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2021To Top

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).

2020To Top

Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. (2020). Mixed Methods Approaches to Social Network Analysis. London: Routledge (In Press).

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.

Alrashidi, Huda; Ullmann, Thomas and Joy, Mike (2020). An empirical evaluation of a Reflective Writing Framework (RWF) for Reflective Writing in Computer Science Education. In: IEEE Frontiers in Education Conference (FIE), 21-24 Oct 2020, Uppsala, Sweden.

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 (Early Access).

Atenas, Javiera; Havemann, Leo; Neumann, Jan and Stefanelli, Cristina (2020). Open Education Policies: Guidelines for co-creation. London: Open Education Policy Lab.

Atenas, Javiera; Havemann, Leo and Timmermann, Cristian (2020). Critical literacies for a datafied society: academic development and curriculum design in higher education. Research in Learning Technology, 28, article no. 2468.

Baker, Sally; Jack, Victoria; Moser-Mercer, Barbara; Charitonos, Koula and Fox, Alison (2020). Ethics-in-practice in fragile contexts: The value of the CERD ethical appraisal framework. BERA.

Beavers, Sian M. (2020). The Informal Learning of History with Digital Games. PhD thesis The Open University.

Beavers, Sian M. (2020). The Representation of Women in 'Ryse: Son of Rome'. In: Rollinger, Christian ed. Classical Antiquity in Video Games: Playing with the Ancient World. Imagines. London: Bloomsbury.

Berendt, Betina; Littlejohn, Allison and Blakemore, Mike (2020). AI in Education: learner choice and fundamental rights. Learning, Media and Technology (Early access).

Berry, Leon; Rienties, Bart; Littlejohn, Allison and Sastry, Venkat (2020). A quasi-experimental study to explore the impact of PAR on becoming an Agile Warrior. Military Psychology (Early Access).

Bossu, Carina and Heck, Tamara (2020). [Editorial] Special Issue: Engaging with Open Science in Learning and Teaching. Education for Information, 36(3) pp. 211–225.

Boyd, Lesley (2020). Using learning networks to drive module improvements in the Open University: a personal and professional journey. The Open University.

Charitonos, Koula; Albuerne-Rodriguez, Carolina; Witthaus, Gabi and Bossu, Carina (2020). Advancing Social Justice for Asylum Seekers and Refugees in the UK: an Open Education approach to strengthening capacity through Refugee Action’s Frontline Immigration Advice Project. Journal of Interactive Media in Education (In Press).

Chaudhari, Vasudha; Murphy, Vicky and Littlejohn, Allison (2020). The Educational Intelligent Economy – Lifelong Learning – A vision for the future. In: Jules, Tavis D. and Salajan, Florin D. eds. The Educational Intelligent Economy: Artificial Intelligence, Machine Learning and the Internet of Things in Education. International Perspectives on Education and Society (In Press), 38. Emerald, pp. 109–126.

Chua, Shi-Min (2020). Starting a conversation in an online discussion: How do I write to get a reply from others? The Open University.

Clough, Gill and Adams, Anne (2020). Evidence Cafes: Overcoming conflicting motivations and timings. Research for All, 4(2) (In Press).

Cogliati, Simone; Sherlock, Sarah; Halton, Alison; Ebinghaus, Alena; Kelley, Simon; Jolley, David and Barry, Tiffany (2020). Expanding the toolbox for dating basaltic lava sequences: 40Ar–39Ar dating of silicic volcanic glass from interbeds. Journal of the Geological Society (Early access).

Cross, Simon; Adinolfi, Lina; Charania, Amina; Ramchand, Mythili; Wolfenden, Freda; Sen, Sohini; Paltiwale, Sumegh; Balli, Omkar and Chatterjee, Ananya (2020). Digital Badges for Teacher Professional Development in India: Interim Project Report. The Open University & Tata Institute of Social Sciences.

de Jong, Peter; Pickering, James; Swinerton, Bronwen; Hendriks, Renée; Goshtasbpour, Fereshte and Reinders, Marlies (2020). Twelve tips for integrating massive open online course content into classroom teaching. Medical Teacher, 42(4) pp. 393–397.

de Waard, Inge and Kukulska-Hulme, Agnes (2020). A conceptual framework for learners self-directing their learning in MOOCs: components, enablers and inhibitors. In: Yu, Shengquan; Ally, Mohamed and Tsinakos, Avgoustos eds. Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence. Singapore: Springer, pp. 377–397.

Douglas, Heather E.; Rubin, Mark; Seevak, Jill; Southgate, Erica; Macqueen, Suzanne and Richardson, John T. E. (2020). Older women, deeper learning: Age and gender interact to predict learning approach and academic achievement at university. Frontiers in Education: Educational Psychology, 5, article no. 158.

Edwards, Chris and Gaved, Mark (2020). Understanding student experience: a pathways model. In: L@S '20: Proceedings of the Seventh ACM Conference on Learning @ Scale, 12-14 Aug 2020, Virtual event, USA, pp. 265–268.

Edwards, Chris and Gaved, Mark (2020). The student study experience – analysing student study choices. In: 29th EDEN (European Distance Education Network) Annual Conference 2020 - Human and Artificial Intelligence for the Society of the Future, 21-24 Jun 2020, Politehnica University, Timisoara, Romania.

Farrow, Robert; Iniesto, Francisco; Weller, Martin and Pitt, Rebecca (2020). GO-GN Research Methods Handbook. Milton Keynes: Global OER Gradate Network.

Ferguson, Rebecca; Childs, Mark; Okada, Alexandra; Sheehy, Kieron; Tatlow-Golden, Mimi and Peachey, Anna (2020). Creating a Framework of fun and Learning: Using Balloons to Build Consensus. In: 14th European Conference on Games Based Learning - ECGBL 2020, 23-25 Sep 2020, Brighton (held virtually due to COVID).

FitzGerald, Elizabeth (2020). The promises and pitfalls of personalised eLearning. In: Proceedings of The 11th International Conference on eLearning (eLearning-2020), 24-25 Sep 2020, Belgrade, Serbia, Belgrade Metropolitan University.

Fox, Alison; Charitonos, Koula; Baker, Sally; Moser-Mercer, Barbara and Jack, Victoria (2020). Ethics-in-practice in fragile contexts: research in education for displaced persons, refugees and asylum seekers. British Educational Research Journal (Early access).

Fransman, Jude; Hall, Budd; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate and Tandon, Rajesh (2020). Beyond Partnerships: Embracing Complexity to Understand and Improve Research Collaboration for Global Development. Canadian Journal of Development Studies / Revue canadienne d'études du développement (In press).

Gaved, Mark; Hanson, Rachel and Stutchbury, Kris (2020). Mobile offline networked learning for teacher Continuing Professional Development in Zambia. In: Proceedings of mLearn2020: the 19th World Conference on Mobile, Blended and Seamless Learning.

Goshtasbpour, Fereshte; Swinerton, Bronwen and Morris, Neil Peter (2020). Look who’s talking: Exploring instructors’ contributions to Massive Open Online Courses. British Journal of Educational Technology, 51(1) pp. 228–244.

Gregson, Jon; Pitt, Rebecca and Seal, Timothy (2020). TIDE Digital Strategy Report. Transformation by Innovation in Distance Education (TIDE), Milton Keynes.

Greyling, Linda; Huntley, Belinda; Reedy, Katharine and Rogaten, Jekaterina (2020). Improving distance learning mathematics modules in South Africa: a learning design perspective. South African Journal of Higher Education, 34(3) pp. 89–111.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Expressivity of Creativity and Creative Design Considerations in Digital Games. Computers in Human Behavior, 105, article no. 106206.

Hauck, Mirjam; Müller-Hartmann, Andreas; Rienties, Bart and Rogaten, Jekaterina (2020). Approaches to researching digital-pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3(SI) pp. 5–35.

Havemann, Leo (2020). Open in the Evening: Openings and Closures in an Ecology of Practices. In: Conrad, Dianne and Prinsloo, Paul eds. Open(ing) Education: Theory and Practice. Leiden, Netherlands: Brill Sense, pp. 329–344.

Herodotou, Christothea; Aristeidou, Maria; Miller, Grant; Ballard, Heidi and Robinson, Lucy (2020). What Do We Know about Young Volunteers? An Exploratory Study of Participation in Zooniverse. Citizen Science: Theory and Practice, 5(1), article no. 2.

Herodotou, Christothea; Boroowa, Avinash; Hlosta, Martin and Rienties, Bart (2020). What do distance learning students seek from student analytics? In: International Conference on Learning Sciences, 19-23 Jun 2020, Nashville, TN, USA.

Herodotou, Christothea and Gillespie, Anna (2020). Explore: Marking and Feedback (Phase 1) (Final report). Open University.

Herodotou, Christothea; Naydenova, Galina; Boroowa, Avinash; Gilmour, Alison and Rienties, Bart (2020). How Can Predictive Learning Analytics and Motivational Interventions Increase Student Retention and Enhance Administrative Support in Distance Education? Journal of Learning Analytics, 7(2) pp. 72–83.

Herodotou, Christothea; Papathoma, Tina; Davies, Gareth; Gaved, Mark and Scanlon, Eileen (2020). Interdisciplinary research in technology-enhanced learning: Strategies for effective working. In: International Conference of the Learning Sciences (ICLS 2020), 19-23 Jun 2020, Nashville, TN, USA.

Herodotou, Christothea; Rienties, Bart; Hlosta, Martin; Boroowa, Avinash; Mangafa, Chrysoula and Zdrahal, Zdenek (2020). The scalable implementation of predictive learning analytics at a distance learning university: Insights from a longitudinal case study. Internet and Higher Education (In Press).

Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen (2020). Can technology empower the public to think scientifically? The case of nQuire. In: International Conference of the Learning Sciences (ICLS 2020), 19-23 Jun 2020, Nashville, TN, USA.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Students’ experiences of anxiety in an assessed, online, collaborative project. Computers and Education, 143, article no. 103675.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Tutors’ understanding of students’ emotional experiences in assessed, online, collaborative activities. In: CALRG Annual Conference 2020, 15-17 Jun 2020, Milton Keynes, UK.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). The impact of emotions on student participation in an assessed, online, collaborative activity. In: European Distance and E-Learning Network (EDEN) Proceedings, European Distance and E-Learning Network, pp. 143–152.

Hilliard, Jake; Wong, Patrick; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Using real time student feedback as an emotion awareness and regulation tool in an assessed, online, collaborative project. In: The 9th eSTEeM Annual Conference, 29-30 Apr 2020, Milton Keynes, England.

Hlosta, Martin; Papathoma, Tina and Herodotou, Christothea (2020). Explaining Errors in Predictions of At-Risk Students in Distance Learning Education. In: Artificial Intelligence in Education, Lecture Notes in Computer Science (LNCS), Springer, pp. 119–123.

Hlosta, Martin; Zdrahal, Zdenek; Bayer, Vaclav and Herodotou, Christothea (2020). Why Predictions of At-Risk Students Are Not 100% Accurate? Showing Patterns in False Positive and False Negative Predictions. In: Proceedings of the 10th International Conference on Learning Analytics and Knowledge (LAK20), 23-27 Mar 2020, Frankfurt am Main, Germany.

Iniesto, Francisco (2020). [Book Review] Open education: from OERs to MOOCs, edited by Mohamed Jemni and Mohamed Koutheair Khribi, Springer, 2016. Open Learning: The Journal of Open, Distance and e-Learning (Early Access).

Iniesto, Francisco (2020). An Investigation Into The Accessibility Of Massive Open Online Courses (MOOCs). PhD thesis The Open University.

Iniesto, Francisco; Coughlan, Tim; Lister, Kate and Holmes, Wayne (2020). Designing an Assistant for the Disclosure and Management of Information about Needs and Support: the ADMINS project. In: 22nd International ACM SIGACCESS Conference on Computers and Accessibility, 26-28 Oct 2020, Athens, Greece (Online).

Ismail, Nashwa; Harris, Alma; Jones, Michelle; Evans, Ceryn and Knight, Cathryn (2020). An International Review of Incentives into Teacher Education: Implications for Policy and Practice. In: 33rd International Congress for School Effectiveness and Improvement, 6-10 Jan 2020, Marrakesh, Morocco, (In Press).

Jesionkowska, Joanna; Wild, Fridolin and Deval, Yann (2020). Active Learning Augmented Reality for STEAM Education—A Case Study. Education Sciences, 10(8), article no. 198.

Korir, Maureen; Mittelmeier, Jenna and Rienties, Bart (2020). Is Mixed Methods Social Network Analysis Ethical? In: Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. Mixed Methods Approaches to Social Network Analysis. Routledge (In Press).

Koseoglu, Suzan; Bozkurt, Aras and Havemann, Leo (2020). Critical Questions for Open Educational Practices. Distance Education, 41(2) pp. 153–155.

Koseoglu, Suzan; Bozkurt, Aras and Havemann, Leo (2020). Critical Questions for Open Educational Practices. Distance Education, 41(2) pp. 153–155.

Kukulska-Hulme, Agnes (2020). Mobile and Personal Learning for Newcomers to a City. Electronic Journal of Foreign Language Teaching, 17(1) pp. 93–103.

Kukulska-Hulme, Agnes; Beirne, Elaine; Conole, Gráinne; Costello, Eamon; Coughlan, Tim; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; Herodotou, Christothea; Holmes, Wayne; Mac Lochlainn, Conchur; Nic Giolla Mhichíl, Mairéad; Rienties, Bart; Sargent, Julia; Scanlon, Eileen; Sharples, Mike and Whitelock, Denise (2020). Innovating Pedagogy 2020: Open University Innovation Report 8. The Open University, Milton Keynes.

Kukulska-Hulme, Agnes and Lee, Helen (2020). Mobile Collaboration for Language Learning and Cultural Learning. In: Dressman, Mark and Sadler, Randall William eds. The Handbook of Informal Language Learning. Blackwell Handbooks in Linguistics. Chichester: Wiley Blackwell, pp. 169–180.

Lister, Kate; Coughlan, Tim; Iniesto, Francisco; Freear, Nick and Devine, Peter (2020). Accessible Conversational User Interfaces: Considerations for design. In: Web for All 2020, 20-21 Apr 2020, Taipei, Taiwan.

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Disability’ or ‘Additional study needs’? Identifying students’ language preferences in disability-related communications. European Journal of Special Needs Education (Early Access).

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Learning Needs, Barriers, Differences and Study Requirements: How Students Identify as ‘disabled’ in Higher Education. Widening Participation and Lifelong Learning, 22(1) pp. 95–111.

Lynch, Shrehan and Sargent, Julia (2020). Using the meaningful physical education features as a lens to view student experiences of democratic pedagogy in higher education. Physical Education and Sport Pedagogy (Early Access).

Mcfaul, Hugh and FitzGerald, Elizabeth (2020). A realist evaluation of student use of a virtual reality smartphone application in undergraduate legal education. British Journal of Educational Technology, 51(2) pp. 572–589.

McFaul, Hugh; FitzGerald, Elizabeth; Ryan, Francine and Byrne, David (2020). A mobile app for public legal education: a case study of co-designing with students. Research in Learning Technology, 28

Mittelmeier, Jenna; Rienties, Bart; Gunter, Ashley and Raghuram, Parvati (2020). Conceptualizing Internationalization at a Distance: A "Third Category" of University Internationalization. Journal of Studies in International Education (Early Access).

Murphy, Vicky Louise (2020). Learning From Incidents And Implementing Action: Exploring Expectations And Contradictions In The Energy Sector. PhD thesis The Open University.

Murphy, Victoria; Littlejohn, Allison and Rienties, Bart C. (2020). Social network analysis and activity theory: A symbiotic relationship. In: Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. Mixed methods social network analysis: Theories and methodologies in learning and education. London, United Kingdom: Routledge, pp. 113–125.

Neumann, Michelle and Herodotou, Christothea (2020). Evaluating YouTube videos for young children. Education and Information Technologies (Early Access).

Neumann, Michelle M. and Herodotou, Christothea (2020). Young Children and YouTube: A Global Phenomenon. Childhood Education, 96(4) pp. 72–77.

Nguyen, Quan (2020). Unravelling the Temporal Process of Learning Design and Student Engagement in Distance Education using Learning Analytics. PhD thesis The Open University.

Nguyen, Quan; Rienties, Bart and Richardson, John T. E. (2020). Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting. Assessment & Evaluation in Higher Education, 45(4) pp. 594–606.

Nguyen, Quan; Rienties, Bart and Whitelock, Denise (2020). A mixed-method study into how instructors design for learning in online and distance education. Journal of Learning Analytics (In press).

Pammer-Schindler, Viktoria; Wild, Fridolin; Fominykh, Mikhail; Ley, Tobias; Perifanou, Maria; Soule, Maria Victoria; Hernández-Leo, Davinia; Kalz, Marco; Klamma, Ralf; Pedro, Luís; Santos, Carlos; Glahn, Christian; Economides, Anastasios A.; Parmaxi, Antigoni; Prasolova-Førland, Ekaterina; Gillet, Denis and Maillet, Katherine (2020). Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe. Frontiers in Education, 5, article no. 150.

Papathoma, Tina; Ferguson, Rebecca; Iniesto, Francisco; Rets, Irina; Vogiatzis, Dimitrios and Murphy, Victoria (2020). Guidance on how Learning at Scale can be made more accessible. In: Proceedings of the Seventh ACM Conference on Learning@ Scale, Aug 12-14, Georgia Tech, Atlanta, GA.

Perryman, Leigh-Anne (2020). TEL MOOC Long Term Impact Evaluation Study. Commonwealth of Learning.

Pitt, Rebecca; Jordan, Katy; de los Arcos, Beatriz; Farrow, Robert and Weller, Martin (2020). Supporting open educational practices through open textbooks. Distance Education (Early access).

Pulker, Hélène and Kukulska-Hulme, Agnes (2020). Openness re-examined: teachers' practices with open educational resources in online language teaching. Distance Education, 41(2) pp. 216–229.

Rets, Irina; Coughlan, Tim; Stickler, Ursula and Astruc, Lluïsa (2020). 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; Rienties, Bart and Lewis, Timothy (2020). Transforming pre-service teacher education through Virtual Exchange: a mixed-method analysis of perceived TPACK development. Interactive Learning Environments (Early Access).

Richardson, John T. E.; Mittelmeier, Jenna and Rienties, Bart (2020). The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update. Oxford Review of Education, 46(3) pp. 346–362.

Rienties, Bart (2020). Powers and Limitations of MMSNA: Experiences from the Field of Education. 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 (In Press).

Rienties, Bart; Køhler Simonsen, Henrik and Herodotou, Christothea (2020). Defining the boundaries between Artificial Intelligence in Education, Computer-Supported Collaborative Learning, Educational Data Mining, and Learning Analytics: a need for coherence. Frontiers in Education (Early access).

Rienties, Bart; Lewis, Timothy; O'Dowd, Robert; Rets, Irina and Rogaten, Jekaterina (2020). The Impact of Virtual Exchange on TPACK and Foreign Language Acquisition: Reviewing a Large-Scale Implementation Across 23 Virtual Exchanges. Computer Assisted Language Learning (Early access).

Rodrigo, Covadonga; Iniesto, Francisco and García-Serrano, Ana (2020). Reflections on Instructional Design Guidelines from the MOOCification of Distance Education: A Case Study of a Course on Design for All. In: Mendoza-González, Ricardo; Huizilopoztli, Luna-García and Alfredo, Mendoza-González eds. UXD and UCD Approaches for Accessible Education. Advances in Educational Technologies and Instructional Design. Hershey PA, USA: IGI Global, pp. 21–37.

Rogaten, Jekaterina; Clow, Doug; Edwards, Chris; Gaved, Mark and Rienties, Bart (2020). Are Assessment Practices Well Aligned Over Time? A Big Data Exploration. In: Bearman, M; Dawson, P; Ajjawi, R.; Tai, J. and Boud, D. eds. Re-imagining University Assessment in a Digital World. The Enabling Power of Assessment, 7. Cham: Springer, pp. 147–164.

Rogaten, Jekaterina and Rienties, Bart (2020). A critical review of learning gains on its methods and approaches. In: Hughes, Christina and Tight, Malcolm eds. International Perspectives on Higher Education Research. Emerald, (In Press).

Sanzgiri, Janesh (2020). MOOCs for Development? A Study of Indian Learners and their Experiences in Massive Open Online Courses. PhD thesis The Open University.

Sargent, Julia (2020). [Book Review] Debates in physical education. Curriculum Studies in Health and Physical Education (Early access).

Sargent, Julia and Casey, Ashley (2020). Flipped Learning, Pedagogy and Digital Technology: Establishing Consistent Practice to Optimise Lesson Time. European Physical Education Review, 26(1) pp. 70–84.

Sargent, Julia and Casey, Ashley (2020). Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology. Sport, Education and Society (Early Access).

Sargent, Julia and Casey, Ashley (2020). Using digital technologies to enhance your teaching of physical education. In: Capel, Susan; Cliff, Joanne and Lawrence, Julia eds. A practical guide to teaching physical education in the secondary school, Volume 3rd ed. London: Routledge (In Press).

Scanlon, Eileen; Herodotou, Christothea; Sharples, Mike and McLeod, Kevin (2020). nQuire: citizens acting as scientists in massive open online learning. In: L@S '20: Proceedings of the Seventh ACM Conference on Learning @ Scale, 12-14 Aug 2020, Virtual event, USA, ACM, pp. 257–260.

Scanlon, Eileen and Papathoma, Tina (2020). Citizen science as interdisciplinary working. In: Networked Learning Conference, 2020, 18-20 May 2020, Kolding, Denmark.

Seale, Jane; Coughlan, Tim; Colwell, Chetz; Heiman, Tali; Kaspi-Tsahor, Dana and Olenik-Shemesh, Dorit (2020). "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 (Early access).

Tempelaar, D.; Rienties, Bart and Nguyen, Quan (2020). Individual differences in the preference for worked examples: lessons from an application of dispositional learning analytics. Applied Cognitive Psychology (Early access).

Tempelaar, Dirk; Nguyen, Quan and Rienties, Bart (2020). Learning Analytics and the Measurement of Learning Engagement. In: Ifenthaler, Dirk and Gibson, David eds. Adoption of Data Analytics in Higher Education Learning and Teaching. Advances in Analytics for Learning and Teaching. Cham: Springer, pp. 159–176.

Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2020). Subjective data, objective data and the role of bias in predictive modelling: Lessons from a dispositional learning analytics application. PLoS ONE, 15(6), article no. e0233977.

Thomas, Laura; Rienties, Bart; Tuytens, Melissa; Devos, Geert; Kelchtermans, Geert and Vanderlinde, Ruben (2020). Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes. Research Papers in Education (Early Access).

Toetenel, L. and Rienties, B. (2020). The virtuous circle of learning design and learning analytics to develop student centred online education. In: Klemencic, M and Hoidn, S. eds. Routledge Handbook on Student-Centred Learning in Higher Education. Routledge, (In Press).

Tur, Gemma; Havemann, Leo; Marsh, J. Dawn; Keefer, Jeffrey M. and Nascimbeni, Fabio (2020). Becoming an open educator: towards an open threshold framework. Research in Learning Technology, 28

Tur, Gemma; Marin, Victoria; Havemann, Leo; Nascimbeni, Fabio and Marsh, J. Dawn (2020). Openness in Teachers’ Digital Competence Frameworks: Looking for the Open Educator. In: OER20: The care in openness, 1-2 Apr 2020, Online.

Weller, Martin (2020). 25 Years of Ed Tech. Canada: Athabasca University Press.

Weller, Martin (2020). Open and Free Access to Education for All. In: Burgos, D ed. Radical Solutions and Open Science. Lecture Notes in Educational Technology.. Singapore: Springer, pp. 1–15.

Whitelock, Denise; Edwards, Chris and Okada, Alexandra (2020). Can e-Authentication Raise the Confidence of Both Students and Teachers in Qualifications Granted through the e-Assessment Process? Journal of Learning for Development - JL4D, 7(1) pp. 46–60.

Wolfenden, Freda; Adinolfi, Lina and Cross, Simon (2020). Exploring open digital badges in teacher education: a case study from India. Journal of Learning for Development - JL4D, 7(1) pp. 108–111.

Xue, Lina; Rienties, Bart; Van Petegem, Wim and Van Wieringen, Astrid (2020). Learning relations of knowledge transfer (KT) and knowledge integration (KI) of doctoral students during online interdisciplinary training: an exploratory study. Higher Education Research & Development (Early Access).

2019To Top

Farrow, Robert ed. (2019). Massive Open Online Courses for Business Learning: Key research, best practices and pathways to innovation. Pressbooks.

Adams, Anne; Hart, Jennefer; Iacovides, Ioanna; Beavers, Sian; Olivera, Manuel and Margoudi, Maria (2019). Co-created Evaluation: identifying how games support police learning. International Journal of Human-Computer Studies, 132 pp. 34–44.

Alrashidi, Huda; Joy, Mike and Ullmann, Thomas (2019). A Reflective Writing Framework for Computing Education. In: ITiCSE '19 Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, ACM, New York, NY, USA p. 295.

Atenas, Javiera and Havemann, Leo (2019). Open Data & Education. In: Davies, Tim; Rubinstein, Mor and Perini, Fernando eds. The State of Open Data. Cape Town: African Minds, (In press).

Atenas, Javiera and Havemann, Leo (2019). Open Data Sectors and Communities: Education. In: Davies, Tim; Rubinstein, Mor; Walker, Stephen B. and Perini, Fernando eds. The State of Open Data: Histories and Horizons. Cape Town and Ottawa: African Minds and International Development Research Centre, pp. 91–102.

Atenas, Javiera; Havemann, Leo; Nascimbeni, Fabio; Villar-Onrubia, Daniel and Orlic, Davor (2019). Fostering Openness in Education: Considerations for Sustainable Policy-Making. Open Praxis, 11(2) pp. 167–183.

Ballard, Heidi; Herodotou, Christothea; Lorke, Julia; Aristeidou, Maria; Robinson, Lucy; Johnson, Rebecca; Young, Alison; Higgins, Lila; Jennewein, Jessie; Miller, Annie; Pratt-Taweh, Sasha; Sanghera, Harpreet; Miller, Grant and Pauly, Greg (2019). Characterizing Youth Participation in Natural History Museum-led Citizen Science: Online and in the Field. In: Citizen Science Association, 13-17 Mar 2019, Raleigh, North Carolina.

Baroni, Alice; Dooly, Melinda; Garcés García, Pilar; Guth, Sarah; Hauck, Mirjam; Helm, Francesca; Lewis, Tim; Mueller-Hartmann, Andreas; O’Dowd, Robert; Rienties, Bart and Rogaten, Jekaterina (2019). Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment. Research-publishing.net.

Bektik, Duygu (2019). Issues and challenges for implementing writing analytics at higher education. In: Ifenthaler, Dirk; Mah, Dana-Kristin and Yau, Jane Yin-Kim eds. Utilizing Learning Analytics to Support Study Success. Springer International Publishing, pp. 143–155.

Boyd, Lesley (2019). Using Technology-Enabled Learning Networks to Drive Module Improvements in the UK Open University. Journal of Interactive Media in Education, 2019(1), article no. 16.

Buckingham Shum, Simon; Ferguson, Rebecca and Martinez-Maldonado, Roberto (2019). Human-Centred Learning Analytics. Journal of Learning Analytics, 6(2) pp. 1–9.

Charitonos, Koula (2019). Supporting laboratory professionals in low- and middle-income countries to learn about antimicrobial resistance on the job. BERA News.

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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.

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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.

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.

Rizvi, Saman; Rienties, Bart; Rogaten, Jekaterina and Kizilcec, René F. (2019). Investigating Variation in Learning Processes in a FutureLearn MOOC. Journal of Computing in Higher Education (Early Access).

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.

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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.

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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.

Slof, Bert; Mittelmeier, Jenna and Rienties, Bart (2019). Students’ perspectives on curriculum internationalisation policies in transition: Insights from a master’s degree programme in the Netherlands. Innovations in Education and Teaching International (In Press).

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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.

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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.

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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.

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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.

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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.

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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.

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2016To Top

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2015To Top

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