, Lisbon, Portugal.

Pike, Anne and Hopkins, Susan (2019). Transformative Learning: Positive Identity Through Prison-Based Higher Education in England and Wales. International Journal of Bias, Identity and Diversity in Education, 4(1) pp. 48–65.

Pike, Anne and Mcfarlane, Ruth (2019). From prisoner to student. In: Earle, Rod and Mehigan, James eds. Degrees of Freedom: The Open University in Prison. UK: Policy Press.

Pitt, Rebecca; Farrow, Robert; Jordan, Katy; de los Arcos, Beatriz; Weller, Martin; Kernohan, D and Rolfe, V (2019). The UK Open Textbooks Report. Open Education Research Hub.

Pozzi, Francesca; Manganello, Flavio; Passarelli, Marcello; Persico, Donatella; Brasher, Andrew; Holmes, Wayne; Whitelock, Denise and Sangrà, Albert (2019). Ranking Meets Distance Education: Defining Relevant Criteria and Indicators for Online Universities. International Review of Research in Open and Distributed Learning, 20(5) pp. 42–63.

Priestnall, Gary; FitzGerald, Elizabeth; Meek, Sam; Sharples, Mike and Polmear, Gemma (2019). Augmenting the landscape scene: students as participatory evaluators of mobile geospatial technologies. Journal of Geography in Higher Education, 43(2) pp. 131–154.

Raffaghelli, Juliana Elisa; Atenas, Javiera and Havemann, Leo (2019). Data Activism as scholarly pursuit: nurturing open connections and collaboration against the domination of datafication in higher education. In: OE Global Conference 2019, 26-28 Nov 2019, Milan.

Ravagnolo, Liliana; Helin, Kaj; Musso, Ivano; Sapone, Rosa; Vizzi, Carlo; Wild, Fridolin; Vovk, Alla; Limbu, Bibeg Hang; Ransley, Mark; Smith, Carl H. and Rasool, Jazz (2019). Enhancing Crew Training for Exploration Missions: The WEKIT Experience. In: Proceedings of the International Astronautical Congress, International Astronautical Federation, Paris, 2019.

Richardson, John T. E. (2019). Who introduced Western mathematicians to Latin squares? British Journal for the History of Mathematics, 34(2) pp. 95–103.

Rienties, Bart and Jones, Ann (2019). Evidence -Based Learning: Futures. Using learning design and learning analytics to empower teachers to meet students’ diverse needs. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational Visions: The lessons from 40 years of innovation. London: Ubiquity Press, pp. 109–125.

Rienties, Bart; Tempelaar, Dirk; Nguyen, Quan and Littlejohn, Allison (2019). Unpacking the intertemporal impact of self-regulation in a blended mathematics environment. Computers in Human Behavior, 100 pp. 345–357.

Rienties, Bart C. (2019). Powers and Limitations of MMSNA: Critical Reflections and Moving Forward. In: Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. Mixed Methods Approaches to Social Network Analysis: Theories and Methodologies in Learning and Education. Routledge.

Rizvi, Saman; Rienties, Bart and Khoja, Shakeel Ahmed (2019). The role of demographics in online learning; A decision tree based approach. Computers & Education, 137 pp. 32–47.

Rodrigo, Covadonga and Iniesto, Francisco (2019). UDL principles for enhancing MOOC recommendation through collaborative filtering: YourMOOC4all case study. In: OOFHEC2019, 16-18 Oct 2019, Madrid.

Rogaten, Jekaterina; Rienties, Bart; Sharpe, Rhona; Cross, Simon; Whitelock, Denise; Lygo-Baker, Simon and Littlejohn, Allison (2019). Reviewing affective, behavioural, and cognitive learning gains in higher education. Assessment & Evaluation in Higher Education, 44(3) pp. 321–337.

Scanlon, Eileen; Anastopoulou, Stamatina; Conole, Grainne and Twiner, Alison (2019). Interdisciplinary Working Methods: Reflections Based on Technology-Enhanced Learning (TEL). Frontiers in Education, 4, article no. 134.

Scanlon, Eileen; Herodotou, Christothea; Whitelock, Denise and Edwards, Chris (2019). STEM Learning: Foundations. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational Visions: Lessons from 40 years of innovation. London: Ubiquity Press, pp. 127–138.

Sharples, Mike (2019). Practical Pedagogy: 40 New Ways to Teach and Learn. Abingdon: Routledge.

Sharples, Mike; Aristeidou, Maria; Herodotou, Christothea; McLeod, Kevin and Scanlon, Eileen (2019). Inquiry learning at scale: pedagogy-informed design of a platform for citizen inquiry. In: Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale - L@S '19, ACM Press, New York, NY, USA, article no. 29.

Sharples, Mike and Ferguson, Rebecca (2019). Pedagogy-informed design of conversational learning at scale. In: CEUR Workshop Proceedings, 2437, article no. 2.

Sie, Rory L. L.; Delahunty, Janine; Bell, Kenton; Percy, Alisa; Rienties, Bart; Cao, Trinh and de Laat, Maarten (2019). Artificial Intelligence to Enhance Learning Design in UOW Online, a Unified Approach to Fully Online Learning. In: 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), IEEE, pp. 761–767.

Srisontisuk, Pinsuda (2019). [Book Review] Understanding digital technologies and young children: an international perspective, edited by Susanne Garvis and Narelle Lemon. Open Learning: The Journal of Open, Distance and e-Learning, 34(2) pp. 211–216.

Tempelaar, Dirk; Nguyen, Quan and Rienties, Bart (2019). Learning Feedback Based on Dispositional Learning Analytics. In: Virvou, Maria; Alepis, Efthimios; Tsihrintzis, George A. and Jain, Lakhmi C. eds. Machine Learning Paradigms: Advances in Learning Analytics. Intelligent Systems Reference Library, 158. Cham: Springer, pp. 69–89.

Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2019). Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. In: Proceedings of the 11th International Conference on Computer Supported Education - Volume 2: CSEDU (Lane, H.; Zvacek, Susan and Uhomoibhi, James eds.), SCITEPRESS - Science and Technology Publications, 2 pp. 38–47.

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Ullmann, Thomas (2019). Reflective writing analytics - Validating machine learning approaches. In: CALRG Annual Conference 2019, 17-18 Jun 2019, The Open University, Milton Keynes.

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Ullmann, Thomas Daniel; De Liddo, Anna and Bachler, Michelle (2019). A Visualisation Dashboard for Contested Collective Intelligence. Learning Analytics to Improve Sensemaking of Group Discussion. RIED: Revista Iboeroamericana de Educación a Distancia (The Ibero-American Journal of Digital Education), 22(1) pp. 41–80.

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Adams, Anne; Clough, Gill and FitzGerald, Elizabeth (2018). Police Knowledge Exchange: Summary Report. The Open University, UK.

Adams, Anne; Clough, Gill and FitzGerald, Elizabeth (2018). Police Knowledge Exchange: Full Report 2018. The Open University, UK.

Alain, George; Coughlan, Tim; Adams, Anne and Yanacopulos, Helen (2018). A Process for Co-Designing Educational Technology Systems for Refugee Children. In: British HCI 2018, 4-6 Jul 2018, Belfast, Northern Ireland, UK.

Alain, George; Coughlan, Tim; Adams, Anne and Yanacopulos, Helen (2018). Qualitative Data Analysis Challenges in Co-Designing Educational Technology Systems for Refugee Children. In: British HCI 2018, Workshop Title: Qualitative Data Research in HCI, 3 Jul 2018, Belfast.

Apostol, Ileana; Antoniadis, Panayotis and Gaved, Mark (2018). D3.13 MAZI as an experiment in interdisciplinarity: the outcome of a self-reflection exercise (version 3). The MAZI Consortium.

Aristeidou, Maria and Herodotou, Christothea (2018). Tomorrow’s World nQuire: young people’s requirements for engaging with inquiry-led, civic engagement technologies. In: Proceedings of 17th World Conference on Mobile and Contextual Learning (mLearn 2018) (Parsons, D; Power, R; Palalas, A; Hambrock, H and MacCallum, K eds.), LearnTechLib, pp. 51–53.

Baume, David and Scanlon, Eileen (2018). What the research says about how and why learning happens. In: Luckin, Rosemary ed. Enhancing Learning and Teaching with Technology: what the research says. London: UCL IOE Publishing.

Baume, David and Scanlon, Eileen (2018). A contemporary digital capabilities framework. In: Luckin, Rosemary ed. Enhancing Learning and Teaching with Technology: what the research says. London: UCL IOE Publishing.

Beavers, Sian and Jayemanne, Darshana (2018). ToDIGRA Diversity Workshop Special Issue: Introduction. Transactions of the Digital Games Research Association, 4(1) ix-xv.

Bektik, Duygu (2018). XIPIt: Updating the XIP Dashboard to Support Educators in Essay Marking at Higher Education. In: L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale, ACM, New York, article no. 38.

Bossu, Carina; Brown, Natalie and Warren, Vanessa (2018). Professional and Support Staff in Higher Education: An Introduction. In: Bossu, Carina and Brown, Natalie eds. Professional and Support Staff in Higher Education. University Development and Administration. Singapore: Springer, Singapore, pp. 1–8.

Bossu, Carina; Brown, Natalie and Warren, Vanessa (2018). Career Progression and Development of Professional Staff in Higher Education. In: Bossu, Carina and Brown, Natalie eds. Professional and Support Staff in Higher Education. University Development and Administration. Singapore: Springer, Singapore, pp. 347–356.

Bossu, Carina; Brown, Natalie and Warren, Vanessa (2018). Future Considerations for Professional and Support Staff in Higher Education. In: Bossu, Carina and Brown, Natalie eds. Professional and Support Staff in Higher Education. University Development and Administration. Singapore: Springer Nature Singapore Pte Ltd., pp. 455–462.

Bossu, Carina and Meier, Marineli (2018). Exploring Initiatives for Open Educational Practices at an Australian and a Brazilian University. Journal of Interactive Media in Education, 2018(1), article no. 16.

Bossu, Carina and Stagg, Adrian (2018). The potential role of Open Educational Practice Policy in transforming Australian Higher Education. Open Praxis, 10(2) pp. 145–157.

Brown, Natalie; Bossu, Carina and Denman, Brian (2018). Responding to a Changing Higher Education Sector: The Role of Professional and Support Staff. In: Bossu, Carina and Brown, Natalie eds. Professional and Support Staff in Higher Education. University Development and Administration. Singapore: Springer, Singapore, pp. 129–138.

Carr, Jessica (2018). How do People with Learning Disabilities Understand Citizen Inquiry? MRes thesis The Open University.

Charitonos, Koula; Anastopoulou, Stamatina and Kukulska-Hulme, Agnes (2018). The evaluation of Refugee Action's 'Frontline Immigration Advice Project'. Deliverable 2. The Open University.

Charitonos, Koula; Anastopoulou, Stamatina; Kukulska-Hulme, Agnes and Albuerne, Carolina (2018). Evaluating the Frontline Immigration Advice Project. In: CALRG 2018 Conference Proceedings, The Open University, Milton Keynes p. 24.

Charitonos, Koula and Littlejohn, Allison (2018). Learning in uncertain situations: an examination of tensions within a large-scale transformation programme in a HE institution. In: 9th International conference of the EARLI SIG 14 Learning and Professional Development: Interaction, learning and professional development, 12-14 Sep 2018, University of Geneva, Switzerland.

Charitonos, Koula; Littlejohn, Allison; Seal, Timothy and Kaatrakoski, Heli (2018). Ways of Working and Learning in AMR surveillance systems in LMICs: Findings from the scoping phase. The Open University.

Chaudhari, Vasudha and Littlejohn, Allison (2018). Conducting Quantitative Ethnography in the Finance Sector. CISI Review, 2018, Q1, Chartered Institute for Securities and Investments.

Chua, Shi-Min (2018). Why did Nobody Reply to Me? A Keyword Analysis of Initiating Posts and Lone Posts in Massive Open Online Courses (MOOCs) Discussions. In: the 6th Conference on Computer-Mediated Communication (CMC) and Social Media Corpora (Vandekerckhove, Reinhild; Fišer, Darja and Hilte, Lisa eds.), pp. 21–26.

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Dawadi, Saraswati (2018). The Impact of the School Leaving Certificate Examination on English Language Teaching and Student Motivation to Learn English. In: Hayes, David ed. English Language Teaching in Nepal: Research, Reflection and Practice. British Council, pp. 133–164.

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de los Arcos, Beatriz; Faems, Bram; Comas-Quinn, Anna and Pulker, Hélène (2018). Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository. European Journal of Open, Distance and e-Learning, 20(1) pp. 126–137.

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du Boulay, Ben; Poulovasillis, Alexandra; Holmes, Wayne and Mavrikis, Manolis (2018). Artificial Intelligence And Big Data Technologies To Close The Achievement Gap. In: Luckin, Rose ed. Enhancing Learning and Teaching with Technology. London: UCL Institute of Education Press, pp. 256–285.

Edwards, C.; Whitelock, D.; Okada, A. and Holmes, W. (2018). Trust in online authentication tools for online assessment in both formal and informal contexts. In: ICERI2018 Proceedings (Gómez Chova, L.; López Martínez, A. and Candel Torres, I. eds.), 12-14 Nov 2018, Seville, Spain, IATED Academy, pp. 3754–3762.

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Ellis, Elizabeth; Gallagher, Alice and Peasgood, Alice (2018). A Survey of the Learning Behaviour of Open University students. The Open University.

Farley, Helen and Pike, Anne (2018). Research on the Inside: Overcoming Obstacles to Completing a Postgraduate Degree in Prison. In: Padró, Fernando F.; Erwee, Ronel; Harmes, Meredith; Harmes, Marcus and Danaher, Patrick Alan eds. Postgraduate Education in Higher Education. University Development and Administration. Singapore: Springer, pp. 1–24.

Farrow, Robert (2018). MOOC and the workplace: key support elements in digital lifelong learning. In: International Entrepreneurship as the Bridge between International Economics and International Business: Conference Proceedings of the 9th ENTRE Conference – 5th AIB-CEE Chapter Annual Conference, International Entrepreneurship | Przedsiębiorczość Międzynarodowa, Cracow University of Economics, Kraków, pp. 139–150.

Ferguson, Rebecca; Herodotou, Christothea; Coughlan, Tim; Scanlon, Eileen and Sharples, Mike (2018). MOOC development: priority areas. In: Luckin, Rosemary ed. Enhancing Learning and Teaching with Technology: What the Research Says. London: UCL IOE Press.

FitzGerald, Elizabeth; Jones, Ann; Kucirkova, Natalia and Scanlon, Eileen (2018). A literature synthesis of personalised technology-enhanced learning: what works and why. Research in Learning Technology, 26, article no. 2095.

FitzGerald, Elizabeth; Kucirkova, Natalia; Jones, Ann; Cross, Simon; Ferguson, Rebecca; Herodotou, Christothea; Hillaire, Garron and Scanlon, Eileen (2018). Dimensions of personalisation in technology-enhanced learning: a framework and implications for design. British Journal of Educational Technology, 49(1) pp. 165–181.

Foster, Stephen (2018). To What Extent do the Different Styles of Immediate Formative Feedback Provided By OpenEssayist Help Students when Drafting Essays? MRes thesis The Open University.

Fransman, Jude (2018). Charting a course to an emerging field of ‘research engagement studies’: A conceptual metasynthesis. Research for All, 2(2) pp. 185–229.

Fransman, Jude (2018). (Re)assembling Community: The Ontological Politics of Academic and Community-based Research in/on/with/by a Migrant Community in London. Sociological Methods and Research, 47(3) pp. 549–573.

Fransman, Jude; Hall, Budd; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate and Tandon, Rajesh (2018). Promoting fair and equitable research partnerships to respond to global challenges. Rethinking Research Collaborative.

Gaved, Mark; Peasgood, Alice and Kukulska-Hulme, Agnes (2018). Learning when out and about. In: Luckin, Rose ed. Enhancing Learning and Teaching with Technology: What the research says. London: UCL Institute of Education Press, pp. 76–80.

Gaved, Mark; Stevens, James and Davies, Gareth (2018). MAZI deliverable report D2.6 Design, progress and evaluation of the Deptford Creeknet pilot (version 3). The MAZI Consortium.

Gaved, Mark; Stevens, James; Davies, Gareth and Clayton, Paul (2018). MAZI Deliverable Report D2.5: – Design, progress and evaluation of the Deptford CreekNet pilot (version 2). The MAZI Consortium.

Guest, William; Wild, Fridolin; Vovk, Alla; Lefrere, Paul; Klemke, Roland; Fominykh, Mikhail and Kuula, Timo (2018). A Technology Acceptance Model for Augmented Reality and Wearable Technologies. Journal of Universal Computer Science, 24(2) pp. 192–219.

Harris, Alma; Jones, Michelle; Ismail, Nashwa; Adams, Donnie and Sumintono, Bambang (2018). Leading Turnaround and Improvement in Low-Performing Schools in Malaysia and Indonesia. In: Coby, Meyers and Marlene, Darwin eds. International Perspectives on Leading Low-Performing Schools. Contemporary Perspectives on School Turnaround and Reform. Information Age Publishing, 267 -287.

Havemann, Leo (2018). Open to all? We need to be more critical - and more connected. Association for Learning Technology, Chesterton.

Havemann, Leo; Charles, Elizabeth; Sherman, Sarah; Rodgers, Scott and Barros, Joana (2018). From under the radar to under review: digital learning in a 'face-to-face university'. In: ALT-C 2018: 25th Annual Conference, 11-13 Sep 2018, Manchester. (Unpublished)

Havemann, Leo and Marsh, J. Dawn (2018). On the map: towards a multidimensional understanding of Open Educational Practices. In: OER18: Open to All - 9th annual conference for Open Education research, practice and policy, 18-19 Apr 2018, Bristol, UK, Association for Learning Technology.

Havemann, Leo and Marsh, J.D. (2018). Putting Open Educational Practices on the map. In: SOTEL Symposium 2018, 15-16 Feb 2018, Auckland, New Zealand. (Unpublished)

Herman, Clem and Kirkup, Gill (2018). Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning. In: Aneja, Anu ed. Gender and Distance Education: Indian and International Contexts. Routledge India, pp. 10–29.

Herodotou, Christothea (2018). Mobile games and science learning: A comparative study of 4 and 5 years old playing the game Angry Birds. British Journal of Educational Technology, 49(1) pp. 6–16.

Herodotou, Christothea (2018). Empowering citizens to participate in scientific endeavours: Tools and approaches from the Citizen Inquiry group. In: European Citizen Science Association (ECSA) Conference, 3-5 Jun 2018, Geneva, Switzerland.

Herodotou, Christothea (2018). Young children learning with mobile devices: Research on design and implementation. In: AERA Annual Conference 2018, 13-17 Apr 2018, New York.

Herodotou, Christothea (2018). Young children and tablets: A systematic review of effects on learning and development. Journal of Computer Assisted Learning, 34(1) pp. 1–9.

Herodotou, Christothea (2018). Citizen science and informal learning: A brief commentary. In: Luckin, Rosemary ed. Enhancing Learning and Teaching with Technology: What the Research Says. London: UCL Institute of Education Press.

Herodotou, Christothea; Aristeidou, M.; Scanlon, E. and Kelley, S. (2018). Best Practice in Teaching with the Virtual Microscope: A Comparative Study of Blended and Online Learning. In: 7th eSTEeM Annual Conference, 25-26 Apr 2018, The Open University, Milton Keynes, UK.

Herodotou, Christothea; Aristeidou, Maria; Sharples, Mike and Scanlon, Eileen (2018). Designing citizen science tools for learning: lessons learnt from the iterative development of nQuire. Research and Practice in Technology Enhanced Learning, 13(4)

Hills, Laura; Clarke, Anactoria; Hughes, Jonathan; Butcher, John; Shelton, Isobel and McPherson, Elaine (2018). Chinese whispers? Investigating the consistency of the language of assessment between a distance education institution, its tutors and students. Open Learning: The Journal of Open, Distance and e-Learning, 33(3) pp. 238–349.

Holliman, Richard; Davies, Gareth; Ford, Diane; Russell, Mark; Steed, Anthony; Brown, Helen; Pearson, Victoria; Collins, Trevor; Stutchbury, Kris; Squires, Andrew; Scanlon, Eileen; Whitelegg, Liz; Ansine, Janice; Braithwaite, N St.J; Swithenby, Stephen; Dommett, Ellie; Sumner, Janet; Lee, Clare; Kendall, Joe; Green, Penny; Sharp, Damien; Bullivant, Mike; Devine, Peter and Hawthorne, Val (2018). Engaging Opportunities: Connecting young people with contemporary research and researchers. The Open University and the Denbigh Teaching School Alliance, Milton Keynes.

Holmes, Wayne (2018). Digital games-based learning. Time to adoption: two to three years? In: Sheehy, Kieron and Holliman, Andrew eds. Education and New Technologies: Perils and Promises for Learners. Routledge, pp. 196–212.

Holmes, Wayne; Anastopoulou, Stamatina; Schaumburg, Heike and Mavrikis, Manolis (2018). Technology-enhanced Personalised Learning: Untangling the Evidence. Robert Bosch Stiftung GmbH, Stuttgart.

Holmes, Wayne; Bektik, Duygu; Whitelock, Denise and Woolf, Beverly (2018). Ethics in AIED: Who cares? In: 19th International Conference on Artificial Intelligence in Education (AIED'18), 27-30 Jun 2018, London.

Hood, Nina and Littlejohn, Allison (2018). Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon. International Review of Research in Open and Distributed Learning, 19(5) pp. 203–217.

Hood, Nina and Littlejohn, Allison (2018). Disruptive democratisers? The complexities and incongruities of scale, diversity and personalisation in MOOCs. In: Ossiannilsson, Ebba ed. Ubiquitous Inclusive Learning in a Digital Era. IGI Global, pp. 1–28.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2018). Open Education while discussing accessibility with MOOC providers and learners. In: OER18: Open to All, 18-19 Apr, Bristol.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2018). Widening disabled learners’ participation to HE through the use of MOOCs. In: Widening Participation Conference: Is widening participation to higher education enough?, 26-28 Apr 2018, Milton Keynes, pp. 31–34.

Iniesto, Francisco and Rodrigo, Covadonga (2018). YourMOOC4all: a MOOCs inclusive design and useful feedback research project. In: Learning with MOOCS 2018: MOOCs for All – A Social and International Approach, 26-28 Sep 2018, Madrid.

Ismail, Nashwa and Chansawang, Rochaporn (2018). Promoting agritourism through connecting young farmers using mobile technology in Thailand. In: 2018 Newton Inclusive Innovation for Enhanced Local Experience in Tourism, 28-31 Aug 2018, Phukt, Thailand.

Ismail, Nashwa; Kinchin, Gary and Edwards, Julie-Ann (2018). Pilot Study, Does It Really Matter? Learning Lessons from Conducting a Pilot Study for a Qualitative PhD Thesis. International Journal of Social Science Research, 6(1) pp. 1–17.

Ismail, Nashwa and Mathew, Tyler-Jones (2018). Games-Based Online Course Design: Prototype of Gamification for Online Tutors. In: 12th European Conference on Games Based Learning (ECGBL18), 4-5 Oct 2018, Sophia Antipolis, France.

Jones, Ann; Kukulska-Hulme, Agnes; Norris, Lucy; Gaved, Mark; Scanlon, Eileen; Jones, Jan and Brasher, Andrew (2018). Supporting immigrant language learning on smartphones: A field trial. Studies in the Education of Adults, 49(2) pp. 228–252.

Jones, Ann; Scanlon, Eileen and Charitonos, Koula (2018). Learning across locations and settings. In: Luckin, Rosemary ed. Enhancing Learning and Teaching with Technology: What the Research Says. UCL IOE Press.

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Jordan, Katy (2018). Networked selves and networked publics in academia: Exploring academic online identity through sharing on social media platforms. In: Society for Research in Higher Education Annual Conference 2018, 5-7 Dec 2018, Newport, Wales.

Jordan, Katy and Howe, Christine (2018). The perceived benefits and problems associated with teaching activities undertaken by doctoral students. Teaching in Higher Education, 23(4) pp. 504–521.

Jordan, Katy and Weller, Martin (2018). Communication, collaboration and identity: factor analysis of academics’ perceptions of online networking. Research in Learning Technology, 26, article no. 2013.

Jordan, Katy and Weller, Martin (2018). Academics and Social Networking Sites: Benefits, Problems and Tensions in Professional Engagement with Online Networking. Journal of Interactive Media in Education, 2018(1), article no. 1.

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2015To Top

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