The Open UniversitySkip to content
 

Open Research Online
Browse by Academic Unit/School

Up a level
Export as [feed] Atom [feed] RSS 1.0 [feed] RSS 2.0 [Create Shortened URL] SURL
Group by: Published Date | Item Type | No Grouping
Number of items at this level: 2486.

Book

Brennan, John; Edmunds, Robert; Houston, Muir; Jary, David; Lebeau, Yann; Osborne, Michael and Richardson, John T. E. (2010). Improving what is learned at university: An exploration of the social and organisational diversity of university education. London, UK: Routledge.

Brennan, John; Johnston, Brenda; Little, Brenda; Shah, Tarla and Woodley, Alan (2001). The Employment of UK graduates: comparisons with Europe and Japan. Higher Education Funding Council for England.

Burt, Gordon (2003). Participation and performance. Newport Pagnell, UK: Mathematical Social Science Publishing.

Caplan, Paula J.; Crawford, Mary; Hyde, Janet Shibley and Richardson, John T. E. (1997). Gender Differences in Human Cognition. Oxford University Press.

Carter, Ruth and Kirkup, Gill (1990). Women in Engineering: A Good Place to Be? London: Macmillan Education.

Chambers, Ellie and Gregory, Marshall (2006). Teaching and Learning English Literature. Teaching and Learning the Humanities in Higher Education. London, UK: Sage Publications Ltd.

Chambers, Ellie and Northedge, Andrew (2008). The Arts Good Study Guide (2nd ed). Milton Keynes, UK: Open University Worldwide.

Creme, Phyllis and Lea, Mary (2008). Writing at University: A guide for students (3rd edition). Maidenhead, UK: Open University Press.

Creme, Phyllis and Lea, Mary R. (2003). Writing at university: a guide for students. UK: Open University Press.

Crow, Ben; Thorpe, Mary and Wield, David (1988). Survival and Change in the Third World. UK: Oxford University Press.

Farrow, Rob; Perryman, Leigh-Anne; de los Arcos, Beatriz; Weller, Martin and Pitt, Rebecca (2016). OER Hub Researcher Pack. Milton Keynes, UK: OER Hub. file

Goodfellow, Robin and Lea, Mary (2007). Challenging E-Learning in the University: a Literacies Perspective. Maidenhead & New York: McGraw Hill, Society for Research into Higher Education, Open University Press.

Jones, Ann; Kirkup, Gill and Kirkwood, Adrian (1993). Personal Computers for Distance Education. The Study of an Educational Innovation. London: Paul Chapman Publishing Ltd.

Kirkup, Gillian; Zalevski, Anna; Maruyama, Takao and Batool, Isma (2010). Women and Men in Science, Engineering and Technology: The UK Statistics Guide 2010. Bradford: Uk Resources Centre for Women In Science and Technology. file

Knight, Peter (2002). Being a teacher in Higher Education. Maidenhead, UK: Society for Research in Higher Education and the Open University Press.

Knight, Peter and Yorke, Mantz (2003). Assessment, learning and employability. Buckingham, UK: Open University Press.

Knight, Peter and Yorke, Manze (2003). Learning, curriculum and employability in Higher Education. UK: Routledge.

Knight, Peter T. (2001). Small-scale research: pragmatic enquiry in social science and the caring professions. UK: Sage Publications Ltd.

Knight, Peter T. and Trowler, Paul R. (2001). Departmental leadership in Higher Education. Buckingham, UK: Society for Research into Higher Education & Open University Press.

Kukulska-Hulme, Agnes (1999). Language and Communication: Essential Concepts for User Interface and Documentation Design. New York: Oxford University Press.

Littlejohn, Allison and Pegler, Chris (2007). Preparing for Blended e-Learning. Connecting with e-Learning. Abingdon, UK: Routledge.

Mason, Robin and Rennie, Frank (2006). Elearning: the key concepts. Key Guides. Abingdon, Oxon, UK: Routledge.

Mason, Robin and Rennie, Frank (2008). E-Learning and Social Networking Handbook. Resources for Higher Education. Abingdon, Oxon: Routledge.

Mwanza, Daisy (2011). Activity-Oriented Design Method (AODM): Towards an Activity-Oriented Design Method for HCI Research and Practice. Germany: LAP LAMBERT Academic Publishing GmbH & Co. KG.

Parker, Jan (2001). Dialogic education and the problematics of translation in Homer and Greek tragedy. Studies in Classics Number, 17. Edwin Mellen Press.

Pitt, Rebecca; de los Arcos, Beatriz; Farrow, Rob and Weller, Martin (2016). Open Research. Milton Keynes, UK: OER Hub. file

Rennie, Frank and Mason, Robin (2004). The Connecticon: learning for the connected generation. United States of America: Information Age Publishing Inc.

Richardson, J. T. E. (1976). The Grammar of Justification: An Interpretation of Wittgenstein’s Philosophy of Language. London: Chatto & Windus for Sussex University Press.

Richardson, J. T. E. (1980). Mental Imagery and Human Memory. London: Macmillan.

Richardson, J. T. E. (1990). Clinical and Neuropsychological Aspects of Closed Head Injury. London: Taylor & Francis.

Richardson, J. T. E. (2000). Clinical and Neuropsychological Aspects of Closed Head Injury (2nd ed.). Hove: Psychology Press.

Richardson, J. T. E. (2000). Researching Student Learning: Approaches to Studying in Campus-Based and Distance Education. Buckingham: Open University Press.

Richardson, John T. E. (2011). Howard Andrew Knox: Pioneer of Psychological Testing at Ellis Island. New York: Columbia University Press.

Richardson, John T. E. (1999). Imagery. Hove: Psychology Press.

Richardson, John T. E.; Engle, Randall W.; Hasher, Lynn; Logie, Robert H.; Stoltzfus, Ellen R. and Zacks, Rose T. (1996). Working Memory and Human Cognition. Oxford University Press.

Roberts, Jane (2011). Environmental Policy (2nd ed.). Routledge Introductions to Environment Series. Abingdon: Routledge.

Shah, Mahsood; Nair, Sid and Richardson, John (2016). Measuring and Enhancing the Student Experience. Chandos Publishing (Elsevier).

Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill (2014). Augmented education: bringing real and virtual learning together. Digital Education and Learning. Basingstoke: Palgrave Macmillan. file

Simpson, Ormond (2003). Student Retention in Online Open and Distance Learning. Open and Flexible Learning Series. UK: Routledge.

Simpson, Ormond (2002). Supporting students in Open and Distance Learning. Open and Flexible Learning. London, UK: Routledge.

Stefani, Lorraine; Mason, Robin and Pegler, Chris (2007). The educational potential of e-portfolios: Supporting personal development and reflective learning. Connecting with e-Learning. Abingdon, UK: Routledge.

Weller, Martin (2002). Delivering Learning on the Net: the why, what and how of online education. Open and Flexible Learning. London, UK: RoutledgeFalmer.

Weller, Martin (2007). Virtual Learning Environments: Using, Choosing and Developing your VLE. Oxford, UK: Routledge.

Weller, Martin (2011). The Digital Scholar: How Technology Is Transforming Scholarly Practice. Basingstoke: Bloomsbury Academic.

Weller, Martin (2014). The Battle for Open: How openness won and why it doesn't feel like victory. London: Ubiquity Press.

Edited Book

Banks, Sheena; Goodyear, Peter; Hodgson, Vivien; Jones, Chris; Lally, Vic; McConnell, David and Steeples, Christine eds. (2004). Networked Learning 2004: a Research Based Conference on E-Learning in Higher Education and Lifelong Learning: Proceedings of the Fourth International Conference on Networked Learning. Lancaster: Lancaster University.

Banks, Sheena; Hodgson, Vivien; Jones, Chris; Kemp, Bob; McConnell, David and Smith, Christine eds. (2006). Proceedings of the Fifth International Conference on Networked Learning 2006. Lancaster, UK: Lancaster University.

Booth, Shirley; Goodman, Sara and Kirkup, Gill eds. (2010). Gender Issues in Learning and Working with Information Technology: Social constructs and cultural contexts. Hershey, PA: Information Science Reference.

Brown, Elizabeth ed. (2010). Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham. file

Conole, Grainne and Oliver, Martin eds. (2007). Contemporary perspectives in e-learning research: themes, methods and impact on practice. The Open and Flexible Learning Series. London, UK: Routledge.

Denis, M.; Engelkamp, Johannes and Richardson, John eds. (1988). Cognitive and Neuropsychological Approaches to Mental Imagery. Dordrecht: Martinus Nijhoff.

Dirckinck-Holmfield, Lone; Jones, Chris and Lindström, Berner eds. (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers.

Duval, Erik ; Wild, Fridolin; Scott, Peter; Ullmann, Thomas and Lindstaedt, Stefanie eds. (2010). Proceedings of the 2nd International Workshop on Research 2.0. CEUR-WS.

Edwards, Richard; Biesta, Gert and Thorpe, Mary eds. (2009). Rethinking contexts for learning and teaching: Communities, activities and networks. London, UK: Routledge.

Faulkner, Dorothy and Coates, Elizabeth eds. (2011). Exploring Children's Creative Narratives. Abingdon: Routledge.

Ferguson, Rebecca; Hoel, Tore; Scheffel, Maren and Drachsler, Hendrik eds. (2016). Journal of learning analytics Vol 3, No 1: Special section on ethics and privacy in learning analytics. Sydney, Australia: UTS ePress.

Ferguson, Rebecca; Sharkey, Mike and Mirriahi, Negin eds. (2016). Practitioner Track Proceedings of the 6th International Learning Analytics & Knowledge Conference (LAK16). Edinburgh, UK: Society for Learning Analytics Research (SoLAR). file

Gijbels, David; Donche, Vincent; Richardson, John T. E. and Vermunt, Jan D. eds. (2014). Learning patterns in higher education: dimensions and research perspectives. New Perspectives on Learning and Instruction. London: Routledge.

Goodfellow, Robin and Lamy, Marie-Noelle eds. (2009). Learning Cultures in Online Education. Continuum Studies in Education. London: Continuum Books.

Goodfellow, Robin and Lea, Mary R. eds. (2013). Literacy in the Digital University: Critical Perspectives on learning, scholarship, and technology. Research into Higher Education. Abingdon: Routledge.

Goodman, Sara; Kirkup, Gill and Michielsens, Magda eds. (2003). ICTs in Teaching and Learning Women's Studies: Perspectives and Practices in Europe: The Use of New Information and Communication Technologies in Women's Studies Teaching. Lund, Sweden: Advanced Thematic Network in Activities in Women's Studies in Europe (Athena).

Hampson, Peter J.; Marks, David F. and Richardson, J. T. E. eds. (1990). Imagery: Current Developments. London: Routledge.

Hawkridge, David and Kaye, Roland eds. (2003). Learning and teaching for business: case studies of successful innovation. London, UK: Kogan Page.

Haythornthwaite, Caroline; Andrews, Richard; Fransman, Jude and Meyers, Eric M. eds. (2016). The SAGE Handbook of E-learning Research (Second Edition). London: Sage.

Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. (2017). Citizen Inquiry: Synthesising Science and Inquiry Learning. Abingdon: Routledge.

Holliman, Richard and Scanlon, Eileen eds. (2004). Mediating science learning through information and communications technology. London: RoutledgeFalmer.

Holliman, Richard; Thomas, Jeff; Smidt, Sam; Scanlon, Eileen and Whitelegg, Liz eds. (2009). Practising science communication in the information age: Theorising professional practices. Oxford, UK: Oxford University Press.

Holliman, Richard; Whitelegg, Liz; Scanlon, Eileen; Smidt, Sam and Thomas, Jeff eds. (2009). Investigating science communication in the information age: Implications for public engagement and popular media. Oxford, UK: Oxford University Press.

Jaques, David and Richardson, John eds. (1985). The Future for Higher Education. Guildford: SRHE & NFER-Nelson.

Jindal-Snape, Divya and Rienties, Bart eds. (2016). Multi-dimensional transitions of international students to higher education. New Perspectives on Learning and Instruction. London: Routledge.

Joiner, Richard; Littleton, Karen; Faulkner, Dorothy and Miell, Dorothy eds. (2000). Rethinking Collaborative Learning. London, UK: Free Association Press.

Jones, Ann; Scanlon, Eileen and O'Shea, Tim eds. (1987). The Computer Revolution: New Technologies for Distance Teaching. Brighton: Harvester Press.

Jones, Ann and Scrimshaw, Peter eds. (1988). Computers in Education 5-13. Milton Keynes: Open University Press.

Kirkup, Gill; Woodward, Kath; Janes, Linda and Hovenden, Fiona eds. (1999). The Gendered Cyborg: A reader. London : Routledge.

Kravcik, Milos; Krogstie, Birgit ; Moore, Adam; Pammer, Viktoria ; Pannese, Lucia ; Prilla, Michael ; Reinhardt, Wolfgang and Ullmann, Thomas Daniel eds. (2013). Proceedings of The 3rd Workshop on Awareness and Reflection in Technology-Enhanced Learning in conjunction with The 8th European Conference on Technology Enhanced Learning: Scaling up learning for sustained impact (ECTEL 2013). CEUR-WS.org.

Kravcik, Milos; Mikroyannidis, Alexander; Pammer, Viktoria; Prilla, Michael and Ullmann, Thomas eds. (2016). Proceedings of the 6th Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 11th European Conference on Technology Enhanced Learning: Adaptive and Adaptable Learning. CEUR Workshop Proceedings, 1736 . CEUR. file

Kravcik, Milos; Mikroyannidis, Alexander; Pammer, Viktoria; Prilla, Michael and Ullmann, Thomas Daniel eds. (2015). Proceedings of the 5th Workshop on Awareness and Reflection in Technology Enhanced Learning. Aachen, Germany: CEUR Workshop Proceedings. file

Kukulska-Hulme, Agnes and Traxler, John eds. (2005). Mobile learning: a handbook for educators and trainers. Open and Flexible Learning Series. London, UK: Routledge.

Lea, Mary R. and Nicoll, Kathy eds. (2002). Distributed Learning: Social and cultural approaches to practice. London: Routledge.

Lea, Mary R. and Stierer, Barry eds. (2000). Student Writing in Higher Education: New Contexts. Milton Keynes, UK / Philadelphia, USA: Open University Press / Society for Research into Higher Education. file

Lillis, Theresa; Harrington, Kathy; Lea, Mary and Mitchell, Sally eds. (2016). Working With Academic Literacies: Case Studies Towards Transformative Practice. Perspectives on writing. Fort Collins, Colorado: The WAC Clearinghouse/Parlor Press. file

Littlejohn, Allison ed. (2003). Reusing Online Resources: A Sustainable Approach to E-learning. Open & Flexible Learning Series. Kogan Page Limited.

Littlejohn, Allison and Margaryan, Anoush eds. (2013). Technology-enhanced Professional Learning: Processes, Practices, and Tools. Abingdon: Routledge.

Littlejohn, Allison and Pegler, Chris eds. (2014). Reusing Open Resources: Learning in Open Networks for Work, Life and Education. Advancing technology enhanced learning. Abingdon: Routledge.

Littleton, Karen; Miell, Dorothy and Faulkner, Dorothy eds. (2004). Learning to collaborate, collaborating to learn: understanding and promoting educationally productive collaborative work. Nova Science Publishers Inc.

Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. (2012). Orchestrating Inquiry Learning. Abingdon: Routledge.

Moneta, Giovanni B. and Rogaten, Jekaterina eds. (2016). Psychology of Creativity: Cognitive, Emotional, and Social Process. Hauppauge, New York: Nova Science Pub Inc.

Moore, Adam; Pammer, Viktoria; Pannese, Lucia; Prilla, Michael; Rajagopal, Kamakshi; Reinhardt, Wolfgang; Ullmann, Thomas and Voigt, Christian eds. (2012). Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning. CEUR-WS.

Murray, Linda A. and Richardson, John T. E. eds. (1989). Intelligent Systems in a Human Context: Development, Implications, and Applications. Oxford: Oxford University Press.

Okada, Alexandra; Buckingham Shum, Simon and Sherborne, Tony eds. (2008). Knowledge Cartography: Software tools and mapping techniques. Advanced Information and Knowledge Processing, 1. London, UK: Springer. file

Parker, Janet and Mathews, Timothy eds. (2011). Tradition, Translation, Trauma : The Classic and the Modern. Classical Presences. Oxford: Oxford University Press.

Reinhardt, Wolfgang and Ullmann, Thomas eds. (2011). Proceedings of the 1st Workshop on Awareness and Reflection in Personal Learning Environments. In conjunction with the PLE Conference 2011. Southampton, United Kingdom, July 11, 2011. The Web Science Trust.

Reinhardt, Wolfgang ; Ullmann, Thomas; Scott, Peter; Pammer, Viktoria; Conlan, Owen and Berlanga, Adriana eds. (2011). Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks. In conjunction with the 6th European Conference on Technology Enhanced Learning: Towards Ubiquitous Learning 2011. Palermo, Italy, September 21, 2011. CEUR-WS.

Richardson, John T. E. ed. (1996). Handbook of Qualitative Research Methods for Psychology and the Social Sciences. Leicester: BPS Books.

Richardson, John T. E.; Eysenck, Michael W. and Warren Piper, David eds. (1987). Student Learning: Research in Education and Cognitive Psychology. Guildford: SRHE & Open University Press..

Roberts, Jane ed. (2007). Environmental Policy. Critical concepts in the environment, 1. Abingdon: Routledge.

Roberts, Jane ed. (2007). Environmental Policy. Critical Concepts in the Environment, 2. Abingdon: Routledge.

Roberts, Jane ed. (2007). Environmental Policy. Critical Concepts in the Environment, 3. Abingdon: Routledge.

Roberts, Jane ed. (2007). Environmental Policy. Critical Concepts in the Environment , 4. Abingdon: Routledge.

Russell, D. G.; Marks, D. F. and Richardson, J. T. E. eds. (1986). Imagery 2: Proceedings of the 2nd International Imagery Conference. Dunedin: Human Performance Associates.

Santos, Andreia ed. (2006). Perspectivas Internacionais em Ensino e Aprendizagem On-line: Debates, Tendências e Experiências. São Paulo, Brazil: Editora Libra Três.

Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill eds. (2010). Virtual Worlds: Controversies at the Frontier of Education. Hauppauge, N.Y.: Nova Science Publishers.

Steeples, Christine and Jones, Christopher eds. (2002). Networked learning: perspectives and issues. Computer Supported Cooperative Work. London, UK: Springer-Verlag.

Traxler, John and Kukulska-Hulme, Agnes eds. (2016). Mobile Learning: The Next Generation. London: Routledge.

Vavoula, Giasemi; Pachler, Norbert and Kukulska-Hulme, Agnes eds. (2009). Researching mobile learning: Frameworks, tools and research designs. Oxford: Peter Lang Verlag.

Duval, Erik; Sharples, Mike and Sutherland, Rosamund eds. (2017). Technology Enhanced Learning: Research Themes. Springer International Publishing.

Holliman, Richard; Adams, Anne; Blackman, Tim; Collins, Trevor; Davies, Gareth; Dibb, Sally; Grand, Ann; Holti, Richard; McKerlie, Fiona; Mahony, Nick and Wissenburg, Astrid eds. (2015). An Open Research University. Milton Keynes: The Open University. file

Richardson, John T. E. ed. (1992). Cognition and the Menstrual Cycle. New York: Springer-Verlag.

Kravcik, Milos; Mikroyannidis, Alexander; Pammer, Viktoria; Prilla, Michael; Ullmann, Thomas Daniel and Wild, Fridolin eds. (2014). Proceedings of the 4th Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 9th European Conference on Technology Enhanced Learning: Open Learning and Teaching in Educational Communities. CEUR Workshop Proceedings. file

Book Section

Aczel, James; Hardy, Pascale; Meiszner, Andreas; Staniland, Karen; Maillet, Katherine; Medina, Sara and Iggulden, Helen (2007). Identifying Innovation and Success Factors in Higher Education eLearning Strategies. In: Bernath, Ulrich and Sangrà, Albert eds. Research on competence development in online distance education and e-learning - Selected papers from the 4th EDEN Research Workshop in Castelldefels/Spain, October 25 - 28, 2006. Oldenburg: BIS-Verlag, pp. 141–156.

Adams, Anne (2008). Understanding practitioner's emotive responses to technology in practice based learning. In: Austerlitz, Noam ed. Unspoken Interactions: Exploring the Unspoken Dimension of Learning and Teaching in Creative Subjects. London: Centre for Learning and Teaching in Design (CLTAD), University of the Arts.

Adams, Anne; Astruc, Lluisa; Garrido, Cecilia and Sweeney, Breen (2011). Situated learning in virtual worlds and identity reformation. In: Peachey, Anna and Childs, Mark eds. Reinventing Ourselves: Contemporary Concepts of Identity in Virtual Worlds. Immersive Environments. London: Springer-Verlag, pp. 275–299. restricted access item, not available for direct download

Adams, Anne and Blandford, Ann (2001). Digital libraries in a clinical setting: Friend of foe? In: Constantopoulos, Panos and Sølvberg, Ingeborg T. eds. Research and Advanced Technology for Digital Libraries. Lecture Notes in Computer Science, 2163. Berlin: Springer, pp. 213–224.

Adams, Anne and Blandford, Ann (2003). Security and Online learning: to protect or prohibit. In: Ghaoui, Claude ed. Usability Evaluation of Online Learning Programs. UK: IDEA Publishing, pp. 331–359. file

Adams, Anne and Blandford, Ann (2002). Digital libraries in academia: Challenges and changes. In: Goos, G.; Hartmanis, J. and van Leeuwen, J. eds. Digital Libraries: People, Knowledge, and Technology. Lecture Notes in Computer Science, 2555. Berlin: Springer, pp. 392–403.

Adams, Anne and Cox, Anna L. (2008). Questionnaires, in-depth interviews and focus groups. In: Cairns, Paul and Cox, Anna L. eds. Research Methods for Human Computer Interaction. Cambridge, UK: Cambridge University Press, pp. 17–34. file

Adams, Anne; Lunt, Peter and Cairns, Paul (2008). A qualititative approach to HCI research. In: Cairns, Paul and Cox, Anna eds. Research Methods for Human-Computer Interaction. Cambridge, UK: Cambridge University Press, pp. 138–157. file

Adams, Anne and Sasse, Angela (2005). The User is not the enemy. In: Cranor, Lorrie Faith and Garfinkel, Simson eds. Security and Usability: Designing secure systems that people can use. USA: O’Reilly, pp. 610–630.

Alden Rivers, Bethany; Whitelock, Denise; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2014). Functional, frustrating and full of potential: learners' experiences of a prototype for automated essay feedback. In: Kalz, Marco and Ras, Eric eds. Computer Assisted Assessment: Research into E-Assessment. Communications in Computer and Information Science (439). Cham, Switzerland: Springer, pp. 40–52.

Alevizou, Panagiota; Galley, Rebecca and Conole, Grainne (2012). Collectivity, performance and self-representation: analysing Cloudworks as a public space for networked learning and reflection. In: Dirckinck-Holmfeld, Lone ; Hodgson, Vivien and McConnell, David eds. Exploring the Theory, Pedagogy and Practice of Networked Learning. New York: Springer, pp. 75–97. file

Alexander-Passe, Neil and Zimmer, Bob (2009). Dyslexia and Loss of the Learning Dialogue. In: ed. Educational Psychology: Cognition and Learning, Individual Differences and Motivation. Hauppauge, New York, USA: Nova Science Publishers, pp. 223–242. file

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2015). Weather-it missions: a social network analysis perspective of an online citizen inquiry community. In: Conole, G.; Klobučar, T.; Rensing, C.; Konert, J. and Lavoué, E. eds. Design for Teaching and Learning in a Networked World, Proceedings of 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18. Lecture Notes in Computer Science. Springer, pp. 3–16. file

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2017). Design processes of a citizen inquiry community. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: Synthesising Science and Inquiry Learning. Abingdon: Routledge, pp. 210–229. restricted access item, not available for direct download

Arnedillo-Sánchez, Inmaculada; Arrigo, Marco; Crehan, Freida; Dal Grande, Paola; Di Giuseppe, Onofrio; Farrow, Robert; Fulantelli, Giovanni; Gabor, Andras; Gentile, Manuel; Kismihok, Gabor; Kukulska-Hulme, Agnes; Merlo, Gianluca; Peasgood, Alice; Pettit, John; Seta, Luciano and Taibi, Davide (2010). Best Practices. In: Arrigo, M.; Di Giuseppe, O.; Fulantelli, G.; Gentile, M.; Merlo, G.; Seta, L. and Taibi, D. eds. MOTILL Mobile Technologies in Lifelong Learning: Best Practices. Italian National Research Council - Institute for Educational Technology, pp. 34–37. restricted access item, not available for direct download

Azadegan, Aida (2008). Intelligent tool design for the support of distributed facilitation. In: Clarkson, Gail ed. Developing Leadership Research: Papers from the Northern Leadership Academy Fellows 2007 Conference. Leeds University Press, pp. 151–157.

Azadegan, Aida; Baalsruf Hauge, Jannicke; Bellotti, Francesco; Berta, Ricardo; Bidarra, Rafael; Harteveld, Casper; Riedel, Johann and Stanescu, Ioana Andreea (2013). The move beyond edutainment: have we learnt our lessons from the entertainment industry? In: De Gloria, Alessandro ed. Games and Learning Alliance: Second International Conference, GALA 2013. Revised Selected Papers of the Second International Conference. Lecture Notes in Computer Science, 8605. Springer, pp. 77–89. file

Azadegan, Aida; Riedel, Johann C. K. H. and Baalsrud Hauge, Jannicke (2012). Serious Games Adoption in Corporate Training. In: Minhua, Ma; Oliviera, Manuela and Baalsrud Hauge, Jannicke eds. Serious Games Development and Applications: Third International Conference, SGDA 2012, Bremen, Germany, September 26-29, 2012. Proceedings. Lecture Notes in Computer Science (7528). Berlin: Springer, pp. 74–85.

Baker, Sally and Cremin, Teresa (2017). Teachers’ identities as writers: teacher, support staff and pupils’ accounts of the role of emotion in the writing classroom. In: Cremin, Teresa and Locke, Terry eds. Writer identity and the teaching and learning of writing. Routledge, pp. 98–114. restricted access item, not available for direct download

Barry, C. and Richardson, J. T. E. (1988). Accounts of oral reading in deep dyslexia. In: Whitaker, H. A. ed. Phonological Processes and Brain Mechanisms. New York: Springer-Verlag.

Barthel , Ralph; Ainsworth , Sshaaron and Sharples , Mike (2010). Negotiating perspective in social video environments. In: Drotner, Kirsten and Schrøder , Kim Christian eds. Digital Content Creation: Perceptions, Practices and Perspectives. New Literacies and Digital Epistemologies (46). New York, USA: Peter Lang Publishing Group, pp. 211–226.

Beetham, Helen; Littlejohn, Allison and Milligan, Colin (2012). Digital literacies for the research institution. In: Andrews, Richard; Borg, Erik; Davis, Stephen Boyd; Domingo, Myrrh and England, Jude eds. The SAGE Handbook of Digital Dissertations and Theses. London: SAGE, pp. 63–80.

Berendt, Bettina; Vuorikari, Riina; Littlejohn, Allison and Margaryan, Anoush (2013). Learning analytics and Their Application in Technology-enhanced Professional Learning. In: Littlejohn, Allison and Margaryan, Anoush eds. Technology-enhanced professional learning: Processes, practices and tools. Routledge.

Blake, Canan and Rapanotti, Lucia (2004). Usability evaluation of distributed groupware in distance learning. In: Akpinar, Y. ed. Proceedings of the Fifth International Conference on Information Technology Besed Higher Education and Training. New York, USA: IEEE, pp. 500–504.

Bohle Carbonell, Katerina; Rienties, Bart and Van den Bossche, Piet (2011). The influence of an individual’s transactive memory profile when advice is sought. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Building Learning Experiences in a Changing World. Advances in Business Education and Training (3). Dordrecht: Springer, pp. 267–283.

Brasher, Andrew and Cross, Simon (2015). Reflections on developing a tool for creating visual representations of learning designs: towards a visual language for learning designs. In: Maina, Marcelo; Craft, Brock and Mor, Yishay eds. The Art and Science of Learning Design. Technology Enhanced Learning (9). Rotterdam: Sense Publishers, pp. 169–180. file

Brasher, Andrew and McAndrew, Patrick (2004). Human-Generated Learning Object Metadata. In: Meersman, R; Zahir, Tari and Corsaro, A eds. On the Move to Meaningful Internet Systems 2004: OTM 2004 Workshops. Lecture Notes in Computer Science, 3292. Berlin: Springer, pp. 723–730.

Brasher, Andrew and Taylor, Josie (2005). Development of a research plan for use of ambient technology to test mobile learning theories. In: Attewell, Jill and Savill-Smith, Carol eds. Mobile Learning Anytime Everywhere: a book of Papers from MLEARN 2004. Learning and Skills Development Agency, pp. 33–37.

Brasher, Andrew and Taylor, Josie (2005). Development of a research plan for use of ambient technology to test mobile learning theories. In: Attewell, Jill and Savill-Smith, Carol eds. Mobile learning anytime everywhere. London: Learning and Skills Development Agency, pp. 33–37.

Brown, Elizabeth (2010). Introduction to location-based mobile learning. In: Brown, E. ed. Education in the wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. STELLAR Alpine Rendez-Vous workshop. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham, pp. 7–9. file

Brown, Elizabeth; Sharples, Mike; Wishart, Jocelyn; Tangney, Brendan; Taylor, Jacqui; Beddall-Hill, Nicola L.; Glahn, Christian; Börner, Dirk; Clough, Gill; Wijers, Monica; Jonker, Vincent; Cook, John and Lyons, Leilah (2010). Reflecting back, looking forward: the challenges for location-based learning. In: Brown, Elizabeth ed. Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham, pp. 52–53. file

Buckingham Shum, Simon and Okada, Alexandra (2008). Knowledge Cartography for Controversies: The Iraq Debate. In: Okada, Alexandra; Buckingham Shum, Simon J. and Sherborne, Tony eds. Knowledge Cartography: software tools and mapping techniques. Advanced Information and Knolwedge Processing, 1. Springer, pp. 249–265. file

Bull, Joanne; Conole, Grainne; Davis, Hugh C.; White, Su; Danson, Myles and Sclater, Niall (2002). Rethinking assessment through learning technologies. In: Williamson, Andy and Gunn, Cathy eds. Winds of Change in the Sea of Learning. Proceedings of the 19th Annual Conference of the Australian Society for Computers in Tertiary Education (ASCILITE), Auckland, New Zealand, 8-11 December 2002. Auckland, New Zealand: UNITEC Institute of Technology, pp. 75–86.

Carr, Jennifer; Whitelegg, Liz; Holliman, Richard; Scanlon, Eileen and Hodgson, Barbara (2009). Investigating gendered representations of scientists, technologists, engineers and mathematicians on UK children’s television. In: Holliman, Richard; Whitelegg, Liz; Scanlon, Eileen; Smidt, Sam and Thomas, Jeff eds. Investigating science communication in the information age: Implications for public engagement and popular media. Oxford, UK: Oxford University Press, pp. 237–252.

Chambers, E. A. and Wilson, K. P (2008). International Partnership and Collaboration for Cost-effective Distance Education. In: Evans, T.; Haughey, M. and Murphy, D. eds. International Handbook of Distance Education. Bingley, UK: Emerald Group Publishing Ltd., pp. 837–854.

Chambers, Ellie (2001). Understanding Students’ Learning "from the inside": the early work of Alistair Morgan. In: Evans, Terry ed. Research in Distance Education 5: Selected refereed papers from the 2000 Research in Distance Education conference. Australia: Deakin University, pp. 1–18.

Charitonos, Koula (2018). Cultural Citizen Inquiry: Making space for the ‘everyday’ in language teaching and learning. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: A fusion of citizen science and inquiry learning. London: Taylor & Francis. restricted access item, not available for direct download

Charitonos, Koula and Charalampidi, Marina (2015). Designs for Heritage Language Learning: A Photography project in the UK Supplementary Education. In: Brown, Tom H. and van der Merwe, Herman J. eds. The Mobile Learning Voyage - From Small Ripples to Massive Open Waters: 14th World Conference, mLearn 2015, Venice, Italy, October 17-24, 2015, Proceedings. Communications in Computer and Information Science (560). Cham: Springer, pp. 198–216. file

Clough, Gill (2018). Geocaching: Inquiry Learning with a Sense of Adventure. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: Synthesising Science and Inquiry Learning. Routledge.

Clough, Gill and Ferguson, Rebecca (2010). Virtual worlds are authentic sites for learning. In: Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill eds. Virtual Worlds: Controversies at the Frontier of Education. Education in a Competitive and Globalizing World. Hauppauge, N.Y.: Nova Science Publishers. file

Clough, Gill; Jones, Ann; McAndrew, Patrick and Scanlon, Eileen (2009). Informal learning evidence in online communities of mobile device enthusiasts. In: Ally, Mohamed ed. Mobile Learning: Transforming the Delivery of Education and Training. Issues in Distance Education. Athabasca University Press, pp. 99–112. file

Collins, Trevor; Davies, Sarah and Gaved, Mark (2016). Enabling remote activity: widening participation in field study courses. In: Kennepohl, Dietmar ed. Teaching Science Online: Practical Guidance for Effective Instruction and Lab Work. Sterling, VA, USA: Stylus Publishing, pp. 183–195. file

Collins, Trevor; Mulholland, Paul and Gaved, Mark (2012). Scripting personal inquiry. In: Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. Orchestrating Inquiry Learning. Abingdon: Routledge, pp. 87–104.

Collins, Trevor; Potter, Stephen and Jones, Ann (2006). Research presentations. In: Potter, Stephen ed. Doing Postgraduate Research (2nd ed). London: Sage Publications Ltd, pp. 228–250.

Colwell, Chetz; Di Paolo, Terry; Scanlon, Eileen; Cooper, Martyn; Uren, Victoria and Jelfs, Anne (2003). Redesigning practical work: web-based remote experimentation. In: Scanlon, Eileen and Holliman, Richard eds. Mediating science learning through information and communications technology. London: Routledge, pp. 169–187.

Conole, Grainne (2009). Research methodological issues with researching the learner voice. In: Hin, Leo Tan Wee and Subramaniam, R. eds. Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges. IGI Global, pp. 669–682. restricted access item, not available for direct download

Conole, Grainne (2009). Stepping over the edge: the implications of new technologies for education. In: Lee, Mark J.W. and McLoughlin, Catherine eds. Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching. Hershey, PA: Information Science Publishing. restricted access item, not available for direct download

Conole, Grainne; Brown, Ruth; Papaefthimiou, Maria; Alberts, Phil and Howell, Catherine (2010). Fostering connectivity and reflection as strategic investment for change. In: Ehlers, Ulf-Daniel and Schneckenberg, Dirk eds. Changing Cultures in Higher Education. New York: Springer, pp. 215–232. restricted access item, not available for direct download

Conole, Grainne; Evans, Jill and Simms, Ellen (2003). Use and reuse of images for learning and teaching. In: Littlejohn, Allison ed. Reusing Online Resources: A Sustainable Approach to E-Learning. Open and Flexible Learning. UK: Routledge Falmer.

Conole, Grainne and Jones, Chris (2010). Sharing practice, problems and solutions for institutional change. In: Goodyear, Peter and Relatis, Symeon eds. Technology-Enhanced Learning: Design Patterns and Pattern Languages. Technology Enhanced Learning (2). Sense Publishers, pp. 277–296. file

Conole, Grainne and Martin, Oliver (2002). Planning and understanding change: toolkits for course design and evaluation. In: Macdonald, Ranald and Wisdom, James eds. Academic and Educational Development: Research, Evaluation and Changing Practice in Higher Education. Staff and Educational Development. UK: Routledge, pp. 62–75.

Conole, Grainne; McAndrew, Patrick and Dimitriadis, Yannis (2011). The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources. In: Pozzi, Francesca and Persico, Donatella eds. Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives. Hershey, USA: IGI Global. restricted access item, not available for direct download

Conole, Grainne; Oliver, Martin; Falconer, Isobel; Littlejohn, Allison and Harvey, Jen (2006). Designing for learning. In: Conole, Grainne and Oliver, Martin eds. Contemporary perspectives in e-learning research. Routledge, pp. 101–120.

Cooper, M. and Heath, A. (2009). Access For all to eLearning. In: Méndez-Vilas, A.; Solano Martín, A.; Mesa González, J. A. and Mesa González, J. eds. Research Reflections and Innovations in Integrating ICT in Education, Volume 2. FORMATEX, Badajoz, Spain, pp. 1139–1143. restricted access item, not available for direct download

Cooper, Martyn (2003). Communications and information technology for disabled students. In: Powell, Stuart ed. Special teaching in Higher Education: successful strategies for access and inclusion. UK: Routledge, pp. 37–56.

Cooper, Martyn; Lowe, Tim and Taylor, Mary (2008). Access to mathematics in web resources for people with a visual impairment: Considerations and developments in an open and distance learning context. In: Miesenberger, Klaus; Zagler, Wolfgang; Klaus, Joachim and Karshmer, Arthur eds. Computers Helping People with Special Needs. Lecture Notes in Computer Science (5105/2008). Berlin: Springer, pp. 926–933.

Coughlan, Tim (2015). Using Open Data as a Material for Introductory Programming Assignments. In: Atenas, Javiera and Havemann, Leo eds. Open Data as Open Educational Resources: Case studies of emerging practice. London: Open Knowledge: Open Education Working Group, pp. 38–48. file

Crooks, Beryl (2003). The combined use of personal construct psychology and activity theory as a framework for interpreting the process of independent learning. In: Chiara, Gabriele and Nuzzo, Maria Laura eds. Psychological constructivism and the social world. Milan, Italy: Franco Angeli, pp. 142–154.

Curtis, Vickie; Holliman, Richard; Jones, Ann and Scanlon, Eileen (2017). Online citizen science: participation, motivation, and opportunities for informal learning. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: Synthesising Science and Inquiry Learning. Abingdon: Routledge, pp. 7–24.

Daunert, Anna Liza and Price, Linda (2014). E-portfolio: a practical tool for self-directed, reflective, and collaborative professional learning. In: Harteis, Christian; Ruasch, Andreas and Seifried, Jürgen eds. Discourses on Professional Learning: On the Boundary Between Learning and Working. Professional and Practice-based Learning (9). Dordrecht: Springer Science and Business Media, pp. 231–251.

De Freitas, Sara and Conole, Grainne (2010). The influence of pervasive and integrative tools on learners' experiences and expectations of study. In: Sharpe, Rhona; Beetham, Helen and De Freitas, Sara eds. Rethinking Learning for a Digital Age: How learners are shaping their own experiences. Abingdon, U.K and New York, NY, U.S.: Routledge, pp. 15–30. restricted access item, not available for direct download

De Freitas, Sara and Conole, Grainne (2010). Learners experiences: how pervasive and integrative tools influence expectations of study. In: Sharpe, Rhona; Beetham, Helen and De Freitas, Sara eds. Rethinking Learning for a Digital Age. London: Routledge, pp. 15–30. restricted access item, not available for direct download

de Freitas, Sara; Harrison, Ian ; Magoulas, George; Papamarkos, George; Poulovassilis, Alexandra; Van Labeke, Nicolas; Mee, Adrian and Oliver, Martin (2008). L4All, a web-service based system for lifelong learners. In: Salermo, Saverio ; Gaeta, Matteo ; Ritrovato, Pierluigi; Capuano, Nicola; Orciuoli, Francesco; Miranda, Sergio and Pierri, Anna eds. The Learning Grid Handbook: Concepts, Technologies and Applications. The Future of Learning, 2. Amsterdam: IOS Press, 143 - 155. restricted access item, not available for direct download

de los Arcos, Beatriz and Arnedillo-Sánchez, Inmaculada (2006). ‘Ears before eyes’: expanding tutors’ interaction skills beyond physical presence in audio-graphic collaborative virtual learning environments. In: Zaphiris, Panayiotis and Zacharia, Giorgios eds. User-Centered Computer Aided Language Learning. Hershey PA: Information Science Publishing, pp. 74–93.

de Waard, Inge (2015). Tech Dandy, and the Art of Leisure Learning. In: Hopkins, David ed. The Really Useful #EdTechBook. Warwick: David Hopkins, pp. 187–197. file

Dirckinck-Holmfeld, Lone and Jones, Chris (2009). Issues and concepts in networked learning: Analysis and the future of networked learning. In: Dirckinck-Holmfield, Lone; Jones, Chris and Lindström, Berner eds. Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam: Sense Publishers.

Donelan, Helen; Herman, Clem; Kear, Karen and Kirkup, Gill (2009). Online participation: Shaping the networks of professional women. In: Dumova, Tatyana and Fiordo, Richard eds. Handbook of Research on Social Interaction Technologies and Collaboration Software: Concepts and Trends, Volume 2. UK: Information Science Reference, pp. 270–280.

Duval, Erik; Sharples, Mike and Sutherland, Rosamund (2017). Research Themes in Technology Enhanced Learning. In: Duval, Erik; Sharples, Mike and Sutherland, Rosamund eds. Technology Enhanced Learning: Research Themes. Springer International Publishing, pp. 1–10.

Duval, Erik; Ullmann, Thomas Daniel; Wild, Fridolin; Lindstaedt, Stefanie and Scott, Peter (2010). Editorial: Research 2.0 for TEL: four challenges. In: Duval, Erik; Ullmann, Thomas Daniel; Wild, Fridolin; Lindstaedt, Stefanie and Scott, Peter eds. Proceedings of the 2nd International Workshop on Research 2.0. At the 5th European Conference on Technology-Enhanced Learning: Sustaining TEL, Barcelona, Spain, September 28, 2010. Publisher not known, pp. 2–4. restricted access item, not available for direct download

Dye, L. and Richardson, J. T. E. (2000). Women, cognition and the menstrual cycle. In: Sherr, L. and St. Lawrence, J. S. eds. Women, Health and the Mind. Chichester: Wiley.

Evans, Diane and Taylor, Josie (2005). The role of user scenarios as the central piece of the development jigsaw puzzle. In: Attewell, Jill and Savill-Smith, Carol eds. Mobile Learning Anytime Everywhere: a Book of Papers from MLEARN 2004. London: Learning and Skills Development Agency, pp. 63–66.

Falconer, Isobel and Littlejohn, Allison (2008). Representing models of practice. In: Lockyer, Lori; Bennett, Sue; Agostinho, Shirley and Harper, Barry eds. Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies. Hershey, PA: IGI Global, pp. 20–40.

Farrow, Robert (2016). Constellations of Openness. In: Deimann, Markus and Michael, Peters eds. The Philosophy of Open Learning: Peer Learning and the Intellectual Commons (New ed). Global Studies in Education. New York: Peter Lang.

Farrow, Robert (2009). 'Adorno'. In: Mullarkey, John and Lord, Beth eds. The Continuum Companion to Continental Philosophy. London: Continuum, pp. 279–280.

Farrow, Robert (2009). 'Habermas'. In: Mullarkey, John and Lord, Beth eds. The Continuum Companion to Continental Philosophy. London: Continuum, pp. 299–300.

Farrow, Robert (2009). 'Frankfurt School'. In: Mullarkey, John and Lord, Beth eds. The Continuum Companion to Continental Philosophy. London: Continuum, pp. 294–295.

Farrow, Robert (2009). Habermas. In: Mullarky, John and Lord, Beth eds. The Continuum Companion to Continental Philosophy. Bloomsbury Companions. Continuum, pp. 299–300.

Farrow, Robert (2009). The Frankfurt School / Critical Theory. In: Mullarky , John and Lord, Beth eds. The Continuum Companion to Continental Philosophy. Bloomsbury Companions. London: Continuum.

Farrow, Robert and Rodwell, James (2012). That’s a Problem, Not a Gift. In: Ralkowski, Mark ed. Curb your enthusiasm and philosophy: awaken the social assassin within. Popular Culture and Philosophy (69). Open Court, pp. 155–170.

Faulkner, Dorothy (2011). Angels, tooth fairies and ghosts: thinking creatively in an early years classroom. In: Faulkner, Dorothy and Coates, Elizabeth eds. Exploring Children's Creative Narratives. Abingdon: Routledge, pp. 39–62. file

Faulkner, Dorothy (2008). Research by children for children: How the Children's Research Centre at the Open University supports children to become active researchers. In: Kourti, Evangelia and Jacquinot-Delaunay, Genevieve eds. Des jeunes et des medias en Europe: Nouvelles tendances de la recherche. Les médias en actes. Paris: L'Harmattan.

Faulkner, Dorothy and Coates, Elizabeth (2011). Exploring children's creative narratives: some theoretical, methodological and applied perscpectives. In: Faulkner, Dorothy and Coates, Elizabeth eds. Exploring Children's Creative Narratives. Abingdon: Routledge, pp. 1–10. file

Faulkner, Dorothy and Miell, Dorothy (2005). Collaborative story telling in friendship and acquaintanceship dyads. In: Littleton, Karen; Miell, Dorothy and Faulkner, Dorothy eds. Learning to collaborate: collaborating to learn. New York, USA: Nova Science Publishers.

Fenton-O'Creevy, Mark; Knight, Peter and Margolis, Judith (2006). A Practice-Centered Approach to Management Education. In: Wankel, Charles and DeFillippi, Robert eds. New Visions of Graduate Management Education. Research in Management Education and Development. Greenwich, CT: Information Age, pp. 103–123.

Ferguson, Rebecca and Buckingham Shum, Simon (2012). Towards a social learning space for open educational resources. In: ed. Collaborative Learning 2.0: Open Educational Resources. Hershey, PA: IGI Global, pp. 309–327. file

Ferguson, Rebecca; Gillen, Julia; Peachey, Anna and Twining, Peter (2013). The strength of cohesive ties: discursive construction of an online learning community. In: Childs, Mark and Peachey, Anna eds. Understanding Learning in Virtual Worlds. Human-Computer Interaction Series. London: Springer, pp. 83–100. file

Ferguson, Rebecca; Harrison, Rodney and Weinbren, Daniel (2010). Heritage and the recent and contemporary past. In: Benton, Tim ed. Understanding Heritage and Memory. Manchester, UK: Manchester University Press, pp. 277–315. file

Ferguson, Rebecca; Sharples, Mike and Beale, Russell (2015). MOOCs 2030: a future for massive open online learning. In: Bonk, Curtis J.; Lee, Mimi M.; Reeves, Thomas C. and Reynolds, Thomas H. eds. MOOCs and Open Education around the World. Abingdon: Routledge, pp. 315–326. file

Ferguson, Rebecca and Sheehy, Kieron (2010). Breaking down the barriers. In: Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill eds. Virtual Worlds: Controversies at the Frontier of Education. Education in a Competitive and Globalizing World. Hauppauge, N.Y: Nova Science Publishers. file

Ferguson, Rebecca; Sheehy, Kieron and Clough, Gill (2010). Introduction: challenging education in virtual worlds. In: Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill eds. Virtual Worlds: Controversies at the Frontier of Education. Education in a Competitive and Globalizing World. Hauppauge, N.Y: Nova Science Publishers. file

Ferguson, Rebecca and Whitelock, Denise (2014). Taking on different roles: how educators position themselves in MOOCs. In: Rensing, Christopher; de Freitas, Sara; Ley, Tobias and Muñoz-Merino, Pedro J. eds. Open Learning and Teaching in Educational Communities. Lecture Notes in Computer Science (8719). Cham: Springer International Publishing, pp. 562–563. file

Fill, Karen; Conole, Grainne and Bailey, Chris (2008). A toolkit to guide the design of effective learning activities. In: Rees, Philip; Mackay, Louise; Durham, Helen and Martin, David eds. E-Learning for Geographers: Online Materials, Resources, and Repositories. Hershey, PA, USA: IGI Global, pp. 170–184. restricted access item, not available for direct download

Fowle, Wendy and Butcher, John (2017). Do you have to be mobile to be socially mobile? Adult learners miss out again! In: Broadhead, S.; Hill, M.; Hudson, A.; McGlynn, C.; McKendry, S.; Raven, N.; Sims, D. and Ward, T. eds. Widening Participation in the Context of Economic and Social Change. Forum for Access and Continuing Education (FACE), pp. 153–162.

Fransman, Jude (2012). Re-Imagining the Conditions of Possibility of a PhD Thesis. In: Andrews, Richard; Borg, Erik; Boyd Davis, Stephen; Domingo, Myrrh and England, Jude eds. The SAGE Handbook of Digital Dissertations and Theses. SAGE, pp. 138–156.

Fransman, Jude (2013). Researching academic literacy practices around Twitter: Performative methods and their onto-ethical implications. In: Goodfellow, Robin and Lea, Mary R. eds. Literacy in the Digital University: Critical perspectives on learning, scholarship and technology. Society for Research into Higher Education (SRHE) series. Abingdon: Routledge, pp. 27–41. file

Gaved, Mark; Dallison, Delphine; Jowers, Iestyn; Elliott-Cirigottis, Gary; Craig, Mark and Rochead, Alan (2016). RE:FORM - Reimagining Education for the Future Of Redistributed Manufacturing. In: Papadimitriou, Irini; Prescott, Andrew and Rogers, Jon eds. Engineering the Future: as part of the V&A Digital Design Weekend 2016. United Kingdom: Uniform Communications Limited, pp. 49–53. file

Gaved, Mark and Foth, Marcus (2006). More than wires, pipes and ducts: Some lessons from grassroots networked communities and master-planned neighbourhoods. In: Meersman, Robert; Zahir, Tari and Herrero, Pilar eds. On the Move to Meaningful Internet Systems 2006: OTM 2006 Workshops. Lecture Notes in Computer Science, 4277. Berlin: Springer, pp. 171–180. file

Gaved, Mark and Mulholland, Paul (2008). Pioneers, subcultures and cooperatives: The grassroots augmentation of urban places. In: Aurigi, Alessandro and de Cindio, Fiorella eds. Augmented urban spaces: Articulating the physical and electronic city. Design and the Built Environment. Farnham, UK: Ashgate Publishing, pp. 171–184. file

Gaved, Mark and Mulholland, Paul (2005). Ubiquity from the bottom up: Grassroots initiated networked communities. In: Consalvo, Mia and O'Riordan, Kate eds. Internet Research Annual: Selected Papers from the Association of Internet Researchers Conference 2004. Digital Formations, 3 (32). New York: Peter Lang. file

Gerken, Maike; Rienties, Bart; Giesbers, Bas and Könings, Karen D. (2012). Enhancing the academic internship learning experience for business education—a critical review and future directions. In: Van den Bossche, Piete; Gijselaers, Wim H. and Milter, Richard G. eds. Learning at the Crossroads of Theory and Practice: Research on Innovative Learning Practices. Advances in Business Education and Training (4). Dordrecht: Springer, pp. 7–22.

Gillen, Julia; Ferguson, Rebecca; Clough, Gill; Peachey, Anna and Twining, Peter (2012). Seeking planning permission to build a Gothic cathedral in a virtual world: exploring the schommunity. In: Merchant, Guy; Gillen, Julia; Marsh, Jackie and Davies, Julia eds. Virtual Literacies: Interactive Spaces for Children and Young People. Routledge Research in Education. Abingdon: Routledge, pp. 190–207.

Gillen, Julia; Ferguson, Rebecca; Peachey, Anna and Twining, Peter (2012). Seeking planning permission to build a Gothic cathedral on a virtual island. In: Merchant, Guy; Gillen, Julia; Marsh, Jackie and Davies, Julia eds. Virtual Literacies: Interactive Spaces for Children and Young People. Routledge Research in Education (84). New York, Abingdon: Routledge, pp. 190–207. file

Goodfellow, Robin (2013). The literacies of ‘digital scholarship’ – truth and use values. In: Goodfellow, Robin and Lea, Mary eds. Literacy in the Digital University: Literacy in the Digital University: critical perspectives on learning, scholarship and technology. Research into Higher Education. Abingdon: Routledge, (In press).

Goodfellow, Robin (2007). From ‘equal access’ to ‘widening participation’: the discourse of equity in the age of e-learning. In: LocKard, Joe and Pegrum, Mark eds. Brave New Classrooms: Democratic Education & the Internet. Digital Formations (37). New York: Peter Lang, pp. 55–74. restricted access item, not available for direct download

Goodfellow, Robin (2001). Credit where it's due. In: Murphy, David; Walker, Rob and Webb, Graham eds. Online learning and teaching with technology: case studies, experience and practice. Case studies of teaching in Higher Education. Routledge Falmer.

Goodfellow, Robin (2008). Digital Literacies: Texts, Knowledge and Power in Higher Education. In: Solly, Martin; Conoscenti, Michelangelo and Campagna, Sandra eds. Verbal/Visual Narrative Texts in Higher Education. Linguistic Insights: Studies in Language and Communication (80). Bern: Peter Lang, pp. 135–151. restricted access item, not available for direct download

Goodfellow, Robin and Lamy, Marie-Noelle (2009). Conclusion: Directions for Research in Online Learning Cultures. In: Goodfellow, Robin and Lamy, Marie-Noelle eds. Learning Cultures in Online Education. Continuum Studies in Education. London: Continuum Books, pp. 170–183. file

Goodfellow, Robin and Lamy, Marie-Noelle (2009). Introduction: a Frame for the Discussion of Learning Cultures. In: Goodfellow, Robin and Lamy, Marie-Noelle eds. Learning Cultures in Online Education. Continuum Studies in Education. London: Continuum Books, pp. 1–14. file

Goodfellow, Robin and Lea, Mary (2013). Introduction: literacy, the digital, and the university. In: Goodfellow, Robin and Lea, Mary eds. Literacy in the Digital University: Critical Perspectives on Learning, Scholarship, and Technology. Research into Higher Education. Abingdon: Routledge, pp. 1–14.

Goodfellow, Robin and Lea, Mary (2016). Literacy and the digital university. In: Haythornthwaite, Caroline; Andrews, Richard; Fransman, Jude and Kazmer, Michelle eds. The SAGE Handbook of E-learning Research (2nd ed). London: Sage Publications, pp. 423–442.

Goodfellow, Robin; Morgan, Michael; Lea, Mary and Pettit, John (2004). Students' writing in the virtual university: An Investigation into the relation between online discussion and writing for assessment on two Masters courses. In: Snyder, Ilana and Beavis, Catherine eds. Doing literacy online: Teaching, learning and playing in an electronic world. Cresskill, USA: Hampton Press, pp. 25–44.

Goodfellow, Robin; Morgan, Michael; Lea, Mary and Pettit, John (2004). Students’ writing in the virtual university: an investigation into the relation between online discussion and writing for assessment. In: Snyder, Ilana and Beavis, Catherine eds. Doing Literacy on Line: Teaching, Learning and Playing in an Electronic World. New Dimensions in Computers and Composition. Cresskill, NJ: Hampton Press, pp. 25–44.

Goodyear, Peter and Jones, Chris (2003). Implicit theories of learning and change: their role in the development of e-learning environments for higher education. In: Naidu, Som ed. Learning & Teaching with Technology: Principles and Practice. Open & Flexible Learning Series. London: Kogan Page, pp. 29–41.

Goodyear, Peter; Jones, Chris and Thompson, Katherine (2013). Computer-supported collaborative learning: instructional approaches, group processes and educational designs. In: Spector, J. M.; Merrill, M. D.; Elen, J. and Bishop, M. J. eds. Handbook of Research on Educational Communications and Technology (4th Edition). New York: Springer, pp. 439–452. restricted access item, not available for direct download

Goodyear, Peter; Jones, Christopher; Asensio, Mireia; Hodgson, Vivien and Steeples, Christine (2004). Undergraduate students’ experiences of networked learning in UK higher education: A survey-based study. In: Goodyear, Peter; Banks, Sheena; Hodgson, Vivien and McConnell, David eds. Advances in Research on Networked Learning. Computer-Supported Collaborative Learning (4). Berlin: Springer, pp. 91–121.

Haley, Debra; Nuseibeh, Bashar; Thomas, Pete; Taylor, Josie and Lefrere, Paul (2005). The Learning Grid and E-Assessment using Latent Semantic Analysis. In: Ritrovato, P.; Allison, C.; Cerri, S.; Dimitrakos, T.; Gaeta, M. and Salerno, S. eds. Towards the Learning Grid. Advances in Human Learning Services. Frontiers in Artificial Intelligence and Applications, Volume. Amsterdam, Holland: IOS Press. file

Hench, Thomas and Whitelock, Denise (2010). Towards a model for evaluating student learning via e-assessment. In: Zacharia, Zacharias; Constantinou, Constantinos and Papaevripidou, Marios eds. Computer Based Learning in Science, Conference Proceedings 2010. Warsaw, Poland: OEIiZK, pp. 15–21. file

Herman, Clem; Hodgson, Barbara; Kirkup, Gill and Whitelegg, Elizabeth (2011). Innovatory educational models for women returners in science, engineering and technology professions. In: Jackson, Sue; Malcolm, Irene and Thomas, Kate eds. Gendered Choices: Learning Work Identities in Lifelong Learning. Lifelong Learning Book Series (15). London, U.K. and New York, NY, U.S.: Springer, pp. 53–68. restricted access item, not available for direct download

Hernández Nanclares, Núria; Rienties, Bart and Van den Bossche, Piet (2012). A longitudinal analysis of knowledge spillovers in the classroom. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Learning at the Crossroads of Theory and Practice: Research on Innovative Learning Practices. Advances in Business Education and Training (4). Dordrecht: Springer, pp. 157–175.

Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen (2017). Introducing citizen inquiry. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: Synthesising Science and Inquiry Learning. Routledge. file

Herodotou, Christothea; Villasclaras Fernandez, Eloy and Sharples, Mike (2014). The design and evaluation of a sensor-based mobile application for citizen inquiry science investigations. In: Rensing, Christoph; de Freitas, Sara; Ley, Tobias and Muñoz-Merino , Pedro J. eds. Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings. Lecture Notes in Computer Science (8719). SpringerInternational Publishing, pp. 434–439. restricted access item, not available for direct download

Hodgson, Barbara and Herman, Clem (2010). Re/constructing engineering and technology careers: support for women returners in the UK. In: Godfroy-Genin, Anne-Sophie ed. Women in Engineering and Technology Research. Berlin: Lit Verlag, pp. 489–504.

Holliman, Richard and Curtis, Vickie (2015). Online media. In: Gunstone, Richard ed. Encyclopedia of Science Education. Springer Netherlands. restricted access item, not available for direct download

Holliman, Richard; Davies, Gareth; Pearson, Victoria; Collins, Trevor; Sheridan, Simon; Brown, Helen; Hallam, Jenny and Russell, Mark (2017). Planning for engaged research: a collaborative ‘Labcast’. In: Kucirkova, Natalia and Quinlan, Oliver eds. The Digitally Agile Researcher. London: Open University Press, 88-106 (Forthcoming).

Holliman, Richard and Scanlon, Eileen (2009). Interpreting contested science: media influence and scientific citizenship. In: Holliman, Richard; Whitelegg, Elizabeth; Scanlon, Eileen; Smidt, Sam and Thomas, Jeff eds. Investigating Science Communication in the Information Age: Implications for public engagement and popular media. Oxford, UK: Oxford University Press, pp. 254–273.

Holmes, Vicki; Clark, Wilma; Burt, Paul and Rienties, Bart (2013). Engaging teachers (and students) with media streaming technology: the case of Box of Broadcasts. In: Wankel, Laura and Blessinger, Patrick eds. Increasing student engagement and retention using mobile applications: smartphones, Skype and texting technologies. Cutting-edge Technologies in Higher Education (Vol 6d). Bingley: Emerald Publishing Group Limited, pp. 211–238.

Howard-Jones, Paul and Holmes, Wayne (2016). Neuroscience Research and Classroom Practice. In: Horvath, Jared Cooney; Lodge, Jason M. and Hattie, John eds. From the Laboratory to the Classroom: Translating Science of Learning for Teachers. Abingdon: Routledge, pp. 253–278.

Issroff, K.; Jones, A. and Scanlon, E. (1994). Case studies of children cooperating with computers: a time based analysis. In: Foot, H. C.; Howe, C. J.; Anderson, A.; Tolmie, A. K. and Warden, D. A. eds. Group and Interactive Learning. Southampton: WIT Press, pp. 73–80.

Ivanic, R. and Lea, M. R. (2006). New contexts, new challenges: The teaching of writing in UK higher education. In: Ganobcsik-Williams, Lisa ed. Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Universities into the 21st Century. London: Palgrave Macmillan.

Jelfs, Anne and Colbourn, C. (2002). Constructing quality assurance for distance education: reflecting on what we have learned and the potential impact on access. In: Dikshit, H. P.; Garg, Suresh and Panda, Santosh eds. Access and equity: challenges for open and distance learning. Vijayshri, New Delhi, India: Kogan Page.

Jelfs, Anne; Harvey, Jen and Jones, Ann (2007). Online communities of practice as a possible model to support the development of a portal for science teachers. In: Lambropoulo, Niki and Zaphiris, Panayiotis eds. User-Centered Design of Online Learning Communities. Hershey PA: Information Science Publishing, pp. 141–160.

Jelfs, Anne; McDonald, Janet; Price, Linda; Richardson, John T. E. and Cannell, Pete (2007). 'Am I still doing a good job?': Conceptions of tutoring in distance education. In: Rust, Chris ed. Improving Student Learning Through Teaching. Oxford, UK: Oxford Centre for Staff and Learning Development.

Jensen, Mike; Belcher, Martin and Ngimwa, Pauline (2007). Information Access and Issues of Bandwidth. In: Shrum, Wesley; Benson, Keith R.; Bijker, Wiebe E. and Brunnstein, Klaus eds. Past, Present and Future of Research in the Information Society. Springer US, pp. 189–192.

Jindal-Snape, Divya and Rienties, Bart (2016). Understanding multiple and multi-dimensional transitions of international higher education students: Setting the scene. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional Transitions of International Students to Higher Education. New Perspectives on Learning and Instruction. London: Routledge.

Johan, Novie and Rienties, Bart (2016). Cultivating learning and social interaction in an international classroom through small group work; a quasi-experimental study. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional Transitions of International Students to Higher Education. New Perspectives on Learning and Instruction. London: Routledge, pp. 221–239. file

Joiner, Richard; Iacovides, Ioanna; Darling, Jos; Diament, Andy; Drew, Ben; Duddley, John; Owen, Martin and Gavin, Carl (2013). Racing Academy: A Case Study of a Digital Game for Supporting Students Learning of Physics and Engineering. In: Youngkyun, Baek and Whitton, Nicola eds. Cases on Digital Game-Based Learning: Methods, Models, and Strategies. IGI Global, pp. 509–523.

Jones, A. and McMahon, H. (1994). The use of the computer as a therapeutic tool for children. In: Foot, H. C.; Howe, C. J.; Anderson, A.; Tolmie , A. and Warden, D. A. eds. Group and Interactive Learning. Southampton: WIT Press, pp. 87–92.

Jones, Ann (1984). Computer Assisted Learning in Distance Education. In: Bates, Tony ed. The Role of Technology in Distance Education. Croom Helm, pp. 77–88.

Jones, Ann (1995). Constructivist learning theories and IT. In: Heap, Nicholas; Thomas, Ray; Einon, Geoffrey; Mason, Robin and Mackay, Hugh eds. Information Technology and Society. London: Sage, pp. 249–265.

Jones, Ann (1987). Beginners’ mental models of a programming language. In: Jones, Ann; Scanlon, Eileen and O'Shea, Tim eds. The Computer Revolution in Education: New Technologies in Distance Education. Brighton: Harvester Press, pp. 198–213.

Jones, Ann; Blake, Canan and Petrou, Marilena (2011). Inquiry learning in semi-formal contexts. In: Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. Orchestrating Inquiry Learning. Abingdon, UK: Routledge, pp. 192–213.

Jones, Ann and Issroff, Kim (2007). Learning Technologies: Affective and Social Issues. In: Conole, Grainne and Oliver, Martin eds. Contemporary Perspectives On E-learning Research. Open and Flexible Learning. Oxon, UK: Routledge, pp. 190–202.

Jones, Ann and Mercer, Neil (1993). Theories of learning and their implications. In: Scrimshaw, Peter ed. Language, Classrooms and Computers. Abingdon: Routledge, pp. 11–28.

Jones, Ann and Preece, Jenny (1984). The Educational Software Pack for the Open University Project, Micros in Schools. In: Lovis, F. B. and Tagg, E. D. eds. Informatics and teacher training. Amsterdam: Elsevier Science Publishers B.V., pp. 129–135.

Jones, Ann and Price, Emma (2001). Bubble dialogue: using a computer application to investigate social information processing in children with emotional and behavioural difficulties. In: Hutchby, Ian and Moran-Ellis, Jo eds. Children, technology and culture: the impacts of technologies in children's everyday lives. The Future of childhood. UK: Falmer Press, pp. 133–150.

Jones, Ann; Scanlon, Eileen and Blake, Canan (1998). Reflections on a model of evaluating learning technologies. In: Oliver, Martin ed. Innovation in the Evaluation of Learning Technology. London: University of North London, pp. 25–40. file

Jones, Ann; Scanlon, Eileen and Charitonos, Koula (2017). Learning across contexts: what the research says. In: Luckin, Rose ed. What the research says. UCL Press (In Press).

Jones, C.; Dirckinck-Holmfeld, L. and Lindström, B. (2005). CSCL - the next ten years – a view from Europe. In: Koschmann, Timothy; Chan, Tak-Wai and Suthers, Daniel D. eds. Computer Supported Collaborative Learning 2005: The Next 10 Years! London: Routledge.

Jones, C.; Ferreday, D. and Hodgson, V. (2006). Networked Learning, a relational approach – weak and strong ties. In: Banks, Sheena; Hodgson, Vivien; Jones, Chris; Kemp, Bob; McConnell, David and Smith, Christine eds. Proceedings of the Fifth International Conference on Networked Learning 2006. Lancaster: Lancaster University.

Jones, Chris (2011). Networked learning environments. In: ed. Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment. Hershey, PA: IGI Global, pp. 102–118. file

Jones, Chris (2002). Is there a policy for networked learning? In: Banks, Sheena; Goodyear, Peter; Hodgson, Viven and McConnell, David eds. Networked Learning 2002: A Research Based Conference on E-Learning in Higher Education and Lifelong Learning: proceedings of the Third International Conference on Networked Learning. Lancaster: Lancaster University.

Jones, Chris (2004). Theory and the practices of learning technology. In: Banks, Sheena; Goodyear, Peter; Hodgson, Vivien; Jones, Chris; Lally, Vic; McConnell, David and Steeples, Christine eds. Networked Learning 2004 : a Research Based Conference on E-Learning in Higher Education and Lifelong Learning : Proceedings of the 4th International Conference on Networked Learning. Lancaster: Lancaster University, pp. 22–27.

Jones, Chris (2004). Quantitative and qualitative research: conflicting paradigms or perfect partners? In: Banks, Sheena; Goodyear, Peter; Hodgson, Vivien; Jones, Chris; Lally, Vic; McConnell, David and Steeples, Christine eds. Networked Learning 2004: a Research Based Conference on E-Learning in Higher Education and Lifelong Learning: Proceedings of the Fourth International Conference on Networked Learning. Lancaster: Lancaster University, pp. 106–112. file

Jones, Chris (2007). Designing for practice: practicing design in the social sciences. In: Beetham, Helen and Sharp, Rhona eds. Rethinking pedagogy for a digital age: Designing and delivering e-learning. UK: Routledge, pp. 166–179.

Jones, Chris (2012). Networked learning, stepping beyond the net generation and digital natives. In: Dirckinck-Holmfeld, Lone; Hodgson, Vivien and McConnell, David eds. Exploring the Theory, Pedagogy and Practice of Networked Learning. New York: Springer, pp. 27–41. file

Jones, Chris (2009). Networked learning and postgraduate professionals: Comparing course designs. In: Dirckinck-Holmfield, Lone; Jones, Chris and Lindström, Berner eds. Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Technology Enhanced Learning (4). Rotterdam: Sense Publishers, pp. 117–137.

Jones, Chris (2012). The new shape of the student. In: Huang, Ronghuai; Kinshuk, and Spector, J. Michael eds. Reshaping Learning - The Frontiers of Learning Technologies in Global Context. New Frontiers of Educational Research. New York: Springer, pp. 91–112. restricted access item, not available for direct download

Jones, Chris (2011). Students, the Net Generation and Digital Natives:Accounting for Educational Change. In: Thomas, Michael ed. Deconstructing Digital Natives: Young People, Technology, and the New Literacies. Abingdon, UK: Routledge, pp. 30–48.

Jones, Chris (2002). Situation, learning and design: contexts for educational use of computer networks. In: Williamson, Andy; Gunn, Cathy; Young, Alison and Clear, Tony eds. Winds of Change in the Sea of Learning. Proceedings of the 19th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. Auckland, New Zealand: UNITEC Institute of Technology, pp. 309–318.

Jones, Chris and Asensio, M. (2002). Designs for networked learning in HE. In: Steeples, Christine and Jones, Chris eds. Networked Learning: Perspectives and Issues. Computer Supported Cooperative Work. London: Springer-Verlag.

Jones, Chris and Conole, Grainne (2006). Who will own the new VLE? Sharing practice, problems and alternative solutions. In: Markauskaite, Lina; Goodyear, Peter and Reimann, Peter eds. Who’s Learning? Who’s Technology? Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Tertiary Education, 3-6 December, 2006, Volume 1. Sydney: Sydney University Press, pp. 391–399.

Jones, Chris; Cook, John and de Laat, Maarten (2007). Collaboration. In: Conole, Grainne and Oliver, Martin eds. Contemporary perspectives in e-learning research: themes, methods and impact on practice. London, UK: Routledge, pp. 174–189. restricted access item, not available for direct download

Jones, Chris and Dirckinck-Holmfield, Lone (2009). Analysing networked learning practices: An introduction. In: Dirckinck-Holmfield, Lone; Jones, Chris and Lindström, Berner eds. Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Technology Enhanced Learning (4). Rotterdam: Sense Publishers, pp. 1–28.

Jones, Chris and Esnault, Liliane (2004). The metaphor of networks in learning: communities, collaboration and practice. In: Banks, Sheena; Goodyear, Peter; Hoddgson, Vivien; Jones, Chris; Lally, Vic; McCconnell, David and Steeples, Christine eds. Networked Learning 2004: a Research Based Conference on E-Learning in Higher Education and Lifelong Learning: Proceedings of the Fourth International Conference on Networked Learning. Lancaster: Lancaster University, pp. 317–323.

Jones, Chris; Zenios, Maria and Griffiths, Jill (2004). Academic use of digital resources: disciplinary differences and the issue of progression. In: Banks, Sheena; Goodyear, Peter; Hodgson, Vivien; Jones, Chris; Lally, Vic; McCconnell, David and Steeples, Christine eds. Networked Learning 2004: a Research Based Conference on E-Learning in Higher Education and Lifelong Learning: Proceedings of the Fourth International Conference on Networked Learning. Lancaster: Lancaster University, pp. 222–229.

Jones, Christopher R. (2004). Nobody knows you’re a dog. What amounts to context in networked learning? In: Bayne, Sian and Land, Ray eds. Education in Cyberspace. London: Routledge, pp. 105–116.

Jones, Christopher R. (2002). What ethnography sees: networked learning as a context for action. In: Rust, Chris ed. Improving Student Learning: Improving Student Learning Using Learning Technology. Oxford: Oxford Centre for Staff and Learning Development.

Kaye, Roland and Hawkridge, David (2003). Success in the new world of learning and teaching. In: Kaye, G.R. and Hawkridge, D. eds. Learning and Teaching for Business: case studies of successful innovation. London: Kogan Page, pp. 1–15.

Kaye, Roland and Hawkridge, David (2003). Learning from success. In: Kaye, Roland and Hawkridge, David eds. Learning and teaching for business: case studies of successful innovation. London: Kogan Page, pp. 208–222.

Kerawalla, Lucinda; Minocha, Shailey; Kirkup, Gill and Conole, Grainne (2009). Supporting student blogging in higher education. In: Hatzipanagos, Stylianos and Warburton, Steven eds. Handbook of research on social software and developing community ontologies. New York: Information Science Reference, pp. 222–237.

Kirkup, G. (2010). Gendered knowledge production in universities in a Web 2.0 world. In: Booth, S.; Goodman, S. and Kirkup, G. eds. Gender Issues in Learning and Working with Information Technology: Social constructs and cultural contexts. Hershey, PA: Information Science Reference, pp. 231–243.

Kirkup, G.; Schmitz, S.; Kotkamp, E.; Rommes, E. and Hiltunen, A.-M. (2010). Towards a feminist manifesto for e-learning: principles to inform practices. In: Booth, S.; Goodman, S. and Kirkup, G. eds. Gender Issues in Learning and Working with Information Technology: Social constructs and cultural contexts. Hershey, PA: Information Science Reference, pp. 255–274.

Kirkup, Gill (2005). Developing practices for online feminist pedagogy. In: Braidotti, Rosi; van Baren, Annabel and Vonk, Esther eds. The Making of European Women's Studies, Volume VI. Utrecht: Athena/Universiteit Utrecht, pp. 26–40.

Kirkup, Gill (2001). Teacher or avatar? Identity issues in computer-mediated contexts. In: Burge, Elizabeth J. and Haughey, Margaret eds. Using learning technologies: international perspectives on practice. London, UK: Routledge Falmer, pp. 72–81.

Kirkup, Gill (2003). Staff development and support for using ICTs in creating women's studies courses. In: Goodman, Sara; Kirkup, Gill and Michielsens, Magda eds. ICTs in Teaching and Learning Women's Studies Perspectives and Practices in Europe: the Use of New Information and Communication Technologies in Women's Studies Teaching. Utrecht: Athena (Advanced Thematic Network in Activities in Women's Studies in Europe, pp. 145–153.

Kirkup, Gill (2001). Distance education. In: Kramarae, Cheris and Spender, Dale eds. Routledge International Encyclopedia of Women: Global Women's Issues and Knowledge. London: Routledge, pp. 486–488.

Kirkup, Gill (2003). Open and virtual universities. In: Kreutzner, Gabriele and Schelhowe, Heidi eds. Agents of change: virtuality, gender, and the challenge to the traditional university. Publication of the International Women's University: Technology and Culture (9). Opladen, Germany: Leske und Budrich, pp. 43–56.

Kirkup, Gill (2001). Getting our hands on it: gendered inequality in access to information and communication technologies. In: Lax, Stephen ed. Access Denied in the Information Age. Basingstoke: Palgrave Macmillan, pp. 45–66.

Kirkup, Gill (2001). Identity, community and distributed learning. In: Lea, Mary R. and Nicoll, Kathy eds. Distributed learning: social and cultural approaches to practice. London, UK: Routledge, pp. 182–195.

Kirkup, Gill (2009). Flying under the radar: the importance of small scale E-learning innovation within large-scale institutional e-learning implementation. In: Stansfield, Mark and Connolly, Thomas eds. Institutional Transformation through Best Practices in Virtual Campus Development: Advancing E-Learning Policies. Hershey PA: IGI Global, pp. 81–94.

Kirkup, Gill and Jones, Ann (1996). New technologies for open learning: the superhighway to the learning society. In: Raggatt, Peter; Edwards, Richard and Small, Nick eds. The Learning Society: Challenges and Trends. Adult Learners, Education and Training (2). London: Routledge, pp. 272–291.

Kirkup, Gill and Li, Nai (2011). Contemporary research on gender and technoscience. In: Zhu, Jianhan and Huang, Jieyu Liu Ya-Chien eds. Western Women's Studies. Western Research in the Humanities and Social Sciences. Renmin, China: China Renmin University Press, pp. 197–218.

Kirkup, Gill and Michielsens, Magda (2001). ICTs in teaching and learning Women’s Studies. In: Braidotti, Rosi; Vonk, Esther and Lazaroms, Ilse eds. The making of European women's studies: a work in progress report on curriculum development and related issues in gender education and research, Volume 3. Utrecht, Netherlands: ATHENA.

Kirkwood, Adrian (2011). Transformational technologies: exploring myths and realities. In: Burge, Elizabeth; Campbell Gibson, Chère and Gibson, Terry eds. Flexible Pedagogy, Flexible Practice: Notes from the Trenches of Distance Education. Issues in Distance Education. Edmonton, AB: AU Press, Athabasca University , pp. 285–297.

Kirkwood, Adrian (2004). Networked Learning in Context: What does e-learning offer students working independently, and what do they bring to it? In: Murphy, David; Carr, Ronnie; Taylor, James and Wong, Tat-meng eds. Distance Education and Technology: issues and practice. Hong Kong, China: Open University of Hong Kong Press, pp. 217–229. file

Kirkwood, Adrian (2006). O que eu ganho com isso? - Aprendendo com o e-Learning [What's in it for me? - Getting Learning from e-Learning]. In: Santos, A.I. ed. Perspectivas Internacionais em Ensino e Aprendizagem On-line: debates, tendêncies e experiências [International Perspectives in Online Teaching Methods: debates, trends and experiences]. São Paulo, Brazil: Libra Três, pp. 83–99. file

Kirkwood, Adrian and Joyner, C. (2002). Selecting and using media in teacher education. In: Robinson, B and Latchem, C eds. Teacher Education through Open and Distance Learning. World review of distance education and open learning series, 3 (3). Routledge/Commonwealth of Learning.

Kirkwood, Adrian and Price, Linda (2011). The influence upon design of differing conceptions of teaching and learning with technology. In: Olofsson, Anders D. and Lindberg, J. Ola eds. Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. IGI Global, pp. 1–20. restricted access item, not available for direct download

Knight, Peter (2007). Grading, classifying and future learning. In: Boud, David and Falchikov, Nancy eds. Rethinking assessment in Higher Education : learning for the longer term. UK: Routledge, pp. 72–86.

Knight, Peter (2003). Evaluating the brokers. In: Jackson, Norman J. ed. Engaging and changing higher education through brokerage. Monitoring change in education. Aldershot, UK: Ashgate Publishing, pp. 86–106.

Knight, Peter (2005). Assessing complex achievements. In: McNay, Ian ed. Beyond mass Higher Education: Building on experience. UK: Open University Press, pp. 96–104.

Knight, Peter and Trowler, Paul R. (2001). Exploring the implementation gap: theory and practices in change interventions. In: Trowler, Paul R. ed. Higher education policy and institutional change: intentions and outcomes in turbulent environments. Buckingham, UK: SRHE & Open University Press, pp. 142–163.

Knowles, Frank and Kukulska-Hulme, Agnes (1990). Modern Studies of Modern Languages. In: Miall, David S. ed. Humanities and the Computer: New Directions. Oxford: Clarendon Press, pp. 171–182. file

Kukulska-Hulme, Agnes (1988). Computer-assisted reference skill development. In: Ager, D. E. ed. Written Skills in the Modern Languages Degree. Birmingham, U.K.: AMLC in association with CILT (Centre for Information on Language Teaching & Research), pp. 149–157.

Kukulska-Hulme, Agnes (2012). Prospects for inclusive mobile learning. In: Allegra, M.; Arrigo, M.; Dal Grande, V.; Denaro, P.; La Guardia, D.; Ottaviano, S. and Todaro, G. eds. Mobile Learning for Visually Impaired People. Palermo: Consiglio Nazionale delle Ricerche, Istituto per le Tecnologie Didattiche, pp. 13–25. file

Kukulska-Hulme, Agnes (2008). What should we do with Jack-in-the-box? Anticipating surprises in mobile learning. In: Allegra, M.; Fulantelli, A.; Gentile, M. and Taibi, D. eds. Emerging Educational Technologies and Practices. Palermo, Sicily: Consiglio Nazionale delle Ricerche, Instituto per le Tecnologie Didattiche, pp. 7–18. file

Kukulska-Hulme, Agnes (2013). Mobile learners: who are they and who will they become? In: Berge, Zane L. and Muilenburg, Lin Y. eds. Handbook of Mobile Learning. New York: Routledge, pp. 145–154.

Kukulska-Hulme, Agnes (2012). Mobile-assisted language learning. In: Chapelle, Carol A. ed. The Encyclopedia of Applied Linguistics. Blackwell Publishing Ltd..

Kukulska-Hulme, Agnes (2012). Language learning defined by time and place: A framework for next generation designs. In: Díaz-Vera, Javier E. ed. Left to My Own Devices: Learner Autonomy and Mobile Assisted Language Learning. Innovation and Leadership in English Language Teaching, 6. Bingley, UK: Emerald Group Publishing Limited , pp. 1–13. file

Kukulska-Hulme, Agnes (2008). Human Factors and Innovation with Mobile Devices. In: Hansson, Thomas ed. Handbook of Research on Digital Information Technologies: Innovations, Methods and Ethical Issues. Hershey: Information Science Reference (IGI Global), pp. 392–403. file

Kukulska-Hulme, Agnes (1992). A Dictionary View of Technical Writing. In: Holt, Patrik and Williams, Noel eds. Computers and Writing: State of the Art. Bristol: Intellect, pp. 244–253.

Kukulska-Hulme, Agnes (2005). Group Leadership in Online Collaborative Learning. In: Howard, Caroline; Boettcher, Judith; Justice, Lorraine; Schenk, Karen; Berg, Gary and Rogers, Patricia eds. Encyclopedia of Distance Learning, Volume 2. United States of America: Information Science Publishing, Idea Group Inc., pp. 975–983. file

Kukulska-Hulme, Agnes (2005). Mobile Usability and User Experience. In: Kukulska-Hulme, Agnes and Traxler, John eds. Mobile Learning: A handbook for educators and trainers. The Open and Flexible Learning Series. London, UK: Routledge, pp. 45–56. restricted access item, not available for direct download

Kukulska-Hulme, Agnes (2005). Reading course materials in e-book form and on mobile devices. In: Kukulska-Hulme, Agnes and Traxler, John eds. Mobile Learning: a Handbook for Educators and Trainers. Open & Flexible Learning Series. Abingdon: Routledge, pp. 125–132. restricted access item, not available for direct download

Kukulska-Hulme, Agnes (2008). Encyclopedic knowledge in the mobile age. In: Needham, Gill and Ally, Mohamed eds. M-libraries: libraries on the move to provide virtual access. London, UK: Facet Publishing, pp. 29–36. file

Kukulska-Hulme, Agnes (2016). Mobile Assistance in Language Learning: A critical appraisal. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press Co., Ltd., pp. 138–160. file

Kukulska-Hulme, Agnes (2004). Do Online collaborative groups need leaders? In: Roberts, Tim S. ed. Online collaborative learning: Theory and practice. USA: Idea Group Publishing, pp. 262–280.

Kukulska-Hulme, Agnes (1996). User-oriented index design for computer-based documentation. In: Sharples, M. and van der Geest, T. eds. The New Writing Environment: Writers at Work in a World of Technology. London: Springer, pp. 169–176.

Kukulska-Hulme, Agnes (2006). Mobile language learning now and in the future. In: Svensson, Patrik ed. Från vision till praktik: Språkutbildning och Informationsteknik (From vision to practice: language learning and IT). Sweden: Swedish Net University (Nätuniversitetet), pp. 295–310. file

Kukulska-Hulme, Agnes (2009). Conclusions: Future Directions in Researching Mobile Learning. In: Vavoula, Giasemi; Pachler, Norbert and Kukulska-Hulme, Agnes eds. Researching Mobile Learning: Frameworks, tools and research designs. Oxford, UK: Peter Lang Verlag, pp. 353–365. restricted access item, not available for direct download

Kukulska-Hulme, Agnes (2015). Language as a bridge connecting formal and informal language learning through mobile devices. In: Wong, Lung-Hsiang; Milrad, Marcelo and Specht, Marcus eds. Seamless Learning in the Age of Mobile Connectivity. Singapore: Springer, pp. 281–294. restricted access item, not available for direct download

Kukulska-Hulme, Agnes and Jones, Chris (2011). The next generation: design and the infrastructure for learning in a mobile and networked world. In: Olofsson, A. D. and Lindberg, J. Ola eds. Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. Hershey, PA: Information Science Reference (an Imprint of IGI Global), pp. 57–78. file

Kukulska-Hulme, Agnes; Lee, Helen and Norris, Lucy (2017). Mobile Learning Revolution: Implications for Language Pedagogy. In: Chapelle, Carol A. and Sauro, Shannon eds. The Handbook of Technology and Second Language Teaching and Learning. Oxford: Wiley & Sons, pp. 217–233. file

Kukulska-Hulme, Agnes and Pettit, John (2009). Practitioners as innovators: Emergent practice in personal mobile teaching, learning, work and leisure. In: Ally, Mohamed ed. Mobile Learning: transforming the delivery of education and training. Issues in Distance Education. Athabasca: Athabasca University Press, pp. 135–155. file

Kukulska-Hulme, Agnes and Sharples, Mike (2016). Waypoints along learning journeys in a mobile world. In: Ng, Wan and Cumming, Therese M. eds. Sustaining Mobile Learning: Theory, Research and Practice. Routledge Research in Higher Education. Abingdon and New York: Routledge, pp. 43–56.

Kukulska-Hulme, Agnes; Sharples, Mike; Milrad, Marcelo; Arnedillo-Sánchez , Inmaculada and Vavoula, Giasemi (2011). The genesis and development of mobile learning in Europe. In: Parsons, David ed. Combining E-Learning and M-Learning: New Applications of Blended Educational Resources. Hershey, PA: Information Science Reference (an imprint of IGI Global), pp. 151–177. file

Kukulska-Hulme, Agnes; Shield, Lesley and Hassan, Xavière (2010). Mobile technologies for language learning and teaching: an exploratory investigation. In: Gimeno Sanz, Ana ed. New Trends in Computer-Assisted Language Learning: Working Together. Gandia, Spain: Macmillan ELT, pp. 167–174.

Kukulska-Hulme, Agnes and Traxler, John (2007). Designing for mobile and wireless learning. In: Beetham, Helen and Sharpe, Rhona eds. Rethinking pedagogy for a digital age: designing and delivering e-learning. London, UK: Routledge, pp. 180–192.

Kukulska-Hulme, Agnes and Traxler, John (2013). Design principles for mobile learning. In: Beetham, Helen and Sharpe, Rhona eds. Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd ed.). Abingdon: Routledge, pp. 244–257. restricted access item, not available for direct download

Kyza, Eleni A.; Herodotou, Christothea; Nicolaidou, Iolie; Redfors, Andreas; Hansson, Lena; Schanze, Sascha; Saballus, Ulf; Papadouris, Nicos and Michael, Georgia (2014). Adapting web-based inquiry learning environments from one country to another: the CoReflect experience. In: Bruguière, Catherine; Tiberghien, Andrée and Clément, Pierre eds. Topics and Trends in Current Science Education. Contributions from Science Education Research, 6 (1). Dordrecht: Springer Netherlands, pp. 567–582.

Lamy, Marie-Noelle and Goodfellow, Robin (2010). Telecollaboration and Learning 2.0. In: Guth, Sarah and Helm, Francesca eds. Telecollaboration 2.0: language, literacies and intercultural learning in the 21st century. Telecollaboration in Education, 1. Bern: Peter Lang, pp. 107–138.

Lane, Andrew; Connolly, Teresa; Ferreira, Giselle; McAndrew, Patrick and Wilson, Tina (2010). Reusing, reworking and remixing open educational resources. In: Marshall, Stewart and Kinuthia, Wanjira eds. Cases 'n' Places: Global Cases in Educational and Performance Technology. Educational Design and Technology in the Knowledge Society. Charlotte, NC: IAP - Information Age Publishing.

Lea, Mary (2005). 'Communities of practice' in Higher Education: useful heuristic or educational model? In: Barton, David and Tusting, Karin eds. Beyond communities of practice: language power and social context. Learning in doing: Social, cognitive and computational perspectives. New York: Cambridge University Press, pp. 180–197.

Lea, Mary (2009). Writers and meaning making in the context of online learning. In: Carter, A and Lillis, Theresa eds. Why Writing Matters: issues of access and identity in writing research and pedagogy. Studies in Written Language and Literacy (12). Amsterdam: John Benjamins.

Lea, Mary (2013). Academic literacies in the digital university: integrating individual accounts with network practice. In: Goodfellow, Robin and Lea, Mary eds. Literacy in the Digital University: Learning as Social Practice in a Digital World. Research into Higher Education. Abingdon: Routledge, pp. 137–148.

Lea, Mary (2004). New literacy studies, ICTs and learning in higher education. In: Snyder, Ilana and Beavis, Catherine eds. Doing literacy online: teaching, learning and playing in an electronic world. New Jersey: Hampton Press.

Lea, Mary R. (2012). New Genres in the Academy: Issues of Practice, Meaning Making and Identity. In: Castello, Montserrat and Donahue, Christiane eds. University Writing: Selves and Texts in Academic Societies. Studies in Writing (24). Emerald Group Publishing Ltd, pp. 93–109.

Lea, Mary R. (2008). Academic literacies in theory and practice. In: Hornberger, Nancy H. ed. Encyclopedia of Language and Education (2nd ed.), Volume 2. New York: Springer, pp. 227–238.

Littlejohn, A.; Jung, I. and Broumley, E. (2003). A comparison of issues in the reuse of resources in schools and colleges. In: Littlejohn, A. ed. Reusing Online Resources: A Sustainable Approach to e-Learning. Routledge, pp. 212–220.

Littlejohn, Allison (2017). Learning and Work: Professional Learning Analytics. In: Lang, Charles; Siemens, George; Wise, Alyssa and Gasevic, Dragan eds. Handbook of Learning Analytics. Society for Learning Analytics Research, pp. 269–277. file

Littlejohn, Allison (2005). Key issues in the design and delivery of learning and teaching. In: Levy, Philippa and Roberts, Sue eds. Developing the new learning environment: the changing role of the academic librarian. London: Facet Publishing.

Littlejohn, Allison (2003). An incremental approach to staff development in the reuse of learning resources. In: Littlejohn, Allison ed. Reusing Online Resources: A Sustainable Approach to e-Learning. Routledge.

Littlejohn, Allison (2003). Issues in reusing online resources. In: Littlejohn, Allison ed. Reusing Online Resources: A Sustainable Approach to e-Learning. Routledge.

Littlejohn, Allison (2003). Seven issues in the reuse and sharing of online resources. In: Littlejohn, Allison ed. Reusing Online Resources: A Sustainable Approach to e-Learning. Routledge.

Littlejohn, Allison; Beetham, Helen and McGill, Lou (2013). Digital literacies as situated knowledge practices: academics’ influence on learners’ behaviours. In: Goodfellow, Robin and Lea, Mary R. eds. Literacy in the Digital University: Critical Perspectives on Learning, Scholarship, and Technology. Routledge.

Littlejohn, Allison; Cook, John; Campbell, Lorna; Sclater, Niall; Currier, Sarah and Davies, Hugh (2006). Managing Educational Resources. In: Conole, Grainne and Oliver, Martin eds. Contemporary perspectives in e-learning research. Routledge, pp. 134–146.

Littlejohn, Allison; Cook, John; Sclater, Niall; Campbell, Lorna; Davis, Hugh and Currier, Sarah (2006). Managing educational resources. In: Conole, Grainne and Oliver, Martin eds. Contemporary Perspectives in E-Learning Research: Themes, Methods and Impact on Practice. Open & Flexible Learning Series. London: Routledge, pp. 134–146.

Littlejohn, Allison; Falconer, Isobel and McGill, Lou (2014). Open, Lifewide Learning: a Vision. In: Littlejohn, Allison and Pegler, Chris eds. Reusing Open Resources: Learning in Open Networks for Work, Life and Education. Abingdon: Routledge.

Littlejohn, Allison; Falconer, Isobel; McGill, Lou and Beetham, Helen (2014). Open networks and bounded communities: Tensions inherent in releasing Open Educational Resources. In: Littlejohn, Allison and Pegler, Chris eds. Reusing Open Resources: Learning in Open Networks for Work, Life and Education. Routledge.

Littlejohn, Allison and Margaryan, Anoush (2014). Technology-enhanced Professional Learning. In: Billet, Stephen; Harteis, Christian and Gruber, Hans eds. International Handbook on Research in Professional and Practice-based Learning. Springer International Handbooks of Education. Dordrecht: Springer, pp. 1187–1212.

Littlejohn, Allison and Margaryan, Anoush (2013). Technology-enhanced professional learning: Mapping out a new domain. In: Littlejohn, Allison and Margaryan, Anoush eds. Technology-enhanced professional learning: Processes, practices and tools. Abingdon: Routledge.

Littlejohn, Allison and McGill, Lou (2015). Ecologies of Open Resources and Pedagogies of Abundance. In: Gros, Begoña; Kinshuk and Maina, Marcelo eds. The Future of Ubiquitous Learning: Learning Designs for Emerging Pedagogies. Lecture Notes in Educational Technology. Berlin: Springer, pp. 115–130.

Littlejohn, Allison and Nicol, David (2009). Supporting interdisciplinary studies using learning technologies. In: Chandramohan, Balasubramanyam and Fallows, Steve eds. Interdisciplinary Learning and Teaching in Higher Education: Theory and Practice. Abingdon: Routledge, pp. 30–43.

Littlejohn, Allison and Peacock, Susi (2003). From Pioneers to Partners: the changing voices of staff developers. In: Seale, Jane K. ed. Learning Technology in Transition: from individual enthusiasm to institutional implementation. Routledge, pp. 77–90.

Littlejohn, Allison and Pegler, Chris (2014). Introduction: Reusing Open Resources for Learning. In: Littlejohn, Allison and Pegler, Chris eds. Reusing Open Resources: Learning in Open Networks for Work, Life and Education. Routledge.

Littleton, Karen; Sharples, Mike and Scanlon, Eileen (2012). Editorial introduction: orchestrating inquiry learning. In: Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. Orchestrating Inquiry Learning. Oxford: Routledge, pp. 1–6. restricted access item, not available for direct download

Littleton, Karen and Whitelock, Denise (2003). Creating meaning through a community of collaborative learners. In: Mason, Lucia; Andreuzza, Silvia; Arfè, Barbara and Del Favero, Laura eds. 10th European Conference for Research on Learning and Instruction, Volume Abstracts. Padova: Cooperativa Libraria Editrice Università di Padova, p. 57.

Lukosch, Heide; Littlejohn, Allison and Margaryan, Anoush (2013). Simulation games for workplace learning. In: Littlejohn, Allison and Margaryan, Anoush eds. Technology-enhanced professional learning: Processes, practices and tools. Routledge.

Makriyanni, Elpida and De Liddo, Anna (2010). “Fairy rings” of participation: the invisible network influencing participation in online communities. In: Dirckinck-Holmfeld, L.; Hodgson, V.; Jones, C.; de Laat, M.; McConnell, D. and Ryberg, T. eds. Proceedings of the 7th International Conference on Networked Learning 2010. Lancaster: Lancaster University, pp. 285–292. file

Malzahn, Nils; Hartnett, Elizabeth; Llinás, Pablo and Hoppe, H. Ulrich (2016). A smart environment supporting the creation of juxtaposed videos for learning. In: Li, Yanyan ; Chang, Maiga ; Kravcik, Milos ; Popescu, Elvira ; Huang, Ronghuai ; Kinshuk and Chen, Nian-Shing eds. State-of-the-Art and Future Directions of Smart Learning. Lecture Notes in Educational Technology. Singapore: Springer Singapore, pp. 461–470.

Mann, Phebe and Garner, Steven (2006). The Role of Sketches in Supporting Near-Synchronous Remote Communication in Computer Supported Collaborative Design. In: Shen, Weiming; Chao, Kuo-Ming; Lin, Zongkai; Barthes, Jean-Paul A and James, Anne eds. Computer Supported Cooperative Work in Design II: 9th International Conference. Lecture Notes in Computer Science, 3865 (3865). Heidelberg: Springer, pp. 72–81. file

Margaryan, Anoush and Littlejohn, Allison (2013). Technology-enhanced professional learning: Challenges and future directions. In: Littlejohn, Allison and Margaryan, Anoush eds. Technology-enhanced professional learning: processes, practices and tools. Abingdon: Routledge.

Mason, Robin (2002). The Global Classroom. In: Adelsberger, Heimo H; Collis, Betty and Pawlowski, Jan M eds. Handbook on Information Technologies for Education and Training. Berlin: Springer-Verlag, pp. 615–621.

Mason, Robin (2005). The evolution of Online Education at the Open University. In: Kearsely, Greg ed. Online learning: personal reflections on the transformation of education. USA: Educational Technology Publications.

Mason, Robin (2001). Effective facilitation of online learning: the Open University experience. In: Stephenson, John ed. Teaching and learning online: New pedagogies for new technologies. London: Kogan Page.

Mason, Robin (2002). Online learning and supporting students: new possibilities. In: Tait, Alan and Mills, Roger eds. Rethinking learner support in distance education: change and continuity in an international context. London: Routledge Falmer, pp. 90–101.

Mason, Robin (2002). Rethinking assessment for the online environment. In: Vrasidas, Charalambos and Glass, Gene V. eds. Distance education and distributed learning. Greenwich, Connecticut: Information Age Publishing, pp. 57–74.

Mason, Robin and Rehak, D (2003). Keeping the learning in learning objects. In: Littlejohn, A ed. Reusing online resources: a sustainable approach to e-learning. London: Kogan Page, pp. 20–34.

Mayromatis, A. and Richardson, J. T. E. (1984). Hypnagogic imagery. In: Sheikh, A. ed. International Review of Mental Imagery, Volume 1. New York: Human Sciences Press.

McAndrew, Patrick (2009). What is needed for global e-learning in higher education? In: Zajda, Joseph and Gibbs, Donna eds. Comparative information Technology: Languages, Societies and the Internet. Globalisation, Comparative Education and Policy Research, 4. Springer, pp. 49–64. restricted access item, not available for direct download

McAndrew, Patrick and Farrow, Robert (2013). Open education research: from the practical to the theoretical. In: McGreal, Rory; Kinuthia, Wanjira and Marshall, Stewart eds. Open Educational Resources: Innovation, Research and Practice. Vancouver, Canada: Commonwealth of Learning and Athabasca University, pp. 65–78. file

McAndrew, Patrick; Godwin, Stephen and Santos, Andreia (2009). Research 2.0: How do we know about the users that do not tell us anything? In: Vavoula, Giasemi; Pachler, Norbert and Kukulska-Hulme, Agnes eds. Researching Mobile Learning: Frameworks, Tools and Research Designs. Bern, Switzerland: Peter Lang, pp. 277–288. file

McAndrew, Patrick and Laurillard, Diana (2003). Reusable educational software: a basis for generic e-learning tasks’. In: Littlejohn, Alison ed. Reusing online resources: a sustainable approach to eLearning. London, UK: Kogan Page.

Meek, Sam; Fitzgerald, Elizabeth; Sharples, Mike and Priestnall, Gary (2013). Learning on field trips with mobile technology. In: Kinuthia, Wanjira and Marshall, Stewart eds. On the Move: Mobile Learning for Development. Educational Design and Technology in the Knowledge Society. Charlotte, NC.: Information Age Publishing Inc.. restricted access item, not available for direct download

Mendonca, Murilo Matos; McAndrew, Patrick and Santos, Andreia (2011). Freeing up access to learning: the role for Open Educational Resources. In: Baldazzi, Anna; Ricci, Laura and Baros, Valentina Valle eds. E-Learning quality assurance: a multi-perspective approach. GUIDE Association. Rome, Italy: Gangemi Editore spa, pp. 121–138. file

Meyer, Philip; Kelle, Sebastian; Ullmann, Thomas Daniel; Scott, Peter and Wild, Fridolin (2013). Interdisciplinary cohesion of TEL – an account of multiple perspectives. In: Hernández-Leo, Davinia ; Ley, Tobias ; Klamma, Ralf and Harrer, Andreas eds. Scaling up Learning for Sustained Impact. Lecture Notes in Computer Science (8095). Springer, pp. 219–232.

Mikroyannidis, Alexander; Okada, Alexandra; Correa, Andre and Scott, Peter (2016). Inquiry-Based Learning on the Cloud. In: Chao, Lee ed. Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes. Hershey PA, USA: Information Science Reference, pp. 291–310. file

Milligan, Colin; Littlejohn, Allison and Margaryan, Anoush (2014). Workplace learning in informal networks. In: Littlejohn, Allison and Pegler, Chris eds. Reusing Open Resources: Learning in Open Networks for Work, Life and Education. Routledge.

Milligan, Colin; Margaryan, Anoush and Littlejohn, Allison (2012). Supporting goal formation, sharing and learning of knowledge workers. In: Ravenscroft, Andrew; Lindstaedt, Stefanie; Delgado Klooz, Carlos and Hernández-Leo, Davinia eds. 21st Century Learning for 21st Century Skills. Lecture Notes in Computer Science (7563). Berlin: Springer, pp. 519–524.

Milrad, Marcelo; Wong, Lung-Hsiang; Sharples, Mike; Hwang, Gwo-Jen; Looi, Chee-Kit and Ogata, Hiroaki (2013). Seamless learning: an international perspective on next-generation technology-enhanced learning. In: Berge, Zane L. and Muilenburg, Lin Y. eds. Handbook of Mobile Learning. Abingdon: Routledge, pp. 95–108. restricted access item, not available for direct download

Mor, Yishay (2010). Embedding design patterns in a methodology for a design science of e-Learning. In: Kohls, Christian and Wedekind, Joachim eds. Problems Investigations of E-Learning Patterns: Context Factors, Problems and Solutions. Hershey, PA, USA: IGI, pp. 107–134. restricted access item, not available for direct download

Mor, Yishay (2013). SNaP! Re-using, sharing and communicating designs and design knowledge using scenarios, narratives and patterns. In: Luckin, Rosemary; Puntambekar, Sadhana; Goodyear, Peter; Grabowski, Barbara L.; Underwood, Joshua and Winters, Niall eds. Handbook of Design in Educational Technology. London, UK: Routledge, pp. 189–200.

Mor, Yishay; Mellar, Harvey; Pachler, Norbert and Daly, Caroline (2010). Formative e-Assessment: case stories, design patterns and future scenarios. In: Kohls, Christian and Wedekind, Joachim eds. Problems Investigations of E-Learning Patterns: Context Factors, Problems and Solutions. Hershey, PA, USA: IGI, pp. 199–219.

Mor, Yishay and Mogilevsky, Orit (2013). Learning design studio: educational practice as design inquiry of learning. In: Hernández-Leo, Davinia; Ley, Tobias; Klamma, Ralf and Harrer, Andreas eds. Scaling up learning for sustained impact. Lecture Notes in Computer Science, 8095. Berlin: Springer, pp. 233–245.

Mwanza-Simwami, Daisy (2013). Activity theory and educational technology design. In: Luckin, Rosemary ; Puntambekar, Sadhana; Goodyear, Peter; Grabowski, Barbara L.; Underwood, Joshua and Winters, Niall eds. Handbook of Design in Educational Technology. Abingdon: Routledge, pp. 176–188.

Mwanza-Simwami, Daisy (2009). Using activity-oriented design methods (AODM) to investigatemobile learning. In: Vavoula, Giasemi; Pachler, Norbert and Kukulska-Hulme, Agnes eds. Researching Mobile Learning: Frameworks, tools and research designs. Bern, Switzerland: Peter Lang Verlag, pp. 97–122. restricted access item, not available for direct download

Ngimwa, Pauline (2008). An African experience in providing a digital library service: the African Virtual University (AVU) example. In: Brophy, Peter ; Craven, Jenny and Markland, Margaret eds. Libraries Without Walls 7: Exploring 'anytime', 'anywhere' delivery of library services. London, U.K.: Facet Publishing, pp. 29–38.

Ngimwa, Pauline (2009). Copyright Issues and their Impact on Flexible Education in Africa. In: Marshall, Stewart ; Kinuthia, Wanjira and Taylor, Wallace eds. Bridging the Knowledge Divide: Educational Technology for Development. Educational Design and Technology in the Knowledge Society (1). Charlotte, NC : Information Age Publishing, pp. 199–215.

Niramitranon, Jitti; Sharples , Mike and Greenhalgh , Chris (2010). Orchestrating learning in a one-to-one technology classroom. In: Khine , Myint Swe and Saleh , Issa M. eds. New Science of Learning: Cognition, Computers and Collaboration in Education. New York, USA: Springer, pp. 451–468.

Norris, Lucy and Kukulska-Hulme, Agnes (2017). Teacher Training and PD in Mobile Pedagogy for English Language Teaching. In: Power, Robert; Ally, Mohamed; Cristol, Dean and Palalas, Agnieszka eds. IAmLearning: Mobilizing and supporting educator practice. International Association for Mobile Learning, pp. 112–137. file

Okada, Alexandra (2008). OpenLearn and knowledge maps for language learning. In: Marriott, Rita and Torres, Patricia eds. Handbook of Research on e-Learning Methodologies for Language Acquisition, Volume 1. 2008: IGI group. file

Okada, Alexandra (2008). Scaffolding School Pupils’ Scientific Argumentation with Evidence-Based Dialogue Maps. In: Okada, Alexandra; Buckingham Shum, Simon and Sherborne, Tony eds. Knowledge Cartography: Software tools and mapping techniques. Advanced Information and Knowledge Processing, 1. London, UK: Springer, pp. 131–162. file

Okada, Alexandra (2005). The Collective Building of Knowledge in Collaborative Learning Environments. In: Roberts, Tim S. ed. Computer-Supported Collaborative Learning in Higher Education, Volume 1. Idea Groups/IGI Global, pp. 70–99. file

Okada, Alexandra and Leslie, Scott (2012). Open educators and colearners as DJs: reuse, remix, and recreate OER collaboratively! In: Okada, Alexandra; Connolly, Teresa and Scott, Peter eds. Collaborative Learning 2.0: Open Educational Resources, Volume 1. 2012: Information Science Reference, pp. 78–102. restricted access item, not available for direct download

Okada, Alexandra; Meister, Izabel; Mikroyannidis, Alexander and Little, Suzanne (2013). "Colearning" - Collaborative Open Learning through OER and Social Media. In: Okada, Alexandra ed. Open Educational Resources and Social Networks. São Luís - MA: EdUEMA, pp. 46–56. file

Olakanmi, Eunice; Blake, Canan and Scanlon, Eileen (2010). The role of self-regulated learning in enhancing conceptual understanding of rate of chemical reactions. In: Dettori , Giuliana and Persico , Donatella eds. Enhancing Fostering Self-Regulated Learning through ICT. IGI Global, pp. 248–267.

Oliver, Martin; Harvey, Jen; Conole, Grainne and Jones, Ann (2007). Evaluation. In: Conole, Grainne and Oliver, Martin eds. Contemporary perspectives in e-learning research; themes, methods and impact on practice. Open and flexible learning series. Abingdon, Oxon: RoutledgeFalmer, pp. 203–216. file

Parker, Jan (2005). A Mise-en-Scene for the Theatrical University. In: Barnett, Ronald ed. Reshaping the university: new relationships between research, scholarship and teaching. Maidenhead, UK: Society for Research into Higher Education & Open University Press, pp. 151–164.

Parker, Jan (2013). Speaking out in a digital world: humanities values, humanities processes. In: Belfiore, Eleonora and Upchurch, Anna eds. Humanities in the Twenty-First Century: Beyond Utility and Markets. Basingstoke: Palgrave, pp. 44–62. restricted access item, not available for direct download

Parker, Jan (2005). Voice and Academic Identity in 'Changing Places'. In: Tight, Malcolm ed. International Relations. International Perspectives in Higher Education Research, 3 (3). Oxford, UK: Elsevier, pp. 185–203.

Parker, Jan (2009). Collaborative academic work: writing in the disciplines. In: Walsh, Lorraine and Kahn, Peter eds. Collaborative Working in Higher Education: The Social Academy. Abingdon, UK: Routledge, pp. 157–162.

Parker, Janet (2009). 'Translation reveals the other': Bacchae and a pedagogic model of reception. In: de Faria Coutinho, Eduardo ed. Discontinuities and displacements: studies in comparative literature. Beyond Binarism (I). Rio de Janeiro: Aeroplano. file

Parker, Janet (2005). The academic journals role: Mutual transformation? In: Fanghanel, J. and Warren, D. eds. International Conference on the Scholarship of Teaching and Learning: Proceedings 2003 and 2004. London: Educational Development Centre, City University.

Parker, Janet (2010). Expanding the disciplines through SoTL. In: Fanghanel, Joëlle; Bernstein, Dan; Huber, Mary; Berthiaume, Denis; Warren, Digby; Roxa, Torgny and Colet, Nicole Rege eds. Proceedings of the 8th International Conference of the London Scholarship of Teaching and Learning. London SoTL International Conference (5). London: University of West London, pp. 113–119.

Parker, Janet (2010). Framing ideas from classical language teaching, past and future. In: Levine, G. and Phipps, A. eds. Critical and Intercultural Theory and Language Pedagogy. Oregon, USA: American Association of University Supervisors and Coordinators, pp. 116–128. restricted access item, not available for direct download

Parker, Janet (2011). Images of tradition, translation, trauma. In: Parker, Janet and Mathews, Timothy eds. Tradition, Translation, Trauma: The Classic and the Modern. Classical Presences. Oxford: Oxford University Press, pp. 11–28.

Parker, Janet (2011). What’s Hecuba to him . . . that he should weep for her? In: Parker, Janet and Mathews, Timothy eds. Tradition, Translation, Trauma The Classic and the Modern. Classical Presences. Oxford: Oxford University Press, pp. 245–262.

Parker, Janet (2003). Aspirational higher education. In: Preston, David Seth ed. The idea of education. At the interface/probing the boundaries (5). Armsterdam, Nertherlands: Rodopi, pp. 167–184.

Pegler, Chris (2013). The influence of open resources on design practice. In: Beetham, Helen and Sharpe, Rhona eds. Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd ed.). Abingdon: Routledge, pp. 145–158.

Pérez Cavana, Maria and Edwards, Chris (2014). Developing the Language Learning Support Dimensions (LLSD) from research into second language acquisition and informed by the Effective Lifelong Learning Inventory (ELLI). In: Krings , Hans P. and Kühn , B. eds. Fremdsprachliche Lernprozesse beobachten: - initiieren - steuern - begleiten. Bochum ( Germany): AKS-Verlag Bochum. file

Pérez Cavana, Maria Luisa and Edwards, Chris (2017). Fostering student-centred pedagogy through the language learning support dimensions (LLSD). In: Krings, Hans P and Kühn, Bärbel eds. Inhalt und Vielfalt - Neue Herausforderungen für das Sprachenlernen und -lehren an Hochschulen. Fremdsprachen in Lehre und Forschung. Bochum, Gernabt: AKS Verlag, pp. 149–161.

Perrotta, Carlo and Whitelock, Denise (2017). Assessment for learning. In: Duval, Eric; Sharples, Mike and Sutherland, Rosamund eds. Technology Enhanced Learning: Research Themes. Cham: Springer, pp. 127–135. restricted access item, not available for direct download

Pettit, John and Kukulska-Hulme, Agnes (2011). Mobile 2.0: crossing the border into formal learning? In: Lee, Mark J.W. and McLoughlin, Catherine eds. Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching. Information Science Reference. Hershey & New York: IGI Global, pp. 192–208. file

Pettit, John and Mason, Robin (2002). Virtual space, real learning: an introduction to VLEs. In: Fry, Heather; Ketteridge, Steve and Marshall, Stephanie eds. A Handbook for teaching and learning in higher education: enhancing academic practice (2nd ed.). London, UK: Kogan Page, pp. 148–161.

Pike, Anne and Mcfarlane, Ruth (2017). Experiences of post-secondary learning after prison: Reintegrating into society. In: Crane, Paul ed. Life Beyond Crime: What do those at risk of offending, prisoners and ex-offenders need to learn? London: Lemos&Crane, pp. 258–262.

Pinto, Ana; Thompson, Kate; Jones, Chris and Clow, Doug (2014). iSpot: your place to share nature. In: Carvalho, Lucila and Goodyear, Peter eds. The Architecture of Productive Learning Networks. Abingdon: Routledge, pp. 225–238. restricted access item, not available for direct download

Pinto, R.; Whitelock, D. and Gutierrez, R. (2011). Towards a roadmap for implementing a socio-constructivist learning framework for chronically ill children to learn with their classmates while still in hospital. In: Mendez-Vilas, A. ed. Education in a technological world: communicating current and emerging research and technological efforts. Formatex Research Centre, pp. 563–571. restricted access item, not available for direct download

Pitt, Rebecca (2013). Who is the revolutionary in Being and Nothingness? In: O'Donohoe, Benedict ed. Severally Seeking Sartre. Newcastle-upon-Tyne: Cambridge Scholars Publishing , pp. 154–170.

Pitt, Rebecca (2013). Play and being in Jean-Paul Sartre's Being and Nothingness. In: Ryall , Emily; Russell, Wendy and MacLean, Malcolm eds. The Philosophy of Play. Abingdon: Routledge, pp. 109–119.

Preece, Jenny and Jones, Ann (1987). Packages-learning at a distance. In: Taylor, C. A. ed. Science Education and Information Transfer. Science and Technology Education and Future Human Needs, 9. Oxford: Pergamon Press, pp. 117–136.

Preece, Jenny and Jones, Ann (1987). Transfer with computer technology. In: Taylor, C. A. ed. Science Education and Information Transfer. Science and Technology Education and Future Human Needs, 9. Oxford: Pergamon Press, pp. 93–108.

Price, Linda (2014). Modelling factors for predicting student learning outcomes in higher education. In: Gijbels, David; Donche, Vincent; Richardson, John T. E. and Vermunt, Jan D. eds. Learning Patterns in Higher Education: Dimensions and Research Perspectives. New Perspectives on Learning and Instruction. Abingdon: Routledge, pp. 56–77.

Price, Linda and Kirkwood, Adrian (2008). Technology in the United Kingdom’s Higher Education Context. In: Scott, Shelleyann and Dixon, Kathryn C. eds. The Globalised University: Trends and Challenges in Teaching and Learning. Perth: Black Swan Press, pp. 83–113. file

Price, Linda; Kirkwood, Adrian and Richardson, John T. E. (2016). Mind the gap: the chasm between research and practice in teaching and learning with technology. In: Case, Jennifer M. and Huisman, Jeroen eds. Researching Higher Education: International perspectives on theory, policy and practice. Society for Research into Higher Education (SRHE) Series. London: Routledge, pp. 227–245.

Price, Linda and Richardson, John T. E. (2003). Meeting the Challenge of Diversity: a cautionary tale about learning styles. In: Rust, C. ed. Proceedings of the 2002 10th International Symposium of Improving Student Learning, Improving Student Learning Theory and Practice - 10 Years On. Oxford, UK: The Oxford Centre for Staff & Learning Development, pp. 285–295.

Price, Linda and Richardson, John T. E. (2004). Why is it difficult to improve student learning? In: Rust, Chris ed. Improving Student Learning: Theory, Research and Scholarship. Oxford, UK: Oxford Centre for Staff and Learning Development.

Priestnall, Gary; Brown, Elizabeth; Sharples, Mike and Polmear, Gemma (2010). Augmenting the field experience: a student-led comparison of techniques and technologies. In: Brown, Elizabeth ed. Education in the wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham, pp. 43–46. file

Ras, Eric; Whitelock, Denise and Kalz, Marco (2016). The Promise and Potential of E-Assessment for Learning. In: Reimann, Peter; Bull, Susan; Kickmeier-Rust, Michael D.; Vatrapu, Ravi and Wasson, Barbara eds. Measuring and Visualising Learning in the Information-Rich Classroom. London: Routledge, pp. 21–40.

Read, Timothy; Bárcena, Elena and Kukulska-Hulme, Agnes (2016). Mobile and Massive Language Learning. In: Martín-Monje, Elena; Elorza, Izaskun and García Riaza, Blanca eds. Technology-Enhanced Language Learning for Specialized Domains: Practical applications and mobility. Abingdon: Routledge, pp. 151–161.

Read, Timothy; Bárcena, Elena and Kukulska-Hulme, Agnes (2016). Exploring the application of a conceptual framework in a social MALL app. In: Pareja-Lora, Antonio; Calle-Martínez, Cristina and Rodríguez-Arancón, Pilar eds. New perspectives on teaching and working with languages in the digital era. Research-Publishing.net, pp. 223–232. file

Rees, Philip; MacKay, Louise; Martin, David; Conole, Grainne and Davis, Hugh (2008). Developing e-learning in Geography. In: Rees, Philip; Mackay, Louise; Martin, David and Durham, Helen eds. E-Learning for Geographers: Online Materials, Resources, and Repositories. Hershey, PA, USA: IGI Global, pp. 1–19. restricted access item, not available for direct download

Reinhardt, Wolfgang and Ullmann, Thomas (2011). Editorial: Awareness and reflection in personal learning environments. In: Reinhardt, Wolfgang and Ullmann, Thomas eds. Proceedings of the 1st Workshop on Awareness and Reflection in Personal Learning Environments. In Conjunction with the PLE Conference 2011. Southampton, United Kingdom, July 11, 2011. Not known, pp. 2–9. file

Reinhardt, Wolfgang ; Ullmann, Thomas Daniel; Scott, Peter; Pammer, Viktoria ; Conlan, Owen and Berlanga, Adriana (2011). Editorial: Awareness and reflection in learning networks. In: Reinhardt, Wolfgang ; Ullmann, Thomas Daniel; Scott, Peter; Pammer, Viktoria ; Conlan, Owen and Berlanga, Adriana eds. Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks. In conjunction with the 6th European Conference on Technology Enhanced Learning: Towards Ubiquitous Learning 2011. Palermo, Italy, September 21, 2011. CEUR-WS, pp. 2–7. file

Richardson, J. T. E. and Blagrove, M. (1989). Mental imagery and dreams. In: Beaumont, J. G. ed. Brainpower. New York: Harper & Row.

Richardson, J. T. E.; Cermak, L. S.; Blackford, S. P. and O'Connor, M. (1987). The efficacy of imagery mnemonics following brain damage. In: McDaniel, M. A. and Pressley, M. eds. Imagery and Related Mnemonic Processes: Theories, Individual Differences, and Applications. New York: Springer-Verlag.

Richardson, J. T. E. and Vecchi, T. (1999). L’impiego di mnemotecniche immaginative nella riabilitazione della memoria. In: Lorenzetti, L. M. and Antonietti, A. eds. Figura Emozione Cognizione: Studi Ricerche Applicazioni. Milano: FrancoAngeli.

Richardson, John T. E. (1982). Memory disorders. In: Burton, Andrew ed. The Pathology and Psychology of Cognition. London: Methuen.

Richardson, John T. E. (1997). Conclusions from the Study of Gender Differences in Cognition. In: Caplan, Paula J.; Crawford, Mary; Hyde, Janet Shibley and Richardson, John T. E. eds. Gender Differences in Human Cognition. Oxford University Press, pp. 131–169.

Richardson, John T. E. (1997). Introduction to the Study of Gender Differences in Cognition. In: Caplan, Paula J.; Crawford, Mary; Hyde, Janet Shibley and Richardson, John T. E. eds. Gender Differences in Human Cognition. Oxford University Press, pp. 2–29.

Richardson, John T. E. (1989). Knowledge representation. In: Colman, A and Beaumont, J. G. eds. Psychology Survey, Volume 7. Leicester: The British Psychological Society.

Richardson, John T. E. (1991). Imagery and the Brain. In: Cornoldi, C. and McDaniel, M. A. eds. Imagery and Cognition. New York: Springer-Verlag, pp. 1–45.

Richardson, John T. E. (2006). The future of research in problem-based learning. In: Crabtree, H.; Darvill, A.; Holland, K.; MacKay, S.; McLoughlin, M.; Oakley, D. and Supyk, J. eds. Problem-based Learning 2004: A Quality Experience? Salford, UK: University of Salford, pp. 41–59.

Richardson, John T. E. (1993). Commentary: Developing the Model of Working Memory. In: Davies, Graham M. and Logie, Robert H. eds. Memory in Everyday Life. Advances in Psychology, 100. Amsterdam: Elsevier, pp. 219–230.

Richardson, John T. E. (2007). Variations in student learning and perceptions of academic quality. In: Entwistle, Noel; Tomlinson, Peter and Dockrell, Julie eds. Student Learning and University Teaching. British Journal of Educational Psychology Monograph Series II (4). UK: British Psychological Society, pp. 61–71.

Richardson, John T. E. (1983). Mental imagery in thinking and problem solving. In: Evans, J. St. B. T. ed. Thinking and Reasoning: Psychological Approaches. London: Routledge.

Richardson, John T. E. (1990). Imagery and memory in brain-damaged patients. In: Hampson, P. J.; Marks, D. F. and Richardson, J. T. E. eds. Imagery: Current Developments. London: Routledge.

Richardson, John T. E. (1996). Cognitive psychology. In: Kuper, A. and Kuper, J. eds. The Social Science Encyclopedia (2nd ed.). London: Routledge.

Richardson, John T. E. (1996). Cognitive science. In: Kuper, A. and Kuper, J. eds. The Social Science Encyclopedia (2nd ed.). London: Routledge.

Richardson, John T. E. (1987). Bruner, J. S. In: Kuper, J. ed. Key Thinkers, Past and Present. London: Routledge & Kegan Paul.

Richardson, John T. E. (1987). Luria, A. R. In: Kuper, J. ed. Key Thinkers, Past and Present. London: Routledge & Kegan Paul.

Richardson, John T. E. (1988). Cognitive science. In: Kuper, J. ed. A Lexicon of Psychology, Psychiatry, and Psychoanalysis. London: Routledge.

Richardson, John T. E. (1991). Gender differences in imagery, cognition, and memory. In: Logie, R. H. and Denis, M. eds. Mental Images in Human Cognition. Advances in Psychology, 80. Amsterdam: Elsevier, pp. 271–303.

Richardson, John T. E. (2008). Approaches to studying among deaf students in higher education. In: Marschark, Marc and Hauser, Peter C. eds. Deaf Cognition: Foundations and Outcomes. New York: Oxford University Press, pp. 387–410.

Richardson, John T. E. (1981). Geographical bias. In: Piper, David Warren ed. Is Higher Education Fair? Guildford: Society for Research into Higher Education..

Richardson, John T. E. (1989). Cognitive skills and psychology education. In: Radford, J. and Rose, D. eds. A Liberal Science: Psychology Education Past, Present, and Future. Guildford: SRHE & Open University Press.

Richardson, John T. E. (1992). Memory and the Menstrual Cycle. In: Richardson, John T. E. ed. Cognition and the Menstrual Cycle. New York: Springer-Verlag, pp. 98–131.

Richardson, John T. E. (1992). The menstrual cycle, cognition, and paramenstrual symptomatology. In: Richardson, John T. E. ed. Cognition and the Menstrual Cycle. New York: Springer-Verlag, pp. 1–38.

Richardson, John T. E. (1996). Evolving Issues in Working Memory. In: Richardson, John T. E.; Engle, Randall W.; Hasher, Lynn; Logie, Robert H. and Stoltzfus, Ellen R. eds. Working Memory and Human Cognition. Oxford University Press, pp. 120–148.

Richardson, John T. E. (1996). Evolving Concepts of Working Memory. In: Richardson, John T. E.; Engle, Randall W.; Hasher, Lynn; Logie, Robert H.; Stoltzfus, Ellen R. and Zacks, Rose T. eds. Working Memory and Human Cognition. Oxford University Press, pp. 3–24.

Richardson, John T. E. (2013). The National Student Survey and its impact on UK higher education. In: Shah, Mahsood and Nair, Chenicheri Sid eds. Enhancing student feedback and improvement systems in tertiary education. CAA Quality Series (5). Abu Dhabi: Commission for Academic Accreditation, UAE, pp. 76–84.

Richardson, John T. E. (1997). Dispelling some myths about mature students in higher education: Study skills, approaches to studying, and intellectual ability. In: Sutherland, P. ed. Adult Learning: A Reader. London: Kogan Page.

Richardson, John T. E. (2009). What can students’ perceptions of academic quality tell us? Research using the Course Experience Questionnaire. In: Tight, Malcolm; Mok, Ka Ho; Huisman, Jeroen and Morphew, Christopher C. eds. The Routledge International Handbook of Higher Education. Routledge International Handbooks of Education. Routledge, pp. 199–210.

Richardson, John T. E. (2000). Hormones and behaviour: Cognition, menstruation and menopause. In: Ussher, J. M. ed. Women’s Health: Contemporary International Perspectives. Leicester: BPS Books.

Richardson, John T. E. (2006). Early methods for assessing imagery and nonverbal abilities. In: Vecchi, Tomaso and Bottini, Gabriella eds. Imagery and Spatial Cognition: Methods, Models and Cognitive Assessment. Advances in Consciousness Research (66). Amsterdam: John Benjamins, pp. 3–14.

Richardson, John T. E. (2009). Students’ approaches to learning and teachers’ approaches to teaching in higher education. In: Wheldall, Kevin ed. Developments in Educational Psychology (2nd Edition). Taylor & Francis.

Richardson, John T. E. and Jelfs, Anne (2015). Access and attitudes to digital technologies across the adult lifespan: evidence from distance education. In: Rosen, Larry D.; Cheever, Nancy and Carrier, L. Mark eds. The Wiley Blackwell Handbook of Psychology, Technology and Society. Chichester: Wiley-Blackwell, pp. 89–104.

Richardson, John T. E. and Kirkwood, Adrian (2017). Informal learning in the workplace: Approaches to learning and perceptions of the context. In: Huisman, Jeroen and Tight, Malcolm eds. Theory and Method in Higher Education Research, Volume 3. International Perspectives in Higher Education Research. London: Emerald Publishing, pp. 249–268.

Richardson, John T. E. and Remedios, Richard (2014). Achievement goals, approaches to studying and academic achievement. In: Gijbels, David; Donche, Vincent; Richardson, John T. E. and Vermunt, Jan D. eds. Learning patterns in higher education: Dimensions and research perspectives. New Perspectives on Learning and Instruction. London: Routledge, pp. 125–140.

Richardson, John T. E. and Sun, Haoda (2016). Approaches to studying among international students from China. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional Transitions of International Students to Higher Education. New Perspectives on Learning and Instruction. London: Routledge, pp. 106–122.

Riedel, Johann C. K. H.; Feng, Yanan; Azadegan, Aida; Romero, Margarida; Usart, Mireia and Hauge, Jannicke Baalsrud (2014). Measuring the Commercial Outcomes of Serious Games in Companies – A Review. In: Ma, Minhua; oliviera, manuel and Baalsrud Hauge, Jannicke eds. Serious Games Development and Applications: 5th International Conference, SGDA 2014, Berlin, Germany, October 9-10, 2014 Proceedings. London: Springer, pp. 176–191. file

Riedel, Johann C.K.H.; Feng,, Yanan and Azadegan, Aida (2013). Serious Games Adoption in Organizations – An Exploratory Analysis. In: Hernandez leo, Davinia; Ley, Tobias; Klamma, Ralf and Harrer, Andreas eds. Scaling up learning for sustained impact: 8th European Conference, on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013 Proceedings. Lecture Notes in Computer Science, 8095. London: Springer, pp. 508–513. restricted access item, not available for direct download

Rienties, Bart; Cross, Simon and Zdrahal, Zdenek (2016). Implementing a Learning Analytics Intervention and Evaluation Framework: what works? In: Kei Daniel, Ben and Butson, Russell eds. Big Data and Learning Analytics in Higher Education: Current Theory and Practice. Heidelberg: Springer.

Rienties, Bart; Giesbers, Bas; Tempelaar, Dirk and Lygo-Baker, Simon (2012). Redesigning teaching presence in order to enhance cognitive presence: a longitudinal analysis. In: Akyol, Zehra and Garrison, D. Randy eds. Educational Communities of Inquiry: Theoretical Framework, Research and Practice. Hershey, PA: Information Science Reference (an imprint of IGI Global), pp. 109–132.

Rienties, Bart; Grohnert, Therese; Kommers, Piet; Niemantsverdriet, Susan and Nijhuis, Jan (2011). Academic and social integration of international and local students at five business schools, a cross-institutional comparison. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Building Learning Experiences in a Changing World. Advanced in Business Education and Training (3). Dordrecht: Springer, pp. 121–137. restricted access item, not available for direct download

Rienties, Bart and Jindal-Snape, Divya (2016). A Social Network perspective on ABC of international and host-national students. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional transitions of international students to higher education. New Perspectives on Learning and Instruction. London: Routledge.

Rienties, Bart and Jindal-Snape, Divya (2016). Multiple and multi-dimensional transitions of international students to higher education: A way forward. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional transitions of international students to higher education. New Perspectives on Learning and Instruction. London: Routledge, pp. 259–283.

Rienties, Bart; Nanclares, Nuria Hernandez; Hommes, Juliette and Veermans, Koen (2014). Understanding emerging knowledge spillovers in small-group learning settings: a networked learning perspective. In: Hodgson, Vivien; De Laat, Maarten; McConnell, David and Ryberg, Thomas eds. The Design, Experience and Practice of Networked Learning. Research in Networked Learning, 2. Cham: Springer International Publishing, pp. 127–147.

Rienties, Bart; Reeb-Gruber, Sandra; Daly, Peter; Bossche, Piet and Minnaert, Lynn (2012). Past, present and future of EDiNEB from the perspectives of participants and management team. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Learning at the Crossroads of Theory and Practice: Research on Innovative Learning Practices. Advances in Business Education and Training (4). Dordrecht: Springer, pp. 237–246.

Rienties, Bart; Tempelaar, Dirk; Dijkstra, Joost; Rehm, Martin and Gijselaers, Wim (2008). Longitudinal study of online remedial education effects. In: Barsky, Noah P.; Clements, Mike; Ravn, Jakob and Smith, Kelly eds. The Power of Technology for Learning. Advances in Business Education and Training, 1 (1). Dordrecht: Springer, pp. 43–59. restricted access item, not available for direct download

Rienties, Bart; Tempelaar, Dirk; Pinckaers, Miriam; Giesbers, Bas and Lichel, Linda (2012). The diverging effects of social network sites on receiving job information for students and professionals. In: Coakes, Elayne ed. Technological Change and Societal Growth: Analyzing the Future. Hershey, PA: IGI Global, pp. 202–217.

Rienties, Bart and Townsend, Danielle (2012). Integrating ICT in business education: using TPACK to reflect on two course redesigns. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Learning at the Crossroads of Theory and Practice: Research on Innovative Learning Practices. Advances in Business Education and Training (4). Dordrecht: Springer, pp. 141–156.

Rienties, Bart; Willis, Anthony; Alcott, Peter and Medland, Emma (2013). Student experiences of self-reflection and peer assessment in providing authentic project-based learning to large class sizes. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity. Advances in Business Education and Training (5). Dordrecht: Springer, pp. 117–136.

Roberts, Jane and Roberts, Carolyn (2012). Empowering education for sustainable development practitioners by building communities of practice. In: Cotton, Debby; Sterling, Stephen; Neal, Vivian and Winter, Jennie eds. Putting the ‘S’ into ED - Education for Sustainable Development in Educational Development. SEDA special (31). London, UK: SEDA, pp. 17–22. restricted access item, not available for direct download

Rogaten, Jekaterina and Moneta, Giovanni B (2016). Creativity in Higher Education: The use of Creative Cognition in Studying. In: Moneta, Giovanni B and Rogaten, Jekaterina eds. Psychology of Creativity: Cognitive, Emotional, and Social Processes. Hauppauge, New York: Nova Science Pub Inc, pp. 3–20. file

Roschelle, Jeremy; Yarnall, Louise; Sharples, Mike and McAndrew, Patrick (2016). Future Research Directions for Innovating Pedagogy. In: Verbert, Katrien; Sharples, Mike and Klobučar, Tomaž eds. Adaptive and Adaptable Learning. Lecture Notes in Computer Science (9891). Cham: Springer, pp. 648–651. file

Rudman , Paul; Sharples , Mike ; Lonsdale, Peter; Vavoula, Giasemi and Meek, Julia (2008). Cross-context learning. In: Tallon , Loic and Walker , Kevin eds. Digital Technologies and the Museum Experience: Handheld Guides and Other Media. Lanham MD, USA: Alta Mira Press, pp. 147–166.

Ruedel, Cornelia; Whitelock, Denise and Mackenzie, Don (2007). Key Factors for Effective Organisation of e-Assessment. In: Khandia, Farzana ed. Proceedings of the 11th CAA International Computer Assisted Assessment Conference. Loughborough, UK: Professional Development, Loughborough University, pp. 357–370. file

Russell, David R.; Lea, Mary; Parker, Jan; Street, Brian and Donahue, Tiane (2009). Exploring notions of genre in 'academic literacies' and 'writing across the curriculum': approaches across countries and contexts. In: Bazerman, Charles; Bonini, Adair and Figueiredo, Débora eds. Genre in a Changing World. Perspectives on Writing. Colorado: WAC Clearinghouse/Parlor Press, pp. 459–491. file

Ryberg, Thomas; Dirckinck-Holmfeld, Lone and Jones, Chris (2011). Catering to the needs of the "Digital Natives" or educating the "Net Generation". In: Lee, Mark J. W. and McLoughlin, Catherine eds. Web 2.0-based e-learning: Applying social informatics for tertiary teaching. IGI Global, pp. 301–318.

Santos, A. I. (2009). O Conceito de Abertura em EAD [The concept of openeness in Distance Education]. In: Litto, F. and Formiga, M. eds. Educação a Distancia: O Estado da Arte, Volume 1. Rio de Janeiro: Pearson Education.

Santos, Andreia (2006). A Universidade Aberta Britânica: aberta às pessoas, lugares, métodos e idéias. In: Santos Filho, Hélio Chaves ed. Desafios da educação a Distância na Formação de Professores. Brasília, Brazil: Ministry of Education, MEC, Secretariat for Distance Education.

Scanlon, Eileen (2014). Mobile Learning: location, collaboration and scaffolding inquiry. In: Ally, Mohamed and Tsinakos, Avgoustos eds. Increasing Access through Mobile Learning. Perspectives on Open and Distance Learning. Vancouver: Commonwealth of Learning, pp. 85–98. file

Scanlon, Eileen (2003). ICT for science education: current prospects and trends for research. In: Holliman, Richard and Scanlon, Eileen eds. Mediating science learning through information and communications technology. London, UK: Routledge.

Scanlon, Eileen (2011). Analyzing productive interactions in CSCL: collaborations, computers and contradictions. In: Puntambekar, Sadhana; Erkens, Gijsbert and Hmelo-Silver, Cindy E. eds. Analyzing Interactions in CSCL: Methods, Approaches and Issues. Computer-Supported Collaborative Learning Series, 12 (Part 3). Springer, pp. 319–339.

Scanlon, Eileen; Anastopoulou, Stamatina and Kerawalla, Lucinda (2011). Inquiry learning reconsidered; contexts, representations and challenges. In: Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. Orchestrating Inquiry Learning. Abingdon: Routledge.

Scanlon, Eileen and Gaved, Mark (2011). Personal Inquiry Project: progress with Open University trials. In: Traxler, John and Wishart, Jocelyn eds. Making Mobile Learning Work: Case Studies of Practice. Discussion in Education . Bristol: ESCalate, pp. 29–35.

Scanlon, Eileen; Jones, Ann and O'Shea, Tim (1987). Evaluating Computer-assisted learning at the British Open University. In: Jones, Ann; Scanlon, Eileen and O'Shea, Tim eds. The Computer Revolution in Education: New Technologies in Distance Education. Brighton UK: Harvester Press, pp. 263–276.

Scanlon, Eileen; Littleton, Karen; Anastopoulou, Stamatina; Sharples, Mike and Ainsworth, Shaaron (2010). Personal Inquiry and groupwork: issues for computer-supported inquiry learning. In: Dimitracopoulou, Angelique; O'Malley, Claire; Suthers, Daniel and Reimann, Peter eds. Computer Supported Collaborative Learning Practices - CSCL2009 Community Events Proceedings. ISLS.

Sclater, Niall; Conole, Grainne; Warburton, Bill and Harvey, Jen (2006). E-assessment. In: Conole, Grainne and Oliver, Martin eds. Contemporary Perspectives in E-Learning Research. Open and Flexible Learning Series. Abingdon: Routledge, pp. 147–159.

Sharpe, Rhona; Beetham, Helen; De Freitas, Sara and Conole, Grainne (2010). An introduction to rethinking learning for a digital age. In: Sharpe, Rhona; Beetham, Helen and De Freitas, Sara eds. Rethinking Learning for a Digital Age. London: Routledge, pp. 1–12. restricted access item, not available for direct download

Sharples, Mike (2015). A Challenge to Enhance the System of Education—a Comment from a Researcher Perspective. In: Eberle, Julia; Lund, Kristine; Tchounikine, Pierre and Fischer, Frank eds. Grand Challenge Problems in Technology‐Enhanced Learning II: MOOCs and Beyond. SpringerBriefs in Education. Springer International Publishing, pp. 63–70. file

Sharples, Mike (2015). Seamless learning despite context. In: Wong, Lung-Hsiang; Milrad, Marcelo and Specht, Marcus eds. Seamless Learning in the Age of Mobile Connectivity. Singapore: Springer, pp. 41–55. restricted access item, not available for direct download

Sharples, Mike and Anastopoulou, Stamatina (2011). Designing orchestration for inquiry learning. In: Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. Orchestrating Inquiry Learning. Routledge, pp. 69–85.

Sharples, Mike and Domingue, John (2016). The Blockchain and Kudos: A Distributed System for Educational Record, Reputation and Reward. In: Verbert, K.; Sharples, M. and Klobučar, T. eds. Adaptive and Adaptable Learning: Proceedings of 11th European Conference on Technology Enhanced Learning (EC-TEL 2015), Lyon, France, 13 - 16 September 2016. Lecture Notes in Computer Science. Switzerland: Springer, pp. 490–496. file

Sharples, Mike; FitzGerald, Elizabeth; Mulholland, Paul and Jones, Robert (2013). Weaving location and narrative for mobile guides. In: Schrøder, Kim and Drotner, Kirsten eds. Museum Communication and Social Media: The Connected Museum. Routledge Research in Museum Studies. New York: Routledge. restricted access item, not available for direct download

Sharples, Mike and Pea, Roy (2014). Mobile learning. In: Sawyer, R. Keith ed. The Cambridge Handbook of the Learning Sciences (Second edition). Cambridge Handbooks in Psychology. New York: Cambridge University Press, pp. 501–521. restricted access item, not available for direct download

Sharples, Mike and Spikol, Daniel (2017). Mobile learning. In: Duval, Erik; Sharples, Mike and Sutherland, Rosamund eds. Technology Enhanced Learning: Research Themes. Springer International Publishing, pp. 89–96.

Sharples, Mike; Taylor, Josie and Vavoula, Giasemi (2007). A theory of learning for the mobile age. In: Andrews, Richard and Haythornthwaite, Caroline eds. The Sage Handbook of E-learning Research. London, UK: Sage, pp. 221–247.

Sharples, Mike; Taylor, Josie and Vavoula, Giasemi (2010). A theory of learning for the mobile age: learning through conversation and exploration across contexts. In: Bachmair, Ben ed. Medienbildung in neuen Kulturräumen: die deutschprachige und britische Diskussion. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 87–99.

Sharples , Mike (2009). Methods for evaluating mobile learning. In: Vavoula , Giasemi; Pachler , Norbert and Kukulska-Hulme , Agnes eds. Researching Mobile Learning: Frameworks, Tools and Research Designs. Oxford, UK: Peter Lang Publishing Group, pp. 17–39.

Sharples , Mike ; Amedillo Sanchez, Inmaculada; Milrad, Marcelo and Vavoula , Giasemi (2009). Mobile learning: small devices, big issues. In: Balacheff, N.; Ludvigsen, S.; Jong , T. de and Barnes , S. eds. Technology Enhanced Learning: Principles and Products. Heidelberg, Germany: Springer, pp. 233–249.

Sheehy, Kieron and Ferguson, Rebecca (2008). Educational inclusion and new technologies. In: Scott, Thomas B. and Livingston, James I. eds. Leading-Edge Educational Technology. New York: Nova Science Publishers, pp. 159–176. file

Simpson, Ormond (2008). Cost-Benefit of Student Retention Policies and Practice. In: Bramble, William, J. and Panda, Santosh eds. Economics of Distance and Online learning. New York, USA: Routledge, pp. 162–178.

Simpson, Ormond (2005). E-learning, democracy and social exclusion: Issues of access and retention in the United Kingdom. In: Carr-Chelman, Alison A. ed. Global perspectives on E-learning: rhetoric and reality. USA: Sage Publications, Inc., pp. 89–100.

Simpson, Ormond (2005). E-Learning Democracy and Social Exclusion-Issues of Access and Retention in the UK. In: Carr-Chelman, Alison, A. ed. Global Perspectives on E-learning: Rhetoric and Reality. California, USA: Sage Publications, pp. 89–100.

Simpson, Ormond (2002). Doing it Hard. In: Crosling, Glenda and Webb, Graham eds. Supporting Student Learning: Case studies, experience and practice. Case studies in teaching in higher education. London, UK: Kogan Page, pp. 32–38.

Simpson, Ormond (2008). Open to People - Open with People: Ethical Issues in Open Learning. In: Demiray, Ugur and Sharma, Ramesh, C. eds. Ethical Practices and Implications in Distance Learning. New York, USA: Information Science Reference, pp. 199–215.

Simpson, Ormond (2006). Rescuing the Personal Tutor. In: Thomas, Liz and Hixenbaugh, Pau;a eds. Personal Tutoring in Higher Education. Stoke on Trent, UK: Trentham Books, pp. 33–43.

Smith, Martin and Kukulska-Hulme, Agnes (2012). Building Mobile Learning Capacity in Higher Education:E-books and iPads. In: Specht, Marcus; Multisilta, Jari and Sharples, Mike eds. 11th World Conference on Mobile and Contextual Learning. Helsinki: CELSTEC & CICERO Learning, pp. 298–301. file

Smith, Martin; Kukulska-Hulme, Agnes and Page, Anna (2012). Educational use cases from a shared exploration of e-books and iPads. In: Goh, Tiong-Thye ed. E-Books and E-Readers for E-Learning. Wellington, New Zealand: Victoria Business School, Victoria University of Wellington, pp. 25–53. file

Steeples, Christine; Jones, Chris and Goodyear, Peter (2002). Beyond e-learning: a future for networked learning. In: Steeples, Christine and Jones, Chris eds. Networked Learning: Perspectives and Issues. Computer Supported Cooperative Work. London: Springer.

Taylor, Josie (2004). A task-centred approach to evaluating a mobile learning environment for pedagogical soundness. In: Attewell, Jim and Savill-Smith, Carol eds. Learning with mobile devices: research and development. London, UK: Learning and Skills Development Agency, pp. 167–171. file

Tempelaar, Dirk; Rienties, Bart; Giesbers, Bas and van der Loeff, Sybrand Schim (2012). How cultural and learning style differences impact students’ learning preferences in blended learning. In: Francois, Emmanuel Jean ed. Transcultural Blended Learning and Teaching in Postsecondary Education. Hershey, PA: Information Science Reference (an imprint of IGI Global), pp. 30–51.

Tempelaar, Dirk T.; Rienties, Bart and Giesbers, Bas (2014). Computer assisted, formative assessment and dispositional learning analytics in learning mathematics and statistics. In: Kalz, M and Ras, E eds. Computer Assisted Assessment. Research into E-Assessment. Communications in Computer and Information Science (439). Cham: Springer, pp. 67–78.

Tempelaar, Dirk T.; Rienties, Bart and Giesbers, Bas (2015). Understanding the Role of Time on Task in Formative Assessment: The Case of Mathematics Learning. In: Ras, Eric and Joosten-ten Brinke, Desiree eds. Computer Assisted Assessment. Research into E-Assessment. Communications in Computer and Information Science, 571. Heidelberg: Springer, pp. 120–133.

Tempelaar, Dirk T.; Rienties, Bart and Giesbers, Bas (2011). Student learning preferences in a blended learning environment: investigating the relationship between tool use and learning approaches. In: Van de Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Building Learning Experiences in a Changing World. Advanced in Business Education and Training (3). Dordrecht: Springer, pp. 195–212.

Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas and Schim van der Loeff, Sybrand (2012). Implicit theories of intelligence, effort beliefs, and achievement goals as antecedents of learning motivation and engagement. In: Franco, Jason N. and Svensgaard, Alexander E. eds. Handbook on psychology of motivation: New research. Psychology of Emotions, Motivations and Actions. Hauppauge, NY: Nova Science Publishers Inc., pp. 283–294.

Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas and Schim van der Loeff, Sybrand (2012). Effectiveness of a Voluntary Postsecondary Remediation Program in Mathematics. In: Van den Bossche, Piet; Gijselaers, Wim and Milter, Richard eds. Learning at the Crossroads of Theory and Practice: Research on Innovative Learning Practices. Advances in Business Education and Training. Springer, pp. 199–222.

Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas and van der Loeff, Sybrand Schim (2013). Cultural differences in learning dispositions. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity. Advances in Business Education and Training (5). Dordrecht: Springer, pp. 3–30.

Tempelaar, Dirk T.; Rienties, Bart; Kaper, Wolter; Giesbers, Bas; Schim van der Loeff, Sybrand; van Gastel, Leendert; van de Vrie, Evert; van der Kooij, Henk and Cuypers, Hans (2011). Mathematics bridging education using an online, adaptive e-tutorial. In: Juan, Angel A.; Huertas, Maria A.; Trenholm, Sven and Steegmann, Cristina eds. Teaching Mathematics Online: Emergent Technologies and Methodologies. Hershey, PA: IGI, pp. 167–186. restricted access item, not available for direct download

Thorpe, Mary (2004). Evaluating the quality of learner support. In: Brindley, Jane E.; Walti, Christine and Zawacki-Richter, Olaf eds. Learner support in open, distance and online learning environments. Studien und Berichte der Arbeitsstelle Fernstudienforschung der Carl von Ossietzky Universität Oldenburg, 9. Oldenburgh, Germany: Bibliotheks und Informationssystem der Universität Oldenburg, pp. 251–258.

Thorpe, Mary (2009). Technology-mediated learning contexts. In: Edwards, Richard; Biesta, Gert and Thorpe, Mary eds. Rethinking contexts for learning and teaching: Communities, activities and networks. London, UK: Routledge, pp. 119–132.

Thorpe, Mary (2008). Accountability and evaluation in distance education: A critical overview. In: Evans, Terry; Haughey, Margaret and Murphy, David eds. The International Handbook of Distance Education. UK: Elsevier, pp. 655–668.

Thorpe, Mary (2001). From independent learning to collaborative learning: new communities of practice in open, distance and distributed learning. In: Lea, Mary and Nicoll, Kathy eds. Distributed learning: social and cultural approaches to practice. London, UK: Routledge.

Thorpe, Mary (2005). The impact of ICT on Lifelong Learning. In: McIntosh, Christopher and Varoglu, Zeynep eds. Perspectives on Distance Education: Lifelong Learning and Distance Higher Education. Paris: UNESCO & Commonwealth of Learning, pp. 23–32.

Thorpe, Mary (2003). External control and internal quality assurance. In: Panda, Santosh ed. Planning and Management in Distance Education. London, UK: Kogan Page/Routledge, pp. 219–228.

Thorpe, Mary (2003). Collaborative online learning: transforming learner support and course design. In: Tait, Alan and Mills, Roger eds. Re-thinking learner support in distance education: change and continuity in an international context. Routledge Studies in distance education. London, UK: Routledge Falmer, pp. 198–211.

Thorpe, Mary and Godwin, Steve (2006). Computer-mediated interaction in context. In: Markauskaite, Lina and Goodyear, Peter eds. Who’s Learning? Whose Technology? Proceeedings of the 23rd Annual Conference of the Australian Society for Computers in Learning in Tertiary Education, University of Sydney, Australia. Sydney: Sydney University Press, pp. 813–823.

Thorpe, Mary; Godwin, Steve and Ferguson, Rebecca (2009). Technologies in use: How context and design drive their effects. In: Bernath, Ulrich; Szücs, András; Tait, Alan and Vidal, Martine eds. Distance and E-learning in Transition: Learning innovation, technology and social challenges. London: ISTE, pp. 595–606. file

Thorpe, Mary; Kubiak, Christopher and Thorpe, K. M. (2003). Designing for reuse and versioning. In: Littlejohn, Allison ed. Reusing online resources: a sustainable approach to E-learning. Open and flexible learning. London, UK: Kogan Page.

Thorpe, Mary and Mayes, Terry (2009). The implications of learning contexts for pedagogical practice. In: Edwards, Richard; Biesta, Gert and Thorpe, Mary eds. Rethinking contexts for learning and teaching: Communities, activities and networks. London, UK: Routledge, pp. 149–161.

Traxler, John and Kukulska-Hulme, Agnes (2016). Introduction to the Next Generation of Mobile Learning. In: Traxler, John and Kukulska-Hulme, Agnes eds. Mobile Learning: The Next Generation. London: Routledge, pp. 1–10.

Traxler, John and Kukulska-Hulme, Agnes (2016). Conclusion: Contextual Challenges for the Next Generation. In: Traxler, John and Kukulska-Hulme, Agnes eds. Mobile Learning: The Next Generation. London: Routledge, pp. 208–226.

Trigwell, Keith and Richardson, John T. E. (2003). Qualitative and quantitative: Complementary approaches to research on student learning. In: Rust, Chris ed. Improving Student Learning: Theory and Practice Ten Years On. Oxford, UK: Oxford Centre for Staff Learning Development.

Vale, Katie and Littlejohn, Allison (2014). Massive Open Online Courses: a traditional or transformative approach to learning? In: Littlejohn, Allison and Pegler, Chris eds. Reusing Open Resources: Learning in Open Networks for Work, Life and Education. Routledge.

Vavoula, Giasemi and Karagiannidis, Charalampos (2005). Designing mobile learning experiences. In: Bozanis, P. and Houstis, E. N. eds. Advances in Informatics. Lecture Notes in Computer Science, 3746. Berlin: Springer, pp. 534–544.

Vavoula, Giasemi; O'Malley, Claire and Taylor, Josie (2005). A study of mobile learning as part of everyday learning. In: Attewell, Jill and Savill-Smith, Carol eds. Mobile Learning Anytime Everywhere: a Book of Papers from MLEARN 2004. London: Learning and Skills Development Agency, pp. 211–212.

Weller, Martin (2017). The development of new disciplines in Education – the Open Education example. In: dos Santos Ferreira, Giselle Martins; da Silva Rosado, Luiz Alexandre and de Sá Carvalho, Jaciara eds. Education and Technology: critical approaches. Rio de Janeiro: Universidade Estácio de Sá, pp. 464–486. filefile

Weller, Martin (2003). E-learning. In: Jones, D. C. ed. The New economy handbook. San Diego, USA: Academic Press, pp. 1044–1068.

Weller, Martin and Dalziel, James (2009). Bridging the gap between Web 2.0 and higher education. In: Hatzipanagos, Stylianos and Warburton, Steven eds. Handbook of Research on Social Software and Developing Community Ontologies. PA, USA: IGI, pp. 1659–1671. restricted access item, not available for direct download

Weller, Martin; de los Arcos, Beatriz; Farrow, Rob; Pitt, Rebecca and McAndrew, Patrick (2016). Identifying Categories of Open Educational Resource Users. In: Blessinger, Patrick and Bliss, TJ eds. Open Education: International Perspectives in Higher Education. Open Book Publishers, pp. 73–92. file

Weller, Martin; de los Arcos, Beatriz; Farrow, Robert; Pitt, Rebecca and McAndrew, Patrick (2017). What Can OER Do for Me? Evaluating the Claims for OER. In: Jhangiani, R. S. and Biswas-Diener, R. eds. Open: The Philosophy and Practices that are Revolutionizing Education and Science. London, UK: Ubiquity Press, pp. 67–78. file

Whitelock, Denise (2013). GCP18: New forms of assessment for social TEL environments. In: Fischer, Frank; Wild, Fridolin; Sutherland, Rosamund and Zirn, Lena eds. Grand Challenges in Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous. Cham, Switzerland: Springer, pp. 53–54.

Whitelock, Denise (2013). GCP15: evaluating informal TEL. In: Fisher, Frank; Wild, Fridolin; Sutherland, Rosamund and Zim, Lena eds. Grand Challenges in Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous. Cham: Springer , pp. 47–49.

Whitelock, Denise (2010). Activating Assessment for Learning: Are We On the Way With WEB 2.0? In: Lee, Mark J. W. and McLoughlin, Catherine eds. Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching. IGI Global, pp. 319–342. restricted access item, not available for direct download

Whitelock, Denise (2014). Design narrative: Open Mentor. In: Mor, Yishay; Mellar, Harvey; Warburton, Steven and Winters, Niall eds. Practical Design Patterns for Teaching and Learning with Technology. Technology Enhanced Learning (8). Rotterdam: Sense Publishers, pp. 263–268.

Whitelock, Denise (2015). Maximising Student Success with Automatic Formative Feedback for Both Teachers and Students. In: Ras, Eric and Joosten-ten Brinke, Desiree eds. Computer Assisted Assessment. Research into E-Assessment. Communications in Computer and Information Science (571). Switzerland: Springer International Publishing, pp. 142–148. file

Whitelock, Denise and Mellar, Harvey (2014). Pattern: feedback on feedback. In: Mor, Yishay; Mellar, Harvey; Warburton, Steven and Winters, Niall eds. Practical Design Patterns for Teaching and Learning with Technology. Technology Enhanced Learning (8). Rotterdam: Sense Publishers, pp. 311–314.

Whitelock, Denise; Pinto, Roser and Saez, Marcella (2010). Supporting science studies for children with long term health problems using Nefreduca. In: Zacharia, Zacharias; Constantinou, Constantinos and Papaevripidou, Marios eds. Computer Based Learning in Science, Conference Proceedings 2010. Warsaw, Poland: OEIiZK, pp. 239–249. file

Whitelock, Denise and Raw, Yvonne (2003). Taking an electronic mathematics examination from home: what the students think. In: Constantinou, C and Zacharia, Z eds. New technologies and their applications in education, Volume 1. Nicosia, Cyprus: Department of Educational Sciences, University of Cyprus, pp. 701–713.

Whitelock, Denise and Watt, Stuart (2008). Putting Pedagogy in the driving seat with Open Comment: an open source formative assessment feedback and guidance tool for History Students. In: Khandia, Farzana ed. Proceedings of the 12th CAA International Computer Assisted Assessment Conference. Loughborough, UK: Professional Development, Loughborough University, pp. 347–356. file

Whitelock, Denise M; Mackenzie, Don; Whitehouse, Christine; Ruedel, Cornelia and Rae, Simon (2006). Identifying innovative and effective practice in e-assessment: findings from seventeen UK case studies. In: Danson, Myles ed. Proceedings of the 10th CAA International Computer Assisted Assessment Conference. Loughborough, UK: Professional Development, Loughborough University, pp. 505–511. file

Whitelock, Denise M. (2007). Computer assisted formative assessment: supporting students to become more reflective learners. In: Constantinou, Constantinos P.; Zacharia, Zacharias C. and Papaevripidou, Marios. eds. Proceedings of the 8th International Conference on Computer Based Learning in Science (CBLIS '07). Crete, Greece: E-Media, University of Crete, pp. 492–504. file

Whitelock, Denise M. and Brasher, Andrew (2006). Developing a Roadmap for e-Assessment: Which Way Now? In: Danson, Myles ed. Proceedings of the 10th CAA International Computer Assisted Assessment Conference. Loughborough, UK: Professional Development, Loughborough University, pp. 487–501. file

Wilks, Linda and Pearce, Nick (2011). Fostering an ecology of openness: the role of social media in public engagement at the Open University, UK. In: Wankel, Charles ed. Teaching Arts and Science with the New Social Media. Cutting-edge Technologies in Higher Education (3). Bingley, UK: Emerald Publishing Group, pp. 241–263.

Williams, Ruth; Brennan, John and Woodley, Alan (2005). Alumni studies in the United Kingdom. In: Weerts, David J. and Vidal, Javier eds. Enhancing Alumni Research: European and American Perspectives. New directions for institutional research, 126 (126). Wiley, pp. 83–94. file

Wilson, Tina and McAndrew, Patrick (2007). From Africa through Germany to the UK and back again: The potential of Open Educational resources. In: McAndrew, Patrick and Watts, Jo eds. Researching open content in education. Milton Keynes: OpenLearn, Open University, pp. 67–70. file

Winters, Niall; Mor, Yishay and Pratt, Dave (2010). The distributed developmental network - d2n: a social configuration to support design pattern generation. In: Goodyear, Peter and Retalis, Symeon eds. Technology Enhanced Learning : Design Patterns and Pattern Languages. Technology Enhanced Learning (2). Rotterdam: Sense Publishers, pp. 233–254.

Woodhead, Martin and Faulkner, Dorothy (2008). Subjects, objects or participants? Dilemmas of psychological research with children. In: Christiansen, Pia and James, Allison eds. Research With Children: Perspectives and Practices. London, UK: Falmer Press / Routledge, pp. 10–39. restricted access item, not available for direct download

Yue Zhang, Kate and Rienties, Bart (2016). Cultural and Academic Adjustment of International Students in China: A Social Network Perspective. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional transitions of international students to higher education. New Perspectives on Learning and Instruction. London: Routledge, pp. 123–139.

Zimmer, Bob (2008). Using the Interpersonal Action-Learning Cycle to Invite Thinking, Attentive Comprehension. In: Luppicini, Rocci ed. Handbook of Conversation Design for Instructional Applications. Hershey, Pennsylvania, USA: Information Science Reference (an imprint of IGI Global), pp. 264–288. file

Journal Item

(2010). Exploring formative e-assessment: using case stories and design patterns. Assessment & Evaluation in Higher Education, 35(5) 619 - 636. file

Aczel, J. C. and Hardy, P. (2007). Applying future studies methods to understanding the impact of University information and communication technology strategies on learning. E-Learning, 4(4) pp. 398–414.

Aczel, J. C.; Peake, S. R. and Hardy, P. (2008). Designing capacity-building in e-learning expertise: Challenges and strategies. Computers and Education, 50(2) pp. 499–510. file

Aczel, James (2006). Learning from interactions with software: a Popperian analysis. International Journal of Learning Technology, 2(2/3) pp. 159–184. file

Aczel, James; Fung, Pat; Bornat, Richard; Oliver, Martin; O'Shea, Tim and Sufrin, Bernard (2003). Software that assists learning within a complex abstract domain: the use of constraint and consequentiality as learning mechanisms. British Journal of Educational Technology, 34(5) pp. 625–638.

Adam, David; Freer, Andrew A.; Isaacs, Neil W.; Kirby, Gordon W.; Littlejohn, Allison and Rahman, Mohammad S. (1992). Synthesis of a Thiashikimic Acid Derivative. Perkin Transactions 1: A Journal of Organic and Bio-Organic Chemistry, 10 pp. 1261–1264.

Adams, Anne (2003). A whole picture is worth a thousand words. ACM SIGCHI Bulletin, 2003 p. 12.

Adams, Anne and Blandford, Ann (2005). Bridging the gap between organisational and user perspectives of security in the clinical domain. International Journal of Human-Computer Studies, 63(1 - 2) pp. 175–202.

Adams, Anne and Blandford, Ann (2002). Acceptability of medical digital libraries. Health Informatics Journal, 8(2) pp. 58–66.

Adams, Anne and Blandford, Ann (2002). The unseen and unacceptable face of digital libraries. International Journal of Digital Libraries, 4(2) pp. 71–81. file

Adams, Anne; Blandford, Ann and Attfield, Simon (2006). Implementing digital resources for clinicians' and patients' varying needs. Informatics for Health and Social Care, 30(2) pp. 107–122.

Adams, Anne; Blandford, Ann; Budd, Dawn and Bailey, Neil (2005). Organizational communication and awareness: a novel solution for health informatics. Health Informatics Journal, 11(3) pp. 163–178. file

Adams, Anne; Blandford, Ann and Lunt, Peter (2005). Social empowerment and exclusion: a case study on digital libraries. ACM Transactions on Computer-Human Interaction (TOCHI), 12(2) pp. 174–200.

Adams, Anne and Clough, Gill (2015). The e-assessment burger: supporting the before and after in e-assessment systems. Interaction Design and Architecture(s)(25) pp. 39–57. file

Adams, Anne; FitzGerald, Elizabeth and Priestnall, Gary (2013). Of catwalk technologies and boundary creatures. ACM Transactions on Computer-Human Interaction (TOCHI), 20(3), article no. 15. file

Adams, Anne; Hartnett, Elizabeth and Clough, Gill (2015). Turn it on its head! Juxtaposed Learning. Creative Education (In press). file

Adams, Anne and Kostokova, Patty (2004). Healthcare digital libraries workshop - HDL 2004. D-Lib Magazine, 10(10)

Adams, Anne and Ngimwa, Pauline (2013). The different roles of ‘design process champions’ for digital libraries in African higher education. International Journal of Digital Libraries, 13(3-4) pp. 119–133. file

Ainsworth, Shaaron E. and Van Labeke, Nicolas (2004). Multiple forms of dynamic representation. Learning and Instruction, 14(3) pp. 241–255. file

Alden, Bethany; Van Labeke, Nicolas; Field, Debora; Pulman, Stephen; Richardson, John T. E. and Whitelock, Denise (2014). Using student experience as a model for designing an automatic feedback system for short essays. International Journal of e-Assessment, 4(1), article no. 68. file

Alden Rivers, Bethany; Richardson, John T. E. and Price, Linda (2014). Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors’ conceptions. International Review of Research in Open and Distance Learning, 15(3) pp. 215–231. file

AlSugair, Balsam; Hopkins, Gail; FitzGerald, Elizabeth and Brailsford, Tim (2014). AnswerPro: Designing to Motivate Interaction. International Journal of Mobile and Blended Learning, 6(4) pp. 22–38. restricted access item, not available for direct download

Anastopoulou, Stamatina; Sharples , Mike ; Ainsworth, Shaaron; Crook, Charles; O'Malley, Claire and Wright, Michael (2012). Creating personal meaning through technology-supported science inquiry learning across formal and informal settings. International Journal of Science Education, 34(2) pp. 251–273. file

Anastopoulou, Stamatina; Sharples , Mike and Baber, Chris (2011). An evaluation of multimodal interactions with technology while learning science concepts. British Journal of Educational Technology, 42(2) pp. 266–290.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2017). Profiles of engagement in online communities of citizen science participation. Computers in Human Behavior, 74 pp. 246–256. file

Arrigo, Marco; Kukulska-Hulme, Agnes; Arnedillo-Sánchez, Inmaculada and Kismihok, Gábor (2013). Meta-analyses from a collaborative project in mobile lifelong learning. British Educational Research Journal, 39(2) pp. 222–247. file

Ashby, Alison; Richardson, John T. E. and Woodley, Alan (2011). National student feedback surveys in distance education: An investigation at the UK Open University. Open Learning: The Journal of Open and Distance Learning, 26(1) pp. 5–25.

Attfield, Simon J.; Adams, Anne and Blandford, Ann (2006). Patient information needs: Pre and Post consultation. Health Informatics Journal, 12(2) pp. 165–177.

Austin, Nick; Hampel, Regine and Kukulska-Hulme, Agnes (2017). Video conferencing and multimodal expression of voice: Children's conversations using Skype for second language development in a telecollaborative setting. System, 64 pp. 87–103. restricted access item, not available for direct download

Azadegan, Aida and Kolfschoten, Gwendolyn (2014). An Assessment Framework for Practicing Facilitator. Group Decision and Negotiation, 23(5) pp. 1013–1045.

Azadegan, Aida; Papamichail, K. Nadia and Sampaio, Pedro (2013). Applying collaborative process design to user requirements elicitation: A case study. Computers in Industry, 64(7) pp. 798–812.

Bailey, Chris; Zalfan, Mohd T.; Davis, Hugh C.; Fill, Karen and Conole, Gráinne (2006). Panning for gold: designing pedagogically-inspired learning nuggets. Educational Technology and Society, 9(1) pp. 113–122. file

Baker, Sally (2013). Conceptualising the use of Facebook in ethnographic research: as tool, as data and as context. Ethnography and Education, 8(2) pp. 131–145. restricted access item, not available for direct download

Baker, Sally (2013). Transitions and shifting understandings of writing: Building rich pictures of how moving from school to university is experienced through exploration of students’ discourses of writing. Journal of Academic Language and Learning, 7(2) A35-A49. file

Barnett, Matthew P.; Newman, Howard W.; Richardson, John T. E.; Thompson, Pamela and Upton, Dominic (2000). The constituent structure of autobiographical memory: Autobiographical fluency in people with chronic epilepsy. Memory, 8(6) pp. 413–424.

Barry, T. L.; Self, S.; Kelley, S. P.; Reidel, S.; Hooper, P. and Widdowson, M. (2010). New 40Ar/39Ar dating of the Grande Ronde lavas, Columbia River Basalts, USA: Implications for duration of flood basalt eruption episodes. Lithos, 118(3-4) pp. 213–222. file

Beaven, Tita; Comas-Quinn, Anna; Hauck, Mirjam; de los Arcos, Beatriz and Lewis, Timothy (2013). The Open Translation MOOC: creating online communities to transcend linguistic barriers. Journal of Interactive Media in Education, article no. 18. file

Beaven, Tita; Hauck, Mirjam; Comas-Quinn, Anna; Lewis, Tim and de los Arcos, Beatriz (2014). MOOCs: striking the right balance between facilitation and self-determination. Journal of Online Learning and Teaching, 10(1) pp. 31–43.

Beavers, Sian; Brasher, Andrew; Buckler, Alison and Iniesto, Francisco (2016). Book Reviews. Journal of Interactive Media in Education, 1 p. 16. file

Birch, David M. and Rienties, Bart (2014). Effectiveness of UK and international A-level assessment in predicting performance in engineering. Innovations in Education and Teaching International , 51(6) pp. 642–652. file

Blackwell, Alison; Bowes, Lindsey; Harvey, Lee; Hesketh, Anthony J. and Knight, Peter T. (2001). Transforming work experience in Higher Education. British Educational Research Journal, 27(3) pp. 269–285.

Blake, C.T. and Scanlon, E. (2003). Enriching accounts of computer supported collaboration by using video data. ALT-J: Research in Learning Technology, 11(2) pp. 5–13.

Blake, Canan; Butcher, Philip; Scanlon, Eileen and Jones, Ann (1996). The Works Metallurgist: an evaluation of a CAL package on phase diagrams. ALT-J: Research in Learning Technology, 4(1) pp. 55–57. file

Blake, Canan and Scanlon, Eileen (2007). Reconsidering simulations in science education ata distance: features of effective use. Journal of Computer Assisted Learning, 23(6) pp. 491–502.

Blake, Canan and Scanlon, Eileen (2013). Design for collaboration. Journal of Interactive Media in Education, 2013(Autumn), article no. 10.

Blake, Canan Tosunoglu; Davies, C.; Jones, A.; Morris, E. and Scanlon, E. (2003). Evaluating complex digital resources. ALT-J: Research in Learning Technology, 11(1) pp. 4–16.

Blandford, Ann; Furniss, Dominic; Lyons, Imogen; Chumbley, Gill; Iacovides, Ioanna; Wei, Li; Cox, Anna; Mayer, Astrid; Schnock, Kumiko; Bates, David Westfall; Dykes, Patricia C; Bell, Helen and Dean Franklin, Bryony (2016). Exploring the Current Landscape of Intravenous Infusion Practices and Errors (ECLIPSE): protocol for a mixed-methods observational study. BMJ Open, 6(3), article no. 009777. file

Blanford, Ann; Adams, Anne; Attfield, Simon; Buchanan, George; Gow, Jeremy; Makri, Stephann; Rimmer, Jon and Warwick, Claire (2008). The PRET A Rapporter framework: Evaluating digital libraries from the perspective of information work. Information Processing & Management, 44(1) pp. 4–21.

Bliss, Joan; Ogborn, John and Whitelock, Denise (1989). Secondary school pupils' commonsense theories of motion. International Journal of Science Education, 11(3) pp. 261–272.

Bozkurt, Aras; Keskin, Nilgün and de Waard, Inge (2016). Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open Praxis, 8(3) pp. 203–221. file

Brasher, Andrew and McAndrew, Patrick (2009). Automatic generation of audio content for open learning resources. Journal of Interactive Media in Education(5) file

Brasher, Andrew and McAndrew, Patrick (2005). A model for the creation of human-generated metadata within communities. Learning, Media and Technology, 30(2) pp. 219–240. file

Brasher, Andrew and McAndrew, Patrick (2003). Metadata vocabularies for describing learning objects: implementation and exploitation issues. Learning Technology, 5(1)

Braun, Edith; Woodley, Alan; Richardson, John T. E. and Leidner, Bernhard (2012). Self-rated competences questionnaires from a design perspective. Educational Research Review, 7(1) pp. 1–18.

Brennan, John and Thorpe, Mary (2008). Public value in adult learning. Ad-Lib, Journal for Continuing Liberal Adult Education, 35 pp. 22–25.

Broome, C. and Adams, A. (2005). What gets missed when deploying new technologies in A&E? Informatics for Health and Social Care, 30(2) pp. 83–87.

Brown, E. J.; Brailsford, T. J.; Fisher, T. and Moore, A. (2009). Evaluating learning style personalization in adaptive systems: quantitative methods and approaches. IEEE Transactions on Learning Technologies , 2(1) pp. 10–22.

Brown, Elizabeth; Cristea, Alexandra; Stewart, Craig and Brailsford, Tim (2005). Patterns in authoring of adaptive educational hypermedia: a taxonomy of learning styles. Educational Technology & Society, 8(3) pp. 77–90. file

Brown, Michael; Coughlan, Tim; Blum, Jesse; Lawson, Glyn; Houghton, Robert; Mortier, Richard; Goulden, Murray and Arunachalam, Unna (2014). Tailored Scenarios: A Low-Cost Online Method to Elicit Perceptions of Home Technologies Using Participant-Specific Contextual Information. Interacting with Computers, 27(1) pp. 60–71.

Brown, Michael; Coughlan, Tim; Lawson, Glyn; Goulden, Murray; Houghton, Robert J. and Mortier, Richard (2013). Exploring Interpretations of Data from the Internet of Things in the Home. Interacting with Computers, 25(3) pp. 204–217. file

Brusilovsky, Peter and Sharples, Mike (2016). EIC Editorial. IEEE Transactions on Learning Technologies, 9(4) p. 300.

Buchanan, Tom; Paine, Carina; Joinson, Adam and Reips, Ulf-Dietrich (2007). Development of measures of online privacy concern and protection for use on the Internet. Journal of the American Society for Information Science and Technology, 58(2) pp. 157–165.

Buckingham Shum, Simon and Ferguson, Rebecca (2012). Social learning analytics. Journal of Educational Technology and Society, 15(3) pp. 3–26.

Buckingham Shum, Simon and Okada, Alexandra (2008). Knowledge Cartography for Open Sensemaking Communities. Journal of Interactive Media in Education(10) file

Buckler, Alison; Perryman, Leigh-Anne; Seal, Timothy and Musafir, Shankar (2014). The role of OER localisation in building a knowledge partnership for development: insights from the TESSA and TESS-India teacher education projects. Open Praxis, 6(3) pp. 221–233. file

Burt, C.G.; Chambers, E.; Maxted, M.; Grant, J.R.; Markham, N.; Watts, H. and Wilkins, D.C (2003). The evaluation of a new method of operative competence assessment for surgical trainees. Bulletin of the Annals of the Royal College of Surgeons of England, 85(5) pp. 152–155.

Burt, Gordon (2006). Media effectiveness, essentiality, and amount of study: a mathematical model. British Journal of Educational Technology, 37(1) pp. 121–130.

Burton, E.; Remington, B; Richardson, J. T. E.; Riddoch, J.; Williamson, J. and Kaminska, Z. (1993). Increasing the perceived relevance of cognitive psychology. Psychology Teaching Review, 2 pp. 30–38.

Butcher, John (2015). Financial risk and inflexibility: part-time HE in decline. Widening Participation and Lifelong Learning, 17(4) pp. 89–104. file

Butcher, John (2017). Editorial 'Where are we now?'. Widening Participation and Lifelong Learning, 19(2) pp. 1–5. restricted access item, not available for direct download

Butcher, John (2016). Editorial. Widening Participation and Lifelong Learning, 18(2) pp. 1–6. file

Butcher, John; Hey, Jane; Sedgwick, Paul and Lazard, Lisa (2010). 'Square pegs in round holes' - an investigation into inclusive assessment. Skill Journal, 98 pp. 13–16.

Butcher, John; McPherson, Elaine; Shelton, Isobel; Clarke, Anactoria; Hills, Laura and Hughes, Jonathan (2017). Unfit for purpose? Rethinking the language of assessment for Widening Participation students. Widening Participation and Lifelong Learning, 19(2) pp. 27–46. restricted access item, not available for direct download

Butcher, John; Sedgwick, Paul; Lazard, Lisa and Hey, Jayne (2010). How might inclusive approaches to assessment enhance student learning in HE? Enhancing the Learner Experience in Higher Education, 2(1) pp. 25–40. file

Campbell, L. M.; Littlejohn, A. and Duncan, C (2001). Share and share alike: Encouraging the re-use of academic resources through the Scottish electronic staff development library. Association of Learning Technologies Journal, 9(2) pp. 28–38.

Canellopoulou, Mary and Richardson, John T. E. (1998). The role of executive function in imagery mnemonics: evidence from multiple sclerosis. Neuropsychologia, 36(11) pp. 1181–1188.

Cannell, Pete (2016). Lifelong learning and partnerships: rethinking the boundaries of the university in the digital age. Widening Participation and Lifelong Learning, 18(1) pp. 61–73. file

Cannell, Pete; Macintyre, Ronald and Hewitt, Lindsay (2015). Widening access and OER: developing new practice. Widening Participation and Lifelong Learning, 17(1) pp. 64–72.

Cannell, Pete and Thomson, Joan (2010). Higher education in Scotland's colleges: opening up routes to a degree. Widening Participation and Lifelong Learning, 12 pp. 103–114.

Carroll, B.; Richardson, J. T. E. and Thompson, P. (1993). Olfactory Information Processing and Temporal Lobe Epilepsy. Brain and Cognition, 22(2) pp. 230–243.

Chakrabarty, Anup Kumar; Richardson, John T. E. and Sen, Malay Kumar (2016). Validating the Course Experience Questionnaire in West Bengal higher secondary education. Studies in Educational Evaluation, 50 pp. 71–78. restricted access item, not available for direct download

Chambers, Ellie (2003). Cultural imperialism or pluralism? Cross-cultural electronic teaching in the humanities. Arts and Humanities in Higher Education, 2(3) pp. 249–264.

Chan, Liz M.Y.; Jones, Ann C.; Scanlon, Eileen and Joiner, Richard (2004). The use of ICT to support the development of practical music skills through acquiring keyboard skills: a classroom based study. Computers and Education, 46(4) pp. 391–406.

Charitonos, Koula; Blake, Canan; Scanlon, Eileen and Jones, Ann (2012). Museum learning via social and mobile technologies: (How) can online interactions enhance the visitor experience? British Journal of Educational Technology, 43(5) pp. 802–819.

Cheng, Xusen; Yin, Guopeng; Azadegan, Aida and Kolfschoten, Gwendolyn (2016). Trust Evolution in Hybrid Team Collaboration: A Longitudinal Case Study. Group Decision and Negotiation, 25(2) pp. 267–288.

Chew, E. I. and Richardson, J. T. E. (1980). The relationship between perceptual and memorial psychophysics. Bulletin of the Psychonomic Society, 16(1) pp. 25–26.

Chua, Shi Min and Rickard Liow, Susan J. (2014). The locus of word frequency effects in skilled spelling-to-dictation. Quarterly Journal of Experimental Psychology, 67(9)

Chua, Shi Min; Rickard Liow, Susan J. and Yeong, Stephanie H. M. (2016). Using Spelling to Screen Bilingual Kindergarteners At Risk for Reading Difficulties. Journal of Learning Disabilities, 49(3) pp. 227–239.

Chua, Shi Min and Schirmer, Annette (2011). Perceiving verbal and vocal emotions in a second language. Cognition and Emotion, 25(8) pp. 1376–1392.

Clay, P. L.; Baxter, E. B.; Cherniak, D. J.; Kelley, S. P.; Thomas, J. B. and Watson, E. B. (2010). Two diffusion pathways in quartz: a combined UV-laser and RBS study. Geochimica et Cosmochimica Acta, 74(20) pp. 5906–5925. file

Clough, G. (2010). Geolearners: Location-based informal learning with mobile and social technologies. IEEE Transactions on Learning Technologies, 3(1) pp. 33–44. file

Clough, G.; Jones, A. C; McAndrew, P. and Scanlon, E. (2007). Informal learning with PDAs and smartphones. Journal of Computer Assisted Learning, 24(5) pp. 359–371.

Clow, Doug (2013). An overview of learning analytics. Teaching in Higher Education, 18(6) pp. 683–695. file

Coleman, Lynn (2012). Incorporating the notion of recontextualisation in academic literacies research: the case of a South African vocational web design and development course. Higher Education Research & Development , 31(3) pp. 325–338.

Colwell, Chetz; Jelfs, Anne and Mallett, Elizabeth (2005). Initial requirements of deaf students for video: lessons learned from an evaluation of a digital video application. Learning, Media and Technology, 30(2) pp. 201–217.

Colwell, Chetz; Scanlon, Eileen and Cooper, Martyn (2002). Using remote laboratories to extend access to science and engineering. Computers and Education, 38(1-3) pp. 65–76.

Comas-Quinn, Anna; Beaven, Mary; Pleines, Christine; Pulker, Helene and de los Arcos, Beatriz (2011). Languages Open Resources Online (LORO): fostering a culture of collaboration and sharing. The EuroCALL Review (18)

Comas-Quinn, Anna; de los Arcos, Beatriz and Mardomingo, Raquel (2012). Virtual Learning Environments (VLEs) for distance language learning: shifting tutor roles in a contested space for interaction. Computer Assisted Language Learning, 25(2) pp. 129–143.

Conole, G. (2002). The Evolving landscape of learning technology research. ALT-J: Research in Learning Technology, 10(3) pp. 4–18.

Conole, G.; Crewe, E.T.; Oliver, M. and Harvey, J. (2001). A Toolkit for supporting evaluation. ALT-J: Research in Learning Technology, 9(1) pp. 38–49.

Conole, G.; Dyke, M.; Oliver, M. and Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43(1-2) pp. 17–33.

Conole, Grainne (2004). E-Learning: The Hype and the Reality. Journal of Interactive Media in Education, 11 file

Conole, Grainne (2010). Facilitating new forms of discourse for learning and teaching: harnessing the power of Web 2.0 practices. Open Learning, 25(2) pp. 141–151. file

Conole, Grainne (2008). Listening to the learner voice: The ever changing landscape of technology use for language students. ReCALL, 20(2) pp. 124–140. file

Conole, Grainne (2002). Systematising Learning and Research Information. Journal of Interactive Media in Education, 2002(7) file

Conole, Grainne; Brasher, Andrew; Cross, Simon; Weller, Martin; Clark, Paul and Culver, Juliette (2008). Visualising learning design to foster and support good practice and creativity. Educational Media International, 45(3) pp. 177–194.

Conole, Grainne; Carusi, Annamaria; de Laat, Maarten; Wilcox, Pauline and Darby, Jonathan (2006). Managing differences in stakeholder relationships and organizational cultures in e-learning development: lessons from the UK eUniversity experience. Studies in Continuing Education, 28(2) pp. 135–150.

Conole, Grainne and Culver, Juliette (2010). The design of Cloudworks: Applying social networking practice to foster the exchange of learning and teaching ideas and designs. Computers and Education, 54(3) pp. 679–692. file

Conole, Grainne and Culver, Juliette (2009). Cloudworks: Social networking for learning design. Australasian Journal of Educational Technology, 25(5) pp. 763–782. file

Conole, Grainne; De Laat, Maarten; Dillon, Teresa and Darby, Jonathan (2008). 'Disruptive technologies', 'pedagogical innovation': What's new? Findings from an in-depth study of students' use and perception of technology. Computers and Education, 50(2) pp. 511–524.

Conole, Grainne and Dyke, Martin (2004). What are the affordances of information and communication technologies? ALT-J: Research in Learning Technology, 12(2) pp. 113–124.

Conole, Gráinne and Dyle, Martin (2004). Discussion: Understanding and using technological affordances: a response to Boyle and Cook. ALT-J: Research in Learning Technology, 12(3) pp. 301–308.

Conole, Grainne and Fill, Karen (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education(1) file

Conole, Grainne; Hall, Mike and Smith, Susan (2002). An evaluation of an online course for medical practitioners. Journal of Educational Technology and Society, 5(3) pp. 66–75.

Conole, Grainne; Scanlon, Eileen; Littleton, Karen; Kerawalla, Lucinda and Mulholland, Paul (2010). Personal inquiry: innovations in participatory design and models for inquiry learning. Educational Multimedia International, 47(4) pp. 277–292. restricted access item, not available for direct download

Conole, Grainne and Weller, Martin (2008). Using learning design as a framework for supporting the design and reuse of OER. Journal of Interactive Media in Education, 5 file

Cooper, M. and Ferreira, J. M. M. (2009). Remote laboratories extending access to science and engineering curricular. IEEE Transactions on Learning Technologies, 2(4) pp. 342–353. file

Cooper, Martyn (2006). Making online learning accessible to disabled students: an institutional case study. ALT-J: Research in Learning Technology, 14(1) pp. 103–115.

Cooper, Martyn (2005). Remote laboratories in teaching and learning – issues impinging on widespread adoption in science and engineering education. International Journal of Online Engineering (iJOE), 1(1) file

Cooper, Martyn (2014). Meeting the needs of disabled students in online distance education – an institutional case study from The Open University, UK. Distance Education in China, 2014(12) pp. 18–27. file

Cooper, Martyn; Colwell, Chetz and Jelfs, Anne (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3) pp. 231–245.

Coughlan, Tim; Collins, Trevor D.; Adams, Anne; Rogers, Yvonne; Haya, Pablo A. and Martin, Estefania (2012). The conceptual framing, design and evaluation of device ecologies for collaborative activities. International Journal of Human-Computer Studies, 70(10) pp. 765–779.

Coughlan, Tim and Johnson, Peter (2009). Designing personal information management systems for creative practitioners. Journal of Digital Information, 10(5)

Coughlan, Tim and Johnson, Peter (2008). An exploration of constraints and end user development in environments for creative tasks. International Journal of Human-Computer Interaction, 24(5) pp. 444–459.

Coughlan, Tim; Leder Mackley, Kerstin; Brown, Michael; Martindale, Sarah; Schlögl, Stephan; Mallaband, Becky; Arnott, John; Hoonhout, Jettie; Szostak, Dalila; Brewer, Robin; Poole, Erika; Pirhonen, Antti; Mitchell, Val; Pink, Sarah and Hine, Nicholas (2013). Current Issues and Future Directions in Methods for Studying Technology in the Home. PsychNology Journal, 11(2) pp. 159–184. file

Coughlan, Tim; van der Linden, Janet and Adams, Anne (2012). Local connections: designing technologies for discovery and creativity within the community. Interactions, 19(1) pp. 18–22. restricted access item, not available for direct download

Coughlan, Tony and Perryman, Leigh-Anne (2011). Something for everyone? The different approaches of academic disciplines to Open Educational Resources and the effect on widening participation. Journal of Open, Flexible and Distance Learning, 15(2) pp. 11–27. file

Coughlan, Tony and Perryman, Leigh-Anne (2012). Reaching out with OER: the new role of public-facing open scholar. eLearning Papers, 31, article no. 31_1. file

Coughlan, Tony and Perryman, Leigh-Anne (2013). Beyond the ivory tower: a model for nurturing informal learning and development communities through open educational practices. Revista de Universidad y Sociedad del Conocimiento (Globalisation and Internationalisation of Higher Education), 10(1) pp. 312–326. file

Coughlan, Tony and Perryman, Leigh-Anne (2015). A murky business: navigating the ethics of educational research in Facebook groups. European Journal of Open, Distance and e-Learning pp. 146–169. file

Coughlan, Tony and Perryman, Leigh-Anne (2015). Learning from the innovative open practices of three international health projects: IACAPAP, VCPH and Physiopedia. Open Praxis, 7(2) pp. 173–189. file

Creanor, L and Littlejohn, A. (2000). A cross-institutional approach to staff development in Internet communication. Journal of Computer Assisted Learning, 16(3) pp. 271–279.

Cremin, Teresa and Baker, Sally (2010). Exploring teacher-writer identities in the classroom: Conceptualising the struggle. English Teaching: Practice and Critique, 9 (3) pp. 8–25. file

Cremin, Teresa and Baker, Sally (2014). Exploring the discursively constructed identities of a teacher-writer teaching writing. English Teaching Practice and Critique , 13(3) pp. 30–55. file

Cremin, Teresa; Flewitt, Rosie; Swann, Joan; Faulkner, Dorothy and Kucirkova, Natalia (2017). Storytelling and story-acting: co-construction in action. Journal of Early Childhood research (Forthcoming).

Crooks, Beryl and Lamy, Marie-Noelle (1995). Using combinations of video,aAudio, and print to teach french at a distance: A case study of the formative evaluative cycle. European Journal of Psychology of Education, 10(2) pp. 131–144.

Cross, Simon (2007). The experience of Owenite socialism and anti-socialism in Halifax, 1829-1845. Transactions of the Halifax Antiquarian Society, 15 pp. 91–111.

Cross, Simon and Whitelock, Denise (2017). Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course. Interactive Learning Environments, 25(4) pp. 439–451. file

Cross, Simon; Whitelock, Denise and Galley, Rebecca (2014). The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses. International Journal of e-Assessment, 4(1) file

Cunningham, Sally Jo; Masood, Masoodian and Adams, Anne (2010). Privacy Issues for Online Personal Photograph collections. Journal of theoretical and applied electronic commerce research, 5(2) pp. 26–40. file

Curtis, Vickie (2013). Evaluating the motivations and expectations of those attending a public astronomy event. Communicating Astronomy to the Public, 13 pp. 14–18. restricted access item, not available for direct download

Curtis, Vickie (2015). Motivation to Participate in an Online Citizen Science Game: A Study of Foldit. Science Communication, 37(6) pp. 723–746. file

Curtis, Vickie (2014). Online citizen science games: opportunities for the biological sciences. Applied & Translational Genomics, 3(4) pp. 90–94. file

Curtis, Vickie (2014). Public engagement through the development of science-based computer games: The Wellcome Trust’s “Gamify Your PhD” initiative. Science Communication, 36(3) pp. 379–387. file

Davies, G. J.; Kendall, G.; Soane, E.; Li, J.; Rocks, S. A.; Jude, S. R. and Pollard, S. J. T. (2014). Regulators as agents: modelling personality and power as evidence is brokered to support decisions on environmental risk. Science of the Total Environment, 466-67 pp. 74–83. restricted access item, not available for direct download

Davies, Gareth; Kendall, G.; Soane, E.; Li, J.; Charnley, F. and Pollard, S. J. T. (2010). Regulators as 'agents': power and personality in risk regulation and a role for agent-based simulation. Journal of Risk Research, 13(8) pp. 961–982.

de los Arcos, Beatriz; Coleman, James A. and Hampel, Regine (2009). Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk. ReCALL, 21(1) pp. 3–17. file

de los Arcos, Beatriz; Faems, Bram; Comas-Quinn, Anna and Pulker, Hélène (2017). 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. file

de los Arcos, Beatriz; Farrow, Robert; Pitt, Rebecca; Weller, Martin and McAndrew, Patrick (2016). Adapting the Curriculum: How K-12 Teachers Perceive the Role of Open Educational Resources. Journal of Online Learning Research, 2(1) pp. 23–40. file

Debenham, Margaret; Whitelock, Denise M.; Fung, Pat and Emms, Judy M. (1999). Online educational counselling for students with special needs: building rapport. ALT-J: Association for Learning Technology Journal, 7(1) pp. 19–25.

Demouy, Valérie; Jones, Ann; Kan, Qian; Kukulska-Hulme, Agnes and Eardley, Annie (2016). Why and how do distance learners use mobile devices for language learning? The EuroCALL Review, 24(1) pp. 10–24. file

Demouy, Valérie and Kukulska-Hulme, Agnes (2010). On the spot: using mobile devices for listening and speaking practice on a French language programme. Open Learning: The Journal of Open and Distance Learning, 25(3) pp. 217–232. file

Donelan, Helen; Herman, Clem; Kear, Karen and Kirkup, Gill (2009). Patterns of online networking for women’s career development. Gender in Management: An International Journal, 24(2) pp. 92–111.

Donovan, Claire; Hodgson, Barbara; Scanlon, Eileen and Whitelegg, Elizabeth (2005). Women in higher education: issues and challenges for part time scientists. Women's Studies International Forum, 28(2-3) pp. 247–258.

Draeger, John and Price, Linda (2011). Which way to SoTL utopia? International Journal for the Scholarship of Teaching and Learning , 5(1)

Durbridge, N.H. and Stratfold, M.P. (1996). Varying the texture: a study of art, learning and multimedia. Journal of Interactive Media in Education(1) file

Eaton, K. A.; Reynolds, P. A.; Mason, R. and Cardell, R. (2008). Assuring quality. British Dental Journal, 205(3) pp. 145–150.

Edmunds, Rob; Thorpe, Mary and Conole, Grainne (2012). Student attitudes towards and use of ICT in course study, work and social activity: a technology acceptance model approach. British Journal of Educational Technology, 43(1) pp. 71–84. file

Edmunds, Robert and Richardson, John T. E. (2009). Conceptions of learning, approaches to studying and personal development in UK higher education. British Journal of Educational Psychology, 79(2) pp. 295–309.

Edwards, Christopher (2004). Evaluating European public awareness of science initiatives: A review of the literature. Science Communication, 25(3) pp. 260–271.

Edwards, Richard; Tracy, Fran and Jordan, Katy (2011). Mobilities, moorings and boundary marking in developing semantic technologies in educational practices. Research in Learning Technology, 19(3) pp. 219–232. file

Emin-Martinez, Valerie; Hansen, Cecilie; Rodríguez Triana, María Jesūs; Wasson, Barbara; Mor, Yishay; Dascalu, Mihai; Ferguson, Rebecca and Pernin, Jean-Philippe (2014). Towards teacher-led design inquiry of learning. eLearning Papers(36) file

Erling, Elizabeth J. and Richardson, John T. E. (2010). Measuring the academic skills of university students: evaluation of a diagnostic procedure. Assessing Writing, 15(3) pp. 177–193.

Evans, Carol; Richardson, John T. E. and Waring, Michael (2013). Field independence: Reviewing the evidence. British Journal of Educational Psychology, 83 pp. 210–224.

Evans, Elizabeth; Coughlan, Tim and Coughlan, Vicky (2017). Building digital estates: Multiscreening, technology management and ephemeral television. Critical Studies in Television: The International Journal of Television Studies, 12(2) pp. 191–205.

Falconer, Isobel and Littlejohn, Allison (2007). Designing for blended learning, sharing and reuse. Journal of Further and Higher Education, 31(1) pp. 41–52.

Falconer, Isobel; Littlejohn, Allison; McGill, Lou and Beetham, Helen (2016). Motives and tensions in the release of open educational resources: The UKOER program. Australasian Journal of Educational Technology, 32(4) pp. 92–105.

Farley, Helen and Pike, Anne (2016). Engaging prisoners in education: Reducing risk and recidivism. Advancing Corrections: Journal of the International Corrections and Prisons Association, 1 pp. 65–73. file

Farley, Helen; Pike, Anne; Demiray, Ugur and Tanglang, Nebath (2016). Delivering digital higher education into prisons: the cases of four universities in Australia, UK, Turkey and Nigeria. The Chinese Journal of Distance Education (498)

Farrington-Flint, Lee; Canobi, Katherine H.; Wood, Clare and Faulkner, Dorothy (2010). Children's patterns of reasoning about reading and addition concepts. British Journal of Developmental Psychology, 28(2) pp. 427–448. restricted access item, not available for direct download

Farrington-Flint, Lee; Canobi, Katherine. H.; Wood, Clare and Faulkner, Dorothy (2007). The role of relational reasoning in children's addition concepts. British Journal of Developmental Psychology, 25(2) pp. 227–246. restricted access item, not available for direct download

Farrington-Flint, Lee; Wood, Clare; Canobi, Katherine H. and Faulkner, Dorothy (2004). Patterns of analogical reasoning among beginning readers. Journal of Research in Reading, 27(3) pp. 226–247.

Farrow, Robert (2017). Open education and critical pedagogy. Learning, Media and Technology, 42 pp. 130–146. file

Farrow, Robert (2016). A Framework for the Ethics of Open Education. Open Praxis, 8(2) pp. 93–109. file

Farrow, Robert; de los Arcos, Beatriz; Pitt, Rebecca and Weller, Martin (2015). Who are the Open Learners? A Comparative Study Profiling non-Formal Users of Open Educational Resources. EURODL (European Journal of Open, Distance and E-Learning), 18(2) pp. 50–74. file

Farrow, Robert and Deimann , Markus (2013). Rethinking OER and their use: open education as Bildung. International Review of Research in Open and Distance Learning, 14(3) pp. 344–360. file

Farrow, Robert and Iacovides, Ioanna (2014). Gaming and the limits of digital embodiment. Philosophy & Technology, 27(2) pp. 221–233. file

Farrow, Robert; Pitt, Rebecca; de los Arcos, Beatriz; Perryman, Leigh-Anne; Weller, Martin and McAndrew, Patrick (2015). Impact of OER use on teaching and learning: data from OER Research Hub (2013–2014). British Journal of Educational Technology, 46(5) pp. 972–976. file

Faulkner, Dorothy (2014). Storytelling cultures in early years classrooms. He Kupu, 3(5) pp. 80–91. file

Faulkner, Dorothy; Coates, Elizabeth; Craft, Anna and Duffy, Bernadette (2006). Creativity and cultural innovation in early childhood education. International Journal of Early Years Education, 14(3) pp. 191–199.

Faulkner, Dorothy and Coates, Elizabeth A. (2013). Early childhood policy and practice in England: twenty years of change. International Journal of Early Years Education, 21(2/3) pp. 244–263. file

Faulkner, Dorothy; Joiner, Richard; Littleton, Karen; Miell, Dorothy and Thompson, Linda (2000). The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning. European Journal of Psychology of Education, 15(4) pp. 417–430. file

Faulkner , Dorothy and Coates, Elizabeth A. (2013). International perspectives on progress, change and development in early childhood education and care, 1993 to 2013. International Journal of Early Years Education, 21(2/3) pp. 121–124. restricted access item, not available for direct download

Fenton-O'Creevy, Mark; Lins, Jeffrey; Vohra, Shalini; Richards, Daniel; Davies, Gareth and Schaaff, Kristina (2012). Emotion regulation and trader expertise: heart rate variability on the trading floor. Journal of Neuroscience, Psychology and Economics, 5(4) pp. 227–237. file

Ferguson, R. (2010). Peer interaction: the experience of distance students at university level. Journal of Computer Assisted Learning, 26(6) pp. 574–584.

Ferguson, Rebecca (2011). Meaningful learning and creativity in virtual worlds. Thinking Skills and Creativity, 6(3) pp. 169–178. restricted access item, not available for direct download

Ferguson, Rebecca (2016). 增强学习的可能性与挑战 [Possibilities and challenges of augmented learning]. Distance Education in China, 6 pp. 5–13. file

Ferguson, Rebecca (2011). Use of Questions to Facilitate Social Learning in a Web 2.0 Environment. Revista de Universidad y Sociedad del Conocimiento (RUSC), 8(1) pp. 316–327. filefile

Ferguson, Rebecca (2012). Death of an avatar: implications of presence for learners and educators in virtual worlds. Journal of Gaming & Virtual Worlds, 4(2) pp. 137–152. restricted access item, not available for direct download

Ferguson, Rebecca (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6) pp. 304–317. file

Ferguson, Rebecca and Clow, Doug (2015). Consistent Commitment: Patterns of Engagement across Time in Massive Open Online Courses (MOOCs). Journal of Learning Analytics, 2(3) pp. 55–80. file

Ferguson, Rebecca and Clow, Doug (2017). Learning Analytics: Avoiding Failure. Educause Review Online, 31.07.2017 file

Ferguson, Rebecca; Faulkner, Dorothy; Whitelock, Denise and Sheehy, Kieron (2015). Pre-teens' informal learning with ICT and Web 2.0. Technology, Pedagogy and Education, 24(2) pp. 247–265. file

Ferguson, Rebecca; Hoel, Tore; Scheffel, Maren and Drachsler, Hendrik (2016). Guest Editorial: Ethics and Privacy in Learning Analytics. Journal of Learning Analytics, 3(1) pp. 5–15. file

Ferguson, Rebecca; Macfadyen, Leah P.; Clow, Doug; Tynan, Belinda; Alexander, Shirley and Dawson, Shane (2015). Setting learning analytics in context: overcoming the barriers to large-scale adoption. Journal of Learning Analytics, 1(3) pp. 120–144. file

Ferguson, Rebecca; Scanlon, Eileen and Harris, Lisa (2016). Developing a strategic approach to MOOCs. Journal of Interactive Media in Education, 2016(1), article no. 21. file

Ferguson, Rebecca; Sharples, Mike and Beale, Russell (2015). MOOCs 2030:大规模开放学习的未来展望. Journal of Beijing Open University(6) pp. 19–24. file

Ferguson, Rebecca; Whitelock, Denise and Littleton, Karen (2010). Improvable objects and attached dialogue: new literacy practices employed by learners to build knowledge together in asynchronous settings. Digital Culture & Education, 2(1) pp. 103–123. file

Ferreday, Debra; Hodgson, Vivien and Jones, Chris (2006). Dialogue, language and identity: critical issues for networked management learning. Studies in Continuing Education, 28(3) pp. 223–239.

Field, Debora; Richardson, John T. E.; Pulman, Stephen; Van Labeke, Nicolas and Whitelock, Denise (2014). An exploration of the features of graded student essays using domain-independent natural language processing techniques. International Journal of e-Assessment, 4(1), article no. 69. file

Fisher, Tony; Sharples, Mike; Pemberton, Richard; Ogata, Hiroaki; Uosaki, Noriko; Edmonds, Phil; Hull, Anthony and Tschorn, Patrick (2012). Incidental second language vocabulary learning from reading novels: a comparison of three mobile modes. International Journal of Mobile and Blended Learning, 4(4) pp. 47–61. restricted access item, not available for direct download

FitzGerald, E. (2012). Creating user-generated content for location-based learning: an authoring framework. Journal of Computer Assisted Learning, 28(3) pp. 195–207.

FitzGerald, Elizabeth (2012). Towards a theory of augmented place. Bulletin of the Technical Committee on Learning Technology, 14(4) pp. 43–45. file

FitzGerald, Elizabeth and Adams, Anne (2015). Revolutionary and evolutionary technology design processes in location-based interactions. International Journal of Mobile Human Computer Interaction, 7(1) pp. 59–78. file

FitzGerald, Elizabeth; Ferguson, Rebecca; Adams, Anne; Gaved, Mark; Mor, Yishay and Thomas, Rhodri (2013). Augmented reality and mobile learning: the state of the art. International Journal of Mobile and Blended Learning, 5(4) pp. 43–58. file

FitzGerald, Elizabeth and Jones, Ann (2014). Guest editorial preface: special issue on mobile learning and educational mobile HCI. International Journal of Mobile Human Computer Interaction, 6(3) iv-v.

FitzGerald, Elizabeth; Kucirkova, Natalia; Jones, Ann; Cross, Simon; Ferguson, Rebecca; Herodotou, Christothea; Hillaire, Garron and Scanlon, Eileen (2017). Dimensions of personalisation in technology-enhanced learning: a framework and implications for design. British Journal of Educational Technology (In press). restricted access item, not available for direct download

FitzGerald, Elizabeth; Sharples, Mike; Jones, Robert and Priestnall, Gary (2011). Guidelines for the design of location-based audio for mobile learning. International Journal of Mobile and Blended Learning, 3(4) pp. 70–85. restricted access item, not available for direct download

FitzGerald, Elizabeth; Taylor, Claire and Craven, Michael (2013). To the Castle! A comparison of two audio guides to enable public discovery of historical events. Personal and Ubiquitous Computing, 17(4) pp. 749–760. file

Folco, Luigi; Bland, Philip A.; D'Orazio, Massimo; Franchi, Ian A.; Kelley, Simon P. and Rocchi, Sergio (2004). Extensive impact melting on the H-chondrite parent asteroid during the cataclysmic bombardment of the early solar system: Evidence from the achondritic meteorite Dar al Gani 896. Geochimica et Cosmochimica Acta, 68(10) pp. 2379–2397.

Foley, Karen; Middleton, Dave and Fribbance, Ian (2015). From despair to somewhere: activating students in a distance learning environment. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 9(1) pp. 18–32. file

Fontana, Rosa Pia; Milligan, Colin; Littlejohn, Allison and Margaryan, Anoush (2015). Measuring self-regulated learning in the workplace. International Journal of Training and Development, 19(1) pp. 32–52.

Fransman, Jude (2017). (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 (Early Access). file

Fransman, Jude (2012). Assembling Texts in the Digital University. International Journal of Learning and Media, 4(3-4) pp. 53–58. file

Fransman, Jude and Andrews, Richard (2012). Rhetoric and the politics of representation and communication in the digital age. Learning, Media and Technology, 37(2) pp. 125–130.

Frith, C. D.; Richardson, J. T. E.; Samuel, M.; Crow, T. J. and McKenna, P. J. (1984). The effects of intravenous diazepam and hyoscine upon human memory. The Quarterly Journal of Experimental Psychology Section A, 36(1) pp. 133–144.

Furniss, Dominic; Iacovides, Ioanna; Lyons, Imogen; Blandford, Ann and Franklin, Bryony Dean (2016). Patient and public involvement in patient safety research: a workshop to review patient information, minimise psychological risk and inform research. Research Involvement and Engagement, 2, article no. 19. file

Gallagher, H.G.; Littlejohn, A.; Sheen, D.B. and Sherwood, J.S. (1987). A Comparative Study of Anisotropy in Knoop Hardness of Calcite and Sodium Nitrate Single Crystals. Crystal Lattice Defects and Amorphous Materials, 16 pp. 137–143.

Galley, Rebecca; Conole, Grainne and Alevizou, Panagiota (2014). Community indicators: a framework for observing and supporting community activity on Cloudworks. Interactive Learning Environments, 22(3) pp. 373–395. file

Garner, Steven and Mann, Phebe (2003). Interdisciplinarity: Perceptions of the value of computer supported collaborative work in design for the built environment. Automation in Construction, 12(5) pp. 495–499. file

Gaved, Mark; Collins, Trevor; Mulholland, Paul; Kerawalla, Lucinda; Jones, Ann; Scanlon, Eileen; Littleton, Karen; Blake, Canan; Petrou, Marilena; Clough, Gill and Twiner, Alison (2010). Using netbooks to support mobile learners' investigations across activities and places. Open Learning: The Journal of Open and Distance Learning, 25(3) pp. 187–200. file

Gaved, Mark; Jones, Ann; Kukulska-Hulme, Agnes and Scanlon, Eileen (2012). A citizen-centred approach to education in the smart city: incidental language learning for supporting the inclusion of recent migrants. International Journal of Digital Literacy and Digital Competence, 3(4) pp. 50–64. file

Gaved, Mark and Peasgood, Alice (2017). Fitting in Versus Learning: A Challenge for Migrants Learning Languages Using Smartphones. Journal of Interactive Media in Education, 2017(1), article no. 1. file

Gaved, Mark B. and Mulholland, Paul (2010). Networking communities from the bottom up: grassroots approaches to overcoming the digital divide. AI & Society, 25(3) pp. 345–357. restricted access item, not available for direct download

Ghiaci, Golshad and Richardson, John T. E. (1980). The Effects of Dramatic Play upon Cognitive Structure and Development. The Journal of Genetic Psychology, 136(1) pp. 77–83.

Giesbers, B.; Rienties, B.; Tempelaar, D. and Gijselaers, W. (2013). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: the impact of motivation. Journal of Computer Assisted Learning, 30(1) pp. 30–50. restricted access item, not available for direct download

Giesbers, Bas; Rienties, Bart; Gijselaers, Wim H.; Segers, Mien and Tempelaar, Dirk T. (2009). Social presence, Web videoconferencing and learning in virtual teams. Industry & Higher Education, 23(4) pp. 301–309. file

Giesbers, Bas; Rienties, Bart; Tempelaar, Dirk and Gijselaers, Wim (2013). Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing. Computers in Human Behavior, 29(1) pp. 285–292. file

Giesbers, Bas; Rienties, Bart; Tempelaar, Dirk T. and Gijselaers, Wim (2014). Why increased social presence through web videoconferencing does not automatically lead to improved learning. E-Learning and Digital Media, 11(1) pp. 31–45.

Gillen, Julia; Ferguson, Rebecca; Peachey, Anna and Twining, Peter (2012). Distributed cognition in virtual worlds. Language and Education, 26(2) pp. 151–167.

Gillen, Julia; Ferguson, Rebecca; Peachey, Anna and Twining, Peter (2012). Distributed cognition in a virtual world. Language and Education, 26(2) pp. 151–167.

Gillen, Julia; Twining, Peter; Ferguson, Rebecca; Butters, Oliver; Clough, Gill; Gaved, Mark; Peachey, Anna; Seamans, Dan and Sheehy, Kieron (2009). A learning community for teens on a virtual island - The Schome Park Teen Second Life Pilot project. eLearning Papers, 2009(15) www.elearningpapers.eu. file

Gillespie, K; Littlejohn, A.; Roberts, K. J.; Sheen, D. B. and Sherwood, J. N. (1989). Environmental facility for synchrotron radiation topography. Review of Scientific Instruments, 60(7) pp. 2498–2501.

Girani De Marco, Barbara and Littlejohn, Allison (2011). Le Knowledge Building Communities e la promozione di un apprendimento autoregolato. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 6(2) pp. 72–89.

Godwin, Stephen; McAndrew, Patrick and Santos, Andreia (2008). Behind the Scenes with OpenLearn: the Challenges of Researching the Provision of Open Educational Resources. Electronic Journal of E-Learning, 6(2) pp. 139–148. file

Godwin, Stephen J.; Thorpe, Mary S. and Richardson, John T. E. (2008). The impact of computer-mediated interaction on distance learning. British Journal of Educational Technology, 39(1) pp. 52–70. restricted access item, not available for direct download

Goodfellow, R.; Lea, M. R.; Gonzalez, F. and Mason, R. (2001). Opportunity and e-quality - intercultural and linguistic issues in global online learning. Distance Education, 22(1) pp. 65–84.

Goodfellow, Robin (2004). Online literacies and learning: Operational, cultural and critical dimensions. Language and Education, 18(5) pp. 379–399. file

Goodfellow, Robin (2005). Academic literacies and e-learning: a critical approach to writing in the online university. International Journal of Educational Research, 43(7-8) pp. 481–494.

Goodfellow, Robin (2005). Virtuality and the shaping of educational communities. Education, Communication and Information, 5(2) pp. 113–129.

Goodfellow, Robin (2011). Literacy, literacies, and the digital in higher education. Teaching in Higher Education, 16(1) pp. 131–144. file

Goodfellow, Robin (2014). Scholarly, digital, open: an impossible triangle? Research in Learning Technology, 21, article no. 21366.

Goodfellow, Robin (2014). Literacy practice, pedagogy, and the ‘digital university’. International Journal of Learning and Media, 4(3-4) pp. 9–18. file

Goodfellow, Robin and Hewling, Anne (2005). Re-conceptualising culture in Virtual Learning Environments: from an 'essentialist' to a 'negotiated' perspective. E-Learning and Digital Media, 2(4) pp. 355–367. file

Goodfellow, Robin; Jefferys, Ingrid; Miles, Terry and Shirra, Tim (1996). Face-to-face language learning at a distance? a study of a video conference try-out. ReCALL, 8(2) pp. 5–16. file

Goodfellow, Robin and Lamy, Marie-Noelle (1998). Learning to learn a language – at home and on the Web. ReCALL, 10(1) pp. 68–78. file

Goodfellow, Robin; Lamy, Marie-Noelle and Jones, Glyn (2002). Assessing learners' writing using lexical frequency. ReCALL, 14(1) pp. 133–145. file

Goodfellow, Robin and Lea, Mary R. (2005). Supporting writing for assessment in online learning. Assessment & Evaluation in Higher Education, 30(3) 261 -271.

Goodfellow, Robin; Strauss, Pat and Puxley, Marianne (2012). Web-based writing support: making it useable for distance teachers. European Journal of Open, Distance and e-Learning, I pp. 1–13. file

Goodyear, Peter; Asensio, Mireia; Jones, Chris; Hodgson, Vivien and Steeples, Christine (2003). Relationships between conceptions of learning approaches to study and students' judgements about the value of their experiences of networked learning. ALT-J: Association for Learning Technology Journal, 11(1) pp. 17–27.

Goodyear, Peter; Jones, Chris; Asensio, Mireia; Hodgson, Vivien and Steeples, Christine (2005). Networked learning in Higher Education: Students' expectations and experiences. Higher Education, 50(3) pp. 473–508.

Gourlay, Lesley; Hamilton, Mary and Lea, Mary Rosalind (2014). Textual practices in the new media digital landscape: messing with digital literacies. Research in Learning Technology, 21(4), article no. 21438. file

Gralton, M. A.; Hayes, Y. A. and Richardson, J. T. E. (1979). Introversion-extraversion and mental imagery. Journal of Mental Imagery, 3 pp. 1–10.

Grand, Ann; Davies, Gareth; Holliman, Richard and Adams, Anne (2015). Mapping Public Engagement with Research in a UK University. PLoS ONE, 10(4) pp. 1–19. file

Grand, Ann; Holliman, Richard; Collins, Trevor and Adams, Anne (2016). "We muddle our way through”: shared and distributed expertise in digital engagement with research. Journal of Science Communication, 15(4) pp. 1–23. file

Grawemeyer, Beate; Mavrikis, Manolis; Holmes, Wayne; Gutiérrez-Santos, Sergio; Wiedmann, Michael and Rummel, Nikol (2017). Affective learning: improving engagement and enhancing learning with affect-aware feedback. User Modeling and User-Adapted Interaction, 27(1) pp. 119–158. restricted access item, not available for direct download

Hall, Michael A.; Cuttini, Marina; Flemmer, Andreas W.; Greisen, Gorm; Marlow, Neil; Schulze, Andreas; Smith, Susan; Valls-i-Soler, Adolf; Truffert, Patrick; Conole, Grainne and de Laat, Maarten (2009). European online postgraduate educational programme in neonatology — the way forward? European Journal of Pediatrics, 168(4) pp. 449–456.

Hambleton, Ian R.; Foster, William H. and Richardson, John T. E. (1998). Improving student learning using the personalised system of instruction. Higher Education, 35(2) pp. 187–203.

Hampel, Regine and de los Arcos, Beatriz (2013). Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme. Innovation in Language Learning and Teaching, 7(2) pp. 158–178. file

Harris, D.C.; Littlejohn, A.; Isaacs, N.W. and Lustbader, J.W. (1992). The Structure Determination of Human Chorionic Gonadotropin. Journal of the Endocrine Society, 14 p. 1478.

Hayes, Kay; King, Estelle and Richardson, John T. E. (1997). Mature Students in Higher Education: III. Approaches to studying in Access students. Studies in Higher Education, 22(1) pp. 19–31.

Hayes, Kay and Richardson, John E. (1995). Gender, subject and context as determinants of approaches to studying in higher education. Studies in Higher Education, 20(2) pp. 215–221.

Hennessy, Sara; Fung, Pat and Scanlon, Eileen (2001). The role of the graphic calculator in mediating graphing activity. International Journal of Mathematics Education for Science and Technology, 32(2) pp. 267–290.

Hennessy, Sara; Wishart, Jocelyn; Whitelock, Denise; Deaney, Rosemary; Brawn, Richard; la Velle, Linda; McFarlane, Angela; Ruthven, Kenneth and Winterbottom, Mark (2007). Pedagogical approaches for technology-integrated science teaching. Computers and Education, 48(1) pp. 137–152.

Herman, Clem and Kirkup, Gill (2008). Learners in transition: the use of ePortfolios for women returners to science, engineering and technology. Innovations in Education and Teaching International, 45(1) pp. 67–76. file

Herman, Clem and Kirkup, Gill (2016). Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning. Gender and Education (Early Access). restricted access item, not available for direct download

Hernández Leo, Davinia; Asensio-Pérez, Juan I.; Dimitriadis, Yannis; Bote-Lorenzo, Miguel L.; Jorrín-Abellán, Iván M. and Villasclaras Fernandez, Eloy D. (2005). Reusing IMS-LD formalized best practices in collaborative learning structuring. Advanced Technology for Learning, 2(4) pp. 223–232.

Hernández Leo, Davinia; Villasclaras Fernandez, Eloy; Asensio Pérez, Juan I.; Dimitriadis, Yannis; Bote Lorenzo, Miguel and Jorrín Abellán, Iván (2008). The added value of implementing the Planet Game scenario with Collage and Gridcole. Journal of Interactive Media in Education, article no. , 22. file

Hernández-Leo, Davina; Bote-Lorenzo, Miguel L.; Asensio-Perez, Juan I.; Gómez-Sanchez, Eduardo; Villasclaras Fernandez, Eloy D.; Jorrín-Abellán, Iván M. and Dimitriadis, Yannis A. (2007). Free- and open-source software for a course on network management: authoring and enactment of scripts based on collaborative learning strategies. IEEE Transactions on Education, 50(4) pp. 292–301. file

Hernández-Leo, Davinia; Jorrín-Abellán, Ivan.; Villasclaras Fernandez, Eloy D.; Asensio-Pérez, Juan I. and Dimitriadis, Yannis (2010). A multicase study for the evaluation of a pattern-based visual design process for collaborative learning. Journal of Visual Languages & Computing, 21(6) pp. 313–331.

Hernández-Leo, Davinia; Villasclaras Fernandez, Eloy D.; Asensio-Pérez, Juan I.; Dimitriadis, Yannis; Jorrín-Abellán, Iván; Ruiz-Requies, Inés and Rubia-Avi, Bartolomé (2006). COLLAGE: a collaborative Learning Design editor based on patterns. Educational Technology & Society, 9(1) pp. 58–71. file

Hernández-Nanclares, Núria; García-Muñiz, Ana and Rienties, Bart (2017). Making the most of “external” group members in blended and online environments. Interactive Learning Environments, 25(4) pp. 467–481. file

Herodotou, C.; Kambouri, M. and Winters, N. (2014). Dispelling the myth of the socio-emotionally dissatisfied gamer. Computers in Human Behavior, 32 pp. 23–31.

Herodotou, Christothea (2017). Mobile games and science learning: A comparative study of 4 and 5 years old playing the game Angry Birds. British Journal of Educational Technology (Early view). restricted access item, not available for direct download

Herodotou, Christothea; Heiser, Sarah and Rienties, Bart (2017). Implementing Randomised Control Trials in Open and Distance Learning: A Feasibility Study. Open Learning: The Journal of Open, Distance and e-learning, 32(2) pp. 147–162. restricted access item, not available for direct download

Herodotou, Christothea; Kambouri, Maria and Winters, Niall (2011). The role of trait emotional intelligence in gamers' preferences for play and frequency of gaming. Computers in Human Behavior, 27(5) pp. 1815–1819.

Herodotou, Christothea; Kyza, Eleni A.; Nicolaidou, Iolie ; Hadjichambis, Andreas ; Kafouris , Dimitris and Terzian, Freda (2012). The development and validation of the GMOAS: an instrument measuring secondary students’ attitudes towards Genetically Modified Organisms. International Journal of Science Education, Part B: Communication and Public Engagement, 2(2) pp. 131–147.

Herodotou, Christothea; Winters, Niall and Kambouri, Maria (2015). An Iterative, Multidisciplinary Approach to Studying Digital Play Motivation: The Model of Game Motivation. Games and Culture, 10(3) pp. 249–268.

Herodotou, Christothea; Winters, Niall and Kambouri, Maria (2012). A Motivationally Oriented Approach to Understanding Game Appropriation. International Journal of Human-Computer Interaction, 28(1) pp. 34–47.

Hibberd, Ralph; Morris, Erica and Jones, Ann (2004). An evaluation of the use of concept maps to represent students' knowledge of research methods in psychology. Journal of Cognitive Education and Psychology , 3(3) pp. 276–296. restricted access item, not available for direct download

Hillaire, Garron; Rappolt-Schlichtmann, Gabrielle and Ducharme, Kim (2016). Prototyping Visual Learning Analytics Guided by an Educational Theory Informed Goal. Journal of Learning Analytics, 3(3) pp. 115–142. file

Hills, Laura and Hughes, Jonathan (2016). Assessment worlds colliding? Negotiating between discourses of assessment on an online open course. Open Learning: The Journal of Open, Distance and e-learning, 31(2) pp. 108–115. restricted access item, not available for direct download

Hinze, Annika; Buchanan, George; Jung, Doris and Adams, Anne (2006). HDLalert – a healthcare DL alerting system: from user needs to implementation. Health Informatics Journal, 12(2) pp. 121–135. file

Hoare, Derek J.; Van Labeke, Nicolas; McCormack, Abby; Sereda, Magdalena; Smith, Sandra; Al Taher, Hala; Kowalkowski, Victoria L.; Sharples, Mike and Hall, Deborah A. (2014). Gameplay as a source of intrinsic motivation in a randomized controlled trial of auditory training. PLoS ONE, 9(9), article no. e107430. file

Holliman, Richard and Allgaier, Joachim (2006). The emergence of the controversy around the theory of evolution and creationism in UK newspaper reports. Curriculum Journal, 17(3) pp. 263–279.

Holliman, Richard and Davies, Gareth (2015). Moving beyond the seductive siren of reach: planning for the social and economic impacts emerging from school-university engagement with research. Journal of Science Communication, 14(03), article no. C06. file

Holliman, Richard and Scanlon, Eileen (2006). Investigating co-operation and collaboration in near synchronous computer mediated conferences. Computers and Education, 46(3) pp. 322–335.

Holmes, Wayne (2011). Using game‐based learning to support struggling readers at home. Learning, Media and Technology, 36(1) pp. 5–19.

Holmes, Wayne and Dowker, Ann (2013). Catch Up Numeracy: a targeted intervention for children who are low-attaining in mathematics. Research in Mathematics Education, 15(3) pp. 249–265.

Hommes, J.; Rienties, B.; de Grave, W.; Bos, G.; Schuwirth, L. and Scherpbier, A. (2012). Visualising the invisible: a network approach to reveal the informal social side of student learning. Advances in Health Sciences Education, 17(5) pp. 743–757. file

Hood, Nina and Littlejohn, Allison (2017). Knowledge typologies for professional learning: educators’ (re)generation of knowledge when learning open educational practice. Educational Technology Research and Development (Early Access).

Hood, Nina and Littlejohn, Allison (2016). MOOC Quality: The Need for New Measures. Journal of Learning for Development - JL4D, 3(3) pp. 28–42.

Hood, Nina; Littlejohn, Allison and Milligan, Colin (2015). Context counts: How learners' contexts influence learning in a MOOC. Computers & Education, 91 pp. 83–91.

Hosein, Anesa; Ramanau, Ruslan and Jones, Chris (2010). Learning and living technologies: a longitudinal study of first-year students' frequency and competence in the use of ICT. Learning Media and Technology, 35(4) pp. 403–418.

Howard, Patricia; Holland, Simon and Whitelock, Denise (1994). Sound investments: some applications of computers in music teaching, and a revolutionary new program. The Musical Times, 135(1817) pp. 467–471. file

Hudgins, Jillian A.; Spray, John G.; Kelley, Simon P.; Korotev, Randy L. and Sherlock, Sarah C. (2008). A laser probe 40Ar /39Ar and INAA investigation of four Apollo granulitic breccias. Geochimica et Cosmochimica Acta, 72(23) pp. 5781–5798. file

Iacovides, Ioanna (2011). Digital games: exploring the relationship between motivation, engagement and informal learning. The Psychology of Education Review, 35(1) pp. 21–24. restricted access item, not available for direct download

Iacovides, Ioanna; Aczel, James; Scanlon, Eileen; Taylor, Josie and Woods, William (2011). Motivation, engagement and learning through digital games. International Journal of Virtual and Personal Learning Environments, 2(2) pp. 1–16. file

Iacovides, Ioanna; Aczel, James; Scanlon, Eileen and Woods, Will (2012). Investigating the relationships between informal learning and player involvement in digital games. Learning, Media and Technology, 37(3) pp. 321–327. restricted access item, not available for direct download

Iacovides, Ioanna; Aczel, James; Scanlon, Eileen and Woods, William (2013). Making sense of game-play: how can we examine learning and involvement? Transactions of the Digital Games Research Association, 1(1), article no. 6. file

Iacovides, Ioanna; Blandford, Ann; Cox, Anna and Back, Jonathan (2016). How external and internal resources influence user action: the case of infusion devices. Cognition, Technology & Work, 18(4) pp. 793–805. file

Iacovides, Ioanna; Blandford, Ann; Cox, Anna; Franklin, Bryony Dean; Lee, Paul and Vincent, Christopher J. (2014). Infusion device standardisation and dose error reduction software: a UK survey. British Journal of Nursing, 23(Sup14) S16-S24. file

Iacovides, Ioanna; Blandford, Ann; Cox, Anna; Franklin, Bryony Dean; Lee, Paul and Vincent, Chris J. (2015). Infusion device standardisation and dose error reduction software. British Journal of Healthcare Management, 21(2) pp. 68–76. file

Iacovides, Ioanna; Cox, Anna L.; McAndrew, Patrick; Aczel, James and Scanlon, Eileen (2015). Game-Play Breakdowns and Breakthroughs: Exploring the Relationship Between Action, Understanding, and Involvement. Human–Computer Interaction, 30(3-4) pp. 202–231. file

Iacovides, Ioanna; McAndrew, Patrick; Scanlon, Eileen and Aczel, James (2014). The gaming involvement and informal learning framework. Simulation & Gaming, 45(4-5) pp. 611–626. file

Iniesto, Francisco (2017). [Book review] User-centered design strategies for massive open online courses (MOOCs). Open Learning: The Journal of Open, Distance and e-learning, 32(2) pp. 188–190.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2016). Accessibility of MOOCs: Understanding the Provider Perspective. Journal of Interactive Media in Education, 2016(1), article no. 20. file

Iniesto, Francisco and Rodrigo, Covadonga (2016). A preliminary study for developing accessible MOOC Services. Journal of Accessibility and Design for All, 6(2) pp. 126–150. file

Issroff, K. and Scanlon, E. (2002). Using technology in Higher Education: an activity theory perspective. Journal of Computer Assisted Learning, 18(1) pp. 77–83.

Issroff, Kim and Scanlon, Eileen (2002). Educational Technology: The influence of theory. Journal of Interactive Media in Education, 6 file

Jelfs, Anne and Colbourn, Chris (2002). Do Students Approaches to Learning affect their Perceptions of using computer and information technology? Journal of Educational Media, 27(1/2) pp. 41–54.

Jelfs, Anne and Colbourn, Chris (2001). Virtual Seminars and their impact on the role of the teaching staff. Computers and Education, 38(1-3) pp. 127–136.

Jelfs, Anne and Kelly, Patrick (2007). Evaluating electronic resources: personal development planning resources at the Open University, a case study. Assessment & Evaluation in Higher Education, 32(5) pp. 515–526. restricted access item, not available for direct download

Jelfs, Anne; Nathan, Roberta and Barrett, Clive (2004). Scaffolding students: Suggestions on how to equip students with the necessary study skills for studying in a blended learning environment. Journal of Educational Media, 29(2) pp. 85–96.

Jelfs, Anne and Richardson, John T. E. (2013). The use of digital technologies across the adult life span in distance education. British Journal of Educational Technology, 44(2) pp. 338–351.

Jelfs, Anne and Richardson, John T. E. (2010). Perceptions of academic quality and approaches to studying among disabled students and nondisabled students in distance education. Studies in Higher Education, 35(5) pp. 593–607. file

Jelfs, Anne; Richardson, John T. E. and Price, Linda (2009). Student and tutor perceptions of effective tutoring in distance education. Distance Education, 30(3) pp. 419–441. file

Jelfs, Anne and Whitelock, Denise (2000). The notion of presence in virtual learning environments: what makes the environment "real". British Journal of Educational Technology, 31(2) pp. 145–152.

Jennett, Charlene; Furniss, Dominic J.; Iacovides, Ioanna; Wiseman, Sarah; Gould, Sandy J. J. and Cox, Anna L. (2014). Exploring Citizen Psych-Science and the Motivations of Errordiary Volunteers. Human Computation, 1(2) pp. 201–220. file

Jennett, Charlene; Kloetzer, Laure; Schneider, Daniel; Iacovides, Ioanna; Cox, Anna; Gold, Margaret; Fuchs, Brian; Eveleigh, Alexandra; Methieu, Kathleen; Ajani, Zoya and Talsi, Yasmin (2016). Motivations, learning and creativity in online citizen science. Journal of Science Communication, 15(3), article no. A05. file

Joiner, Richard and Issroff, Kim (2003). Tracing success: graphical methods for analysing successful collaborative problem solving. Computers and Education, 41(4) pp. 369–378.

Joinson, A. N.; Paine, C.; Buchanan, T. and Reips, U. D. (2006). Watching me, watching you: privacy attitudes and reactions to identity card implementation scenarios in the United Kingdom. Journal of Information Science, 32(4) pp. 334–343.

Jolley, D. W.; Daly, R. J.; Ebinghaus, A.; Kemp, D. B.; Gilmour, I.; Mac Niocaill, C. and Kelley, S. P. (2017). Centennial to decadal vegetation community changes linked to orbital and solar forcing during the Dan-C2 hyperthermal event. Journal of the Geological Society (Early view).

Jones, A.; Scanlon, E.; Tosunoglu, C.; Morris, E.; Ross, S.; Butcher, P. and Greenberg, J. (1999). Contexts for evaluating educational software. Interacting with Computers, 11(5) pp. 499–516. restricted access item, not available for direct download

Jones, Ann (1996). The use of computers to support learning in children with emotional and behavioural difficulties. Computers and Education, 26(1-3) pp. 81–90. restricted access item, not available for direct download

Jones, Ann (1993). Conceptual models of programming environments: how learners use the glass box. Instructional Science, 21(6) pp. 473–500.

Jones, Ann (1990). Providing computing facilities for students at a distance. Education for Information, 8 pp. 313–324.

Jones, Ann (2015). Mobile Informal Language Learning: Exploring Welsh Learners’ Practices. eLearning Papers (45), article no. 6. file

Jones, Ann (2015). Social media for informal minority language learning: exploring Welsh learners’ practices. Journal of Interactive Media in Education, 2015 (1), article no. 7. file

Jones, Ann (2010). Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills. Journal of Interactive Media in Education, 2010 file

Jones, Ann; Barnard, Jane; Calder, Judith; Scanlon, Eileen and Thompson, Julie (2000). Evaluating learning and teaching technologies in further education. Research in Learning Technology, 8(3) pp. 56–66. file

Jones, Ann; Blake, Canan; Davies, Clare and Scanlon, Eileen (2004). Digital maps for learning: a review and prospects. Computers and Education, 43(1-2) pp. 91–107.

Jones, Ann; Gaved, Mark; Kukulska-Hulme, Agnes; Scanlon, Eileen; Pearson, Charlie; Lameras, Petros; Dunwell, Ian and Jones, Jan (2014). Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators:. International Journal of Mobile and Blended Learning, 6(4) pp. 75–92. file

Jones, Ann and Issroff, Kim (2005). Learning technologies: Affective and social issues in computer-supported collaborative learning. Computers and Education, 44(4) pp. 395–408.

Jones, Ann and Issroff, Kim (2007). Motivation and mobile devices: exploring the role of appropriation and coping strategies. ALT-J: Research in Learning Technology, 15(3) pp. 247–258.

Jones, Ann; Kirkup, Gill; Kirkwood, Adrian and Mason, Robin (1992). Providing computing for distance learners: a strategy for home use. Computers & Education, 18(1-3) pp. 183–193.

Jones, Ann; Kukulska-Hulme, Agnes and Brasher, Andrew (2017). Editorial Special Collection on Migrants, Education and Technologies. Journal of Interactive Media in Education., 1(5) pp. 1–3. file

Jones, Ann and O'Shea, Tim (1982). Barriers to the Use of Computer Assisted Learning. British Journal of Educational Technology, 13(3) pp. 207–217.

Jones, Ann and Petre, Marian (1994). Computer-based practical work at a distance: a case study. Computers and Education, 22(1-2) pp. 27–37.

Jones, Ann and Preece, Jenny (2006). Online communities for teachers and lifelong learners: a framework for comparing similarities and identifying differences in communities of practice and communities of interest. International Journal of Learning Technology, 2(2-3) pp. 112–137.

Jones, Ann and Preece, Jenny (1986). Relating research to curriculum and course development. Computers & Education, 10(1) pp. 149–163.

Jones, Ann; Price, Emma and Selby, Carolyn (1998). Exploring children's responses to interpersonal conflict using bubble dialogue in a mainstream and EBD school. Computers & Education, 30(1/2) pp. 67–74. restricted access item, not available for direct download

Jones, Ann; Scanlon, Eileen and Blake, Canan (2000). Conferencing in communities of learners: examples from social history and science communication. Educational Technology and Society, 3(3) pp. 215–226.

Jones, Ann; Scanlon, Eileen; Blake, Canan; Butcher, Philip; Greenberg, Joel; Murphy, Pat and Ross, Shelagh (1996). Evaluating CAL at the Open University: 15 years on. Computers and Education, 26(1-3) pp. 5–15.

Jones, Ann; Scanlon, Eileen and Clough, Gill (2013). Mobile learning: two case studies of supporting inquiry learning in informal and semiformal settings. Computers & Education, 61 pp. 21–32. restricted access item, not available for direct download

Jones, Ann; Scanlon, Eileen; Gaved, Mark; Blake, Canan; Collins, Trevor; Clough, Gill; Kerawalla, Lucinda; Littleton, Karen; Mulholland, Paul; Petrou, Marilena and Twiner, Alison (2013). Challenges in personalisation: supporting mobile science inquiry learning across contexts. Research and Practice in Technology Enhanced Learning, 8(1) pp. 21–42. file

Jones, Ann and Selby, Carolyn (1997). The use of computers for self–expression and communication. Journal of Computing in Childhood Education, 8(2/3) pp. 199–214.

Jones, Anna; Lygo-Baker, Simon; Markless, Sharon; Rienties, Bart and Di Napoli, Roberto (2017). Conceptualizing impact in academic development: finding a way through. Higher Education Research & Development, 36(1) pp. 116–128.

Jones, C. and Asensio, M. (2001). Experiences of assessment: using phenomenography for evaluation. Journal of Computer Assisted Learning, 17(3) pp. 314–321.

Jones, C. and Czerniewicz, L. (2010). Describing or debunking? The net generation and digital natives. Journal of Computer Assisted Learning, 26(5) pp. 317–320. restricted access item, not available for direct download

Jones, C. and Healing, G. (2010). Net generation students: agency and choice and the new technologies. Journal of Computer Assisted Learning, 26(5) pp. 344–356. restricted access item, not available for direct download

Jones, C. R.; Ferreday, D. and Hodgson, V. (2008). Networked learning a relational approach: Weak and strong ties. Journal of Computer Assisted Learning, 24(2) pp. 90–102. restricted access item, not available for direct download

Jones, Chris (2008). Networked Learning: weak links and boundaries. Journal of Computer Assisted Learning, 24(2) pp. 87–89.

Jones, Chris (2005). Who are you? Theorising from the experience of working through an avatar. E-Learning, 2(4) pp. 414–425.

Jones, Chris (2004). Networks and learning: communities, practices and the metaphor of networks — a response. ALT-J: Association for Learning Technology Journal, 12(2) pp. 195–198.

Jones, Chris (2010). A new generation of learners? The net generation and digital natives. Learning, Media and Technology, 35(4) pp. 365–368.

Jones, Chris (2004). Networks and learning: Communities, practices and the metaphor of networks. ALT-J: Research in Learning Technology, 12(1) pp. 81–93. file

Jones, Chris and Brophy, Peter (2002). Digital Resources in Higher Education - Some issues arising from the formative evaluation of a national initiative in the United Kingdom. European Journal of Engineering for Information Society Applications, 4(3)

Jones, Chris and Czerniewicz, Laura (2011). Editorial: Theory in learning technology. Research in Learning Technology, 19(3) pp. 173–177. restricted access item, not available for direct download

Jones, Chris; Dirckinck-Holmfeld, Lone and Lindström, Berner (2006). A relational, indirect, meso-level approach to CSCL design in the next decade. International Journal of Computer Supported Collaborative Learning, 1(1) pp. 35–56. file

Jones, Chris and Healing, Graham (2010). Networks and locations for student learning. Learning Media and Technology, 35(4) pp. 369–385.

Jones, Chris and Hosein, Anesa (2010). Profiling university students' use of technology: where is the NET generation divide? The International Journal of Technology Knowledge and Society, 6(3) pp. 43–58.

Jones, Chris; Ramanau, Ruslan; Cross, Simon and Healing, Graham (2010). Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3) pp. 722–732. file

Jones, Chris and Sclater, Niall (2010). Learning in an age of digital networks. International Preservation News, 55 pp. 6–10. file

Jones, Sylvia and Lea, Mary R. (2008). Digital literacies in the lives of undergraduate students: Exploring personal and curricular spheres of practice. Electronic Journal of E-Learning, 6(3) pp. 207–216.

Jordan, Katy (2014). Academics and their online networks: exploring the role of academic social networking sites. First Monday, 19(11)

Jordan, Katy (2018). Validity, reliability and the case for participant-centred research: Reflections on a multi-platform social media study. International Journal of Human-Computer Interaction (In Press). restricted access item, not available for direct download

Jordan, Katy (2015). Massive open online course completion rates revisited: Assessment, length and attrition. International Review of Research in Open and Distributed Learning, 16(3) pp. 341–358. file

Jordan, Katy (2014). Exploring co-studied Massive Open Online Course Subjects via social network analysis. International Journal of Emerging Technologies in Learning, 9(8) pp. 38–41. file

Jordan, Katy (2014). Initial trends in enrolment and completion of massive open online courses. International Review of Research in Open and Distance Learning, 15(1) pp. 133–160. file

Jordan, Katy (2017). From crowdsourcing data to network building: Reflections on conducting research in the open. Research for All (In press). restricted access item, not available for direct download

Jordan, Katy (2017). Examining the UK Higher Education sector through the network of institutional accounts on Twitter. First Monday, 22(5) file

Jordan, Katy (2012). Applying Semantic Web Technologies to Support Learners in Plant Identification and Taxonomy. International Journal of Emerging Technologies in Learning, 7(3) pp. 46–49. file

Jordan, Katy; Tracy, Frances and Johnstone, Keith (2011). Threshold Concepts as Focal Points for Supporting Student Learning. Bioscience Education, 18(1) file

Jowers, Iestyn; Gaved, Mark; Dallison, Delphine; Elliott-Cirigottis, Gary; Rochead, Alan and Craig, Mark (2017). A case study in online formal/informal learning: was it collaborative or cooperative learning? Design and Technology Education: an International Journal, 22(1) file

Kaatrakoski, Heli; Littlejohn, Allison and Hood, Nina (2017). Learning challenges in higher education: an analysis of contradictions within Open Educational Practice. Higher Education, 74(4) pp. 599–615.

Kaatrakoski, Heli; Littlejohn, Allison and Hood, Nina (2017). Rethinking professional learning in higher education: a study on how the use of Open Educational Resources triggers the adoption of Open Educational Practice. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education (In Press).

Kemp, Bob and Jones, Chris (2007). Academic use of digital resources: Disciplinary differences and the issue of progression revisited. Journal of Educational Technology and Society, 10(1) pp. 52–60. file

Kerawalla, L.; Minocha, S.; Kirkup, G. and Conole, G. (2009). An empirically grounded framework to guide blogging in higher education. Journal of Computer Assisted Learning, 25(1) pp. 31–42. restricted access item, not available for direct download

Kerawalla, Lucinda; Littleton, Karen; Scanlon, Eileen; Collins, Trevor; Gaved, Mark; Mulholland, Paul; Jones, Ann; Clough, Gill and Blake, Canan (2012). Doing geography: a multimodal analysis of students' situated improvisational interpretation during fieldtrips. Learning, Culture and Social Interaction, 1(2) pp. 78–89.

Kerawalla, Lucinda; Littleton, Karen; Scanlon, Eileen; Jones, Ann; Gaved, Mark; Collins, Trevor; Mulholland, Paul; Blake, Canan; Clough, Gill; Conole, Grainne and Petrou, Marilena (2011). Personal inquiry learning trajectories in geography: technological support across contexts. Interactive Learning Environments, 21(6) pp. 497–515.

Kerawalla, Lucinda; Minocha, Shailey; Kirkup, Gill and Conole, Grainne (2008). Characterising the different blogging behaviours of students on an online distance learning course. Learning, Media and Technology, 33(1) pp. 21–33.

Kerawalla, Lucinda; Petrou, Marilena and Scanlon, Eileen (2012). Talk Factory: supporting 'exploratory talk' around an interactive whiteboard in primary school science plenaries. Technology, Pedagogy and Education, 22(1) 89 -102.

King, Bernardine; Wood, Clare and Faulkner, Dorothy (2008). Sensitivity to visual and auditory stimuli in children with developmental dyslexia. Dyslexia, 14(2) pp. 116–141.

King, Bernardine; Wood, Clare and Faulkner, Dorothy (2007). Sensitivity to auditory and visual stimuli during early reading development. Journal of Research in Reading, 30(4) pp. 443–453.

Kirkup, Gill (2001). Cyborg teaching. ACM SIGCAS Computers and Society, 31(4 (Special) pp. 23–32.

Kirkup, Gill (2002). Themed review on Globalisation in Education. Education, Communication and Information, 1(3) pp. 375–390.

Kirkup, Gill (2010). Academic blogging, academic practice and academic identity. London Review of Education, 8(1) pp. 75–84. file

Kirkup, Gill (2011). Preparing women for dead-end jobs? Vocational education and training (VET) for information and communication technology (ICT) jobs. International Journal of Gender Science and Technology, 3(2) pp. 460–482. file

Kirkup, Gill and Kirkwood, Adrian (2005). Information and communications technologies (ICT) in Higher Education teaching – a tale of gradualism rather than revolution. Learning, Media and Technology, 30(2) pp. 185–199. file

Kirkup, Gill and Whitelegg, Elizabeth (2013). The legacy and impact of Open University women's/gender studies: 30 years on. Gender and Education, 25(1) pp. 6–22.

Kirkwood, A. (2003). Understanding independent learners’ use of media technologies. Open Learning, 18(2) pp. 155–175.

Kirkwood, Adrian (2001). Shanty towns around the Global Village?: Reducing distance, but widening gaps with ICT. Education, Communication and Information, 1(2) pp. 213–228.

Kirkwood, Adrian (2003). Book Review of 'Learning from Media: the collected writings of Richard E. Clark'. Education, Communication and Information, 3(1) pp. 129–150.

Kirkwood, Adrian (2006). Getting Networked Learning in Context: Are on-line students’ technical and information literacy skills adequate and appropriate? Learning, Media and Technology, 31(2) pp. 117–131.

Kirkwood, Adrian (2013). English for communication in Bangladesh: baseline research to establish the pre-existing environment for the ‘English in Action’ project. System, 41(3) pp. 866–879. file

Kirkwood, Adrian (2012). Introduction to themed section: enhancing learning and teaching in technology-poor contexts. Learning, Media and Technology, 37(4) pp. 395–397. file

Kirkwood, Adrian (2009). E-learning: you don't always get what you hope for. Technology, Pedagogy and Education, 18(2) pp. 107–121. file

Kirkwood, Adrian (2008). Getting it from the Web: why and how online resources are used by independent undergraduate learners. Journal of Computer Assisted Learning, 24(5) pp. 372–382. file

Kirkwood, Adrian (2006). Going outside the box: skills development, cultural change and the use of on-line resources. Computers and Education, 47(3) pp. 316–331. file

Kirkwood, Adrian; Jones, Ann and Jelfs, Anne (1996). Changing the role of tutors in distance education with information and communication technologies. ALT-J: Research in Learning Technology, 4(1) pp. 35–39. file

Kirkwood, Adrian and Price, Linda (2008). Assessment and Student Learning – a fundamental relationship and the role of information and communication technologies. Open Learning, 23(1) pp. 5–16. file

Kirkwood, Adrian and Price, Linda (2006). Adaptation for a Changing Environment: Developing learning and teaching with information and communication technologies. International Review of Research in Open and Distance Learning, 7(2) file

Kirkwood, Adrian and Price, Linda (2013). Missing: evidence of a scholarly approach to teaching and learning with technology in higher education. Teaching in Higher Education, 18(3) pp. 327–337. file

Kirkwood, Adrian and Price, Linda (2015). Achieving Improved Quality and Validity: Reframing Research and Evaluation of Learning Technologies. European Journal of Open, Distance and e-Learning 102-115. file

Kirkwood, Adrian and Price, Linda (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1) pp. 6–36. file

Kirkwood, Adrian and Price, Linda (2013). Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, 44(4) pp. 536–543. file

Kirkwood, Adrian T. and Price, Linda (2005). Learners and learning in the twenty‐first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education, 30(3) pp. 257–274.

Kirkwood, Adrian Terence and Rae, Jan (2011). A framework for evaluating qualitative changes in learners’ experience and engagement: Developing communicative English teaching and learning in Bangladesh. Evaluation and Research in Education, 24(3) pp. 203–216. file

Knight, Peter (2004). Assessment of complex learning: The Engineering Professors’ Council’s new thinking about first-cycle engineering degrees. European Journal of Engineering Education, 29(2) pp. 183–191.

Knight, Peter (2002). A systemic approach to professional development: learning as practice. Teaching and Teacher Education, 18(3) pp. 229–241.

Knight, Peter (2002). Learning from Schools. Higher Education, 44(2) pp. 283–298.

Knight, Peter (2006). Quality enhancement and educational professional development. Quality in Higher Education, 12(1) pp. 29–40.

Knight, Peter (2006). The local practices of assessment. Assessment & Evaluation in Higher Education, 31(4) pp. 435–452.

Knight, Peter; Tait, Jo and Yorke, Mantz (2006). The Professional learning of teachers in higher education. Studies in Higher Education, 31(3) pp. 319–339.

Knight, Peter T. (2002). Summative assessment in Higher Education: practices in disarray. Studies in Higher Education, 27(3) pp. 275–286.

Knight, Peter T. (2002). The Achilles' Heel of Quality: the assessment of student learning. Quality in Higher Education, 8(1) pp. 107–115.

Knight, Peter T. (2001). Complexity and curriculum: a process approach to curriculum-making. Teaching in Higher Education, 6(3) 369 -381.

Knight, Peter T. (2001). Guest editorial: employability and quality. Quality in Higher Education, 7(2) pp. 93–95.

Knight, Peter T. and Yorke, Mantz (2002). Employability through the curriculum. Tertiary Education and Management, 8(4) pp. 261–276.

Knight, Simon; Rienties, Bart; Littleton, Karen; Mitsu, Matthew; Tempelaar, Dirk and Shah, Chirag (2017). The relationship of (perceived) epistemic cognition to interaction with resources on the internet. Computers in Human Behavior, 73 pp. 507–518. restricted access item, not available for direct download

Knight, Simon; Rienties, Bart; Littleton, Karen; Tempelaar, Dirk; Mitsui, Matthew and Shirag, Chirag (2017). The Orchestration of a Collaborative Information Seeking Learning Task. Information Retrieval Journal (Early Access). restricted access item, not available for direct download

Knightley, Wendy M and Whitelock, Denise M (2007). Assessing the self-esteem of female undergraduate students: an issue of methodology. Educational Studies, 33(2) pp. 217–231.

Kong, Siu Cheung; Chan, Tak-Wai; Griffin, Patrick; Hoppe, Ulrich; Huang, Ronghuai.; Kinshuk; Looi, Chee Kit; Milrad, Marcelo; Norris, Cathleeen; Nussbaum, Miguel; Sharples, Mike; So, Wing Muui Winnie; Soloway, Elliot and Yu, Shengquan (2014). E-learning in school education in the coming 10 years for developing 21st century skills: critical research issues and policy implications. Educational Technology and Society, 17(1) pp. 70–78.

Könings, Karen D.; Popa, Daniela; Gerken, Maike; Giesbers, Bas; Rienties, Bart C.; van der Vleuten, Cees P.M. and van Merriënboer, Jeroen J.G. (2016). Improving supervision for students at a distance: videoconferencing for group meetings. Innovations in Education and Teaching International , 53(4) pp. 388–399.

Kucirkova, Natalia; Messer, David and Whitelock, Denise (2012). Parents reading with their toddlers: the role of personalisation in book engagement. Journal of Early Childhood Literacy, 13(4) pp. 445–470.

Kucirkova, Natalia; Messer, David and Whitelock, Denise (2010). Sharing personalised books: a practical solution to the challenges posed by home book reading interventions. Literacy Information & Computer Education Journal, 1(3) pp. 263–272. restricted access item, not available for direct download

Kukulska-Hulme, Agnes (2004). Usability: A common theme for developments in e-Learning at the UK Open University. International Journal of Distance Education Technologies, 2(3) i-vi.

Kukulska-Hulme, Agnes (2000). Communication with users: insights from second language acquisition. Interacting with Computers, 12(6) pp. 587–599. file

Kukulska-Hulme, Agnes (2009). Will mobile learning change language learning? ReCALL, 21(2) pp. 157–165. file

Kukulska-Hulme, Agnes (2012). Smart devices or people? A mobile learning quandary. International Journal of Learning and Media, 4(3-4) pp. 73–77. file

Kukulska-Hulme, Agnes (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning? The Internet and Higher Education, 15(4) pp. 247–254. file

Kukulska-Hulme, Agnes (2010). Mobile learning as a catalyst for change. Open Learning: The Journal of Open and Distance Learning, 25(3) pp. 181–185. file

Kukulska-Hulme, Agnes (2010). Charting unknown territory: Models of participation in mobile language learning. International Journal of Mobile Learning and Organisation, 4(2) pp. 116–129. file

Kukulska-Hulme, Agnes (2010). Learning cultures on the move: where are we heading? Journal of Educational Technology and Society, 13(4) pp. 4–14. file

Kukulska-Hulme, Agnes (2007). Mobile Usability in Educational Contexts: What have we learnt? International Review of Research in Open and Distance Learning, 8(2) pp. 1–16. file

Kukulska-Hulme, Agnes (2002). Book review: Flexible Learning in a Digital World: Experiences and Expectations: Betty Collis and Jef Moonen; Kogan Page, London, 2001, 232 pp, ISBN 0–7494–3371-X, £19.99 (paperback). Computers & Education, 39(1) pp. 99–101. file

Kukulska-Hulme, Agnes (1988). A computerized interactive vocabulary development system for advanced learners. System, 16(2) pp. 163–170. file

Kukulska-Hulme, Agnes (2013). Limelight on Mobile Learning. Harvard International Review, 34(4) pp. 12–16.

Kukulska-Hulme, Agnes (2012). Mobile Learning and the Future of Learning. International HETL Review, 2 pp. 13–18. file

Kukulska-Hulme, Agnes (1990). Question Mark Version 1.0. ReCALL, 2(2) pp. 17–18.

Kukulska-Hulme, Agnes and Bull, Susan (2009). Theory-based support for mobile language learning: noticing and recording. International Journal of Interactive Mobile Technologies, 3(2) pp. 12–18. file

Kukulska-Hulme, Agnes; Foster-Jones, Juanita; Jelfs, Anne; Mallett, Elizabeth and Holland, Dawn (2004). Investigating digital video applications in distance learning. Journal of Educational Media, 29(2) pp. 125–137. file

Kukulska-Hulme, Agnes; Gaved, Mark; Paletta, Lucas; Scanlon, Eileen; Jones, Ann and Brasher, Andrew (2015). Mobile Incidental Learning to Support the Inclusion of Recent Immigrants. Ubiquitous Learning: an international journal, 7(2) pp. 9–21. file

Kukulska-Hulme, Agnes and Pettit, John (2008). Semi-formal learning communities for professional development in mobile learning. Journal of Computing in Higher Education, 20(2) pp. 35–47. file

Kukulska-Hulme, Agnes; Pettit, John; Bradley, Linda; Carvalho, Ana A.; Herrington, Anthony; Kennedy, David M. and Walker, Aisha (2011). Mature students using mobile devices in life and learning. International Journal of Mobile and Blended Learning, 3(1) pp. 18–52. file

Kukulska-Hulme, Agnes and Sharples, Mike (2009). Mobile and contextual learning. ALT-J: Research in Learning Technology, 17(3) pp. 159–160. file

Kukulska-Hulme, Agnes; Sharples, Mike; Milrad, Marcelo; Arnedillo-Sánchez, Inmaculada and Vavoula, Giasemi (2009). Innovation in Mobile Learning: A European Perspective. International Journal of Mobile and Blended Learning, 1(1) pp. 13–35. file

Kukulska-Hulme, Agnes and Shield, Lesley (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3) pp. 271–289. restricted access item, not available for direct download

Kukulska-Hulme, Agnes; Traxler, John and Pettit, John (2007). Designed and user-generated activity in the mobile age. Journal of Learning Design, 2(1) pp. 52–65. file

Kukulska-Hulme, Agnes; van der Zwan, Robert; Dipaolo, Terry; Evers, Vanessa and Clarke, Sarah (1999). An Evaluation of the Informedia Digital Video Library System at the Open University. Journal of Educational Media, 24(2) pp. 131–136.

Kukulska-Hulme, Agnes and Viberg, Olga (2017). Mobile collaborative language learning: State of the art. British Journal of Educational Technology (Early view). restricted access item, not available for direct download

Lally, Vic; Sharples, Mike; Tracey, Frances; Bertram, Neil and Masters, Sherriden (2012). Researching the ethical dimensions of mobile, ubiquitous,and immersive technology enhanced learning (MUITEL) in informal settings: a thematic review and dialogue. Interactive Learning Environments, 20(3) pp. 217–238. file

Lamy, Marie-Noelle and Goodfellow, Robin (1999). Supporting language students' interactions in Web-based conferencing. Computer Assisted Language Learning, 12(5) pp. 457–477. file

Lamy, Marie-Noelle and Goodfellow, Robin (1998). “Conversations réflexives” dans la classe de langues virtuelle par conférence asynchrone. Revue d'apprentissage des langues et des systèmes d'information et de communication ALSIC, 1(2) pp. 81–89. file

Lamy, Marie-Noelle and Goodfellow, Robin (1999). 'Reflective conversation' in the virtual language classroom. Language Learning & Technology, 2(2) pp. 43–61. file

Lane, Andy; Caird, Sally and Weller, Martin (2014). The potential social, economic and environmental benefits of MOOCs: operational and historical comparisons with a massive ‘closed online’ course. Open Praxis, 6(2) pp. 115–123. file

Lane, Andy and McAndrew, Patrick (2010). Are open educational resources systematic or systemic change agents for teaching practice? British Journal of Educational Technology, 41(6) pp. 952–962. file

Lapthorn, A. J.; Harris, D. C.; Littlejohn, A.; Lustbader, J. W.; Canfield, R. E.; Machin, K. J. and Isaacs, N. W. (1994). Crystal structure of human chorionic gonadotropin. Nature, 369(6480) pp. 455–461.

Laurillard, Diana; Stratfold, Matthew; Luckin, Rose; Plowman, Lydia and Taylor, Josie (2000). Affordances for learning in a non-linear narrative medium. Journal of Interactive Media in Education(2) file

Law, Patrina and Jelfs, Anne (2016). Ten years of open practice: a reflection on the impact of OpenLearn. Open Praxis, 8(2) pp. 143–149. file

Law, Patrina and Perryman, Leigh-Anne (2015). Internal Responses to Informal Learning Data: Testing a Rapid Commissioning Approach. European Journal of Open, Distance and e-Learning pp. 76–84. file

Law, Patrina and Perryman, Leigh-Anne (2017). How OpenLearn supports a business model for OER. Distance Education, 38(1) pp. 5–22.

Law, Patrina; Perryman, Leigh-Anne and Law, Andrew (2015). Badging and employability at The Open University. European Journal of Open, Distance and e-Learning, Best of EDEN 2013-2014, article no. 704. file

Lawless, Clive and Richardson, John T. E. (2002). Approaches to studying and perceptions of academic quality in distance education. Higher Education, 44(2) pp. 257–282.

Lawless, Clive and Richardson, John T. E. (2004). Monitoring the experiences of graduates in distance education. Studies in Higher Education, 29(3) pp. 353–374.

Lawson, Glyn; Brown, Michael; Floyde, Anne; Coughlan, Tim; Baurley, Sharon; Elliot, Meretta; Koppe, Therese and Tsai, Allen (2016). Enhancing the Design Process with Drama-Related Methods. The Design Journal, 19(4) pp. 605–623. restricted access item, not available for direct download

Lea, Mary (2001). Computer conferencing and assessment: new ways of writing in higher education. Studies in Higher Education, 26(2) pp. 163–181.

Lea, Mary (2004). Academic literacies: a pedagogy for course design. Studies in Higher Education, 29(6) pp. 739–756.

Lea, Mary (2013). Reclaiming literacies: competing textual practices in a digital higher education. Teaching in Higher Education, 18(1) pp. 106–118. file

Lea, Mary R. (2007). Emerging literacies in online learning. Journal of Applied Linguistics, 4(1) pp. 79–100.

Lea, Mary R. (2006). Writing in today's university. Educational Developments, 7(4) pp. 1–3.

Lea, Mary R. and Jones, Sylvia (2011). Digital literacies in higher education: exploring textual and technological practice. Studies in Higher Education, 36(4) pp. 377–393. file

Lea, Mary R. and Stierer, Barry (2009). Lecturers' everyday writing as professional practice in the university as workplace: new insights into academic identities. Studies in Higher Education, 34(4) pp. 417–428.

Lea, Mary R. and Stierer, Barry (2011). Changing academic identities in changing academic workplaces: learning from academics’ everyday professional writing practices. Teaching in Higher Education, 16(6) pp. 605–616.

Lea, Mary R. and Street, Brian V. (2006). The "academic literacies" model: Theory and applications. Theory into Practice, 45(4) pp. 368–377.

Li, J.; Davies, G. J.; Kendall, G.; Soane, E.; Bai, R.; Rocks, S. A. and Pollard, S. J. T. (2012). Evidence and belief in regulatory decisions – incorporating expected utility into decision modelling. Expert Systems with Applications, 39(10) pp. 8604–8610. restricted access item, not available for direct download

Li, Jiawei; Pollard, Simon; Kendall, Graham; Soane, Emma and Davies, Gareth (2009). Optimising risk reduction: an expected utility approach for marginal risk reduction during regulatory decision making. Reliability Engineering and System Safety, 94(11) pp. 1729–1734. restricted access item, not available for direct download

Li, Nai and Kirkup, G. (2002). The Internet: Producing or Transforming Culture and Gender? Electronic Journal of Communication/La Revue Electronique de Communication, 12(3-4)

Li, Nai and Kirkup, Gill (2007). Gender and cultural differences in Internet use: a study of China and the UK. Computers and Education, 48(2) pp. 301–317.

Li, Nai; Kirkup, Gill and Hodgson, Barbara (2001). Cross-cultural comparison of women students' attitudes toward the Internet and usage: China and the UK. CyberPsychology and Behavior, 4(3) pp. 415–426.

Li, Nai; Marsh, Vicky and Rienties, Bart (2016). Modeling and managing learner satisfaction: use of learner feedback to enhance blended and online learning experience. Decision Sciences Journal of Innovative Education, 14(2) pp. 216–242. restricted access item, not available for direct download

Li, Nai; Marsh, Vicky; Rienties, Bart and Whitelock, Denise (2017). Online learning experiences of new versus continuing learners: a large scale replication study. Assessment & Evaluation in Higher Education, 42(4) pp. 657–672. file

Little, Suzanne; Ferguson, Rebecca and Rüger, Stefan (2012). Finding and reusing learning materials with multimedia similarity search and social networks. Technology, Pedagogy and Education, 21(2) pp. 255–271.

Littlejohn, A.; Badcock, K.; Baldwin, A.; Watt, R. and Robb, M. (1996). A Friendly Introduction to Fluid Dynamics on the Web. Active Learning, 5 pp. 26–30.

Littlejohn, A.; Beetham, H. and McGill, L. (2012). Learning at the digital frontier: a review of digital literacies in theory and practice. Journal of Computer Assisted Learning, 28(6) pp. 547–556.

Littlejohn, A. and Sclater, N. (1999). The Virtual University as a Conceptual Model for Faculty Change and Innovation. Journal of Interactive Learning Environments, 7 pp. 209–226.

Littlejohn, A.; Sherwood, J.S. and Sheen, D.B. (1985). Reactions of Solids. Material Science, 28B pp. 707–710.

Littlejohn, A.; Stefani, L. and Sclater, N. (1999). Promoting effective use of technology, the pedagogy and the practicalities: a case study. Active Learning, 11 pp. 27–30.

Littlejohn, A.H. and Macrosson, W.D.K. (1999). Web authoring: transferable skills for graduates of the future. Industry & Higher Education, 13(4) pp. 277–281.

Littlejohn, Allison (2002). Improving continuing professional development in the use of ICT. Journal of Computer Assisted Learning, 18(2) pp. 166–174.

Littlejohn, Allison (2003). Supporting Sustainable eLearning. ALT-J: Association for Learning Technology Journal, 11(3) pp. 88–102.

Littlejohn, Allison (2003). Encouraging the sharing and reuse of eLearning resources. Journal of Media and Technology for Human Resource Development, 14(1) pp. 55–64.

Littlejohn, Allison (2003). Issues in Reusing Online Resources: Chapter 1. Journal of Interactive Media in Education, 2013(1) file

Littlejohn, Allison; Beetham, Helen; McGill, Lou and Falconer, Isobel (2011). Fattori che influenzano la diffusione di risorse educative aperte

[Factors affecting the release of open educational resources].
TD Tecnologie Didattiche, 19(2) pp. 72–79.

Littlejohn, Allison and Cameron, Shona (1999). Supporting strategic cultural change: the Strathclyde Learning Technology Initiative as a model. ALT-J: Research in Learning Technology, 7(3) pp. 64–75. file

Littlejohn, Allison; Campbell, Lorna M.; Tizard, Jenny and Smith, Alison (2003). From Pilot Project to Strategic Development: scaling up staff support in the use of ICT for teaching and learning. Journal of Further and Higher Education, 27(1) pp. 47–52.

Littlejohn, Allison; Falconer, Isobel and Mcgill, Lou (2008). Characterising effective e-learning resources. Computers & Education, 50(3) pp. 757–771.

Littlejohn, Allison and Hood, Nina (2017). How educators build knowledge and expand their practice: The case of open education resources. British Journal of Educational Technology, 48(2) pp. 499–510.

Littlejohn, Allison; Hood, Nina; Milligan, Colin and Mustain, Paige (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The Internet and Higher Education, 29 pp. 40–48.

Littlejohn, Allison; Lukic, Dane and Margaryan, Anoush (2014). Comparing safety culture and learning culture. Risk Management, 16(4) pp. 272–293.

Littlejohn, Allison and Margaryan, Anoush (2010). Sharing resources in educational communities. International Journal of Emerging Technologies in Learning, 5(2) pp. 25–30.

Littlejohn, Allison and Margaryan, Anoush (2006). Cultural issues in the sharing and reuse of resources for learning. Research and Practice in Technology Enhanced Learning, 1(3) pp. 269–284.

Littlejohn, Allison; Margaryan, Anoush; Vojt, Gabriele and Lukic, Dane (2017). Learning from Incidents Questionnaire (LFIQ): The validation of an instrument designed to measure the quality of learning from incidents in organisations. Safety Science, 99(A) pp. 80–93.

Littlejohn, Allison; Margaryan, Anoush and Vojt, Gabrielle (2010). Exploring students, use of ICT and expectations of learning methods. Electronic Journal of e-Learning, 8(1) pp. 13–20.

Littlejohn, Allison and Milligan, Colin (2015). Designing MOOCs for professional learners: Tools and patterns to encourage self-regulated learning. eLearning Papers, 42, article no. 4. file

Littlejohn, Allison; Milligan, Colin; Fontana, Rosa Pia and Margaryan, Anoush (2016). Professional Learning Through Everyday Work: How Finance Professionals Self-Regulate Their Learning. Vocations and Learning: Studies in Vocational and Professional Education, 9(2) pp. 207–226. file

Littlejohn, Allison; Milligan, Colin and Margaryan, Anoush (2012). Charting collective knowledge: supporting self-regulated learning in the workplace. Journal of Workplace Learning, 24(3) pp. 226–238.

Littlejohn, Allison; Milligan, Colin and Margaryan, Anoush (2011). Collective learning in the workplace: important knowledge sharing behaviours. International Journal of Advanced Corporate Learning, 4(4) pp. 26–31.

Littlejohn, Allison; Milligan, Colin and Margaryan, Anoush (2012). Charting collective knowledge: Technology-enhanced professional learning. Innovation Review, 11 pp. 26–33. file

Littlejohn, Allison; Suckling, Colin; Campbell, Lorna and McNicol, David (2002). The amazingly patient tutor: students’ interactions with an online carbohydrate chemistry course. British Journal of Educational Technology, 33(3) pp. 313–321.

Littlejohn, Allison H. and Stefani, Lorraine A.J. (1999). Effective use of communication and information technology: bridging the skills gap. ALT-J: Research in Learning Technology, 7(2) pp. 66–76. file

Littleton, Karen; Faulkner, Dorothy; Miell, Dorothy; Joiner, Richard and Hakkinen, Paivi (2000). Editorial introduction. European Journal of Psychology of Education, XV(4) pp. 371–374.

Littleton, Karen and Whitelock, Denise (2005). The negotiation and co-construction of meaning and understanding within a postgraduate online learning community. Learning, Media and Technology, 30(2) pp. 147–164. file

Littleton, Karen and Whitelock, Denise (2004). Guiding the creation of knowledge and understanding in a Virtual Learning Environment. Cyberpsychology and Behavior, 7(2) pp. 173–181. restricted access item, not available for direct download

Longoni, A. M.; Richardson, J. T. E. and Aiello, A. (1993). Articulatory rehearsal and phonological storage in working memory. Memory & Cognition, 21(1) pp. 11–22.

Lukic, Dane; Littlejohn, Allison and Margaryan, Anoush (2012). A framework for learning from incidents in the workplace. Safety Science, 50(4) pp. 950–957.

Lukic, Dane; Littlejohn, Allison and Margaryan, Anoush (2012). Learning from incidents. Petroleum Review, 66(790) pp. 36–37.

Lukic, Dane; Margaryan, Anoush and Littlejohn, Allison (2013). Individual agency in learning from incidents. Human Resource Development International, 16(4) pp. 409–425.

Lukic, Dane; Margaryan, Anoush and Littlejohn, Allison (2010). How organisations learn from safety incidents: a multifaceted problem. Journal of Workplace Learning, 22(7) pp. 428–450.

Macdonald, Janet; Heap, Nick and Mason, Robin (2001). "Have I learnt it?" Evaluating skills for resource-based study using electronic resources. British Journal of Educational Technology, 32(4) pp. 419–434.

Macdonald, Janet and Hills, Laura (2005). Combining reflective logs with electronic networks for professional development among distance education tutors. Distance Education, 26(3) pp. 325–329.

MacDonald, Janet; Weller, Martin and Mason, Robin (2002). Meeting the assessment demands of networked courses. International Journal on E-Learning, 1(1) pp. 9–18.

Makoe, Mpine; Richardson, John T. E. and Price, Linda (2008). Conceptions of learning in adult students embarking on distance education. Higher Education, 55(3) pp. 303–320.

Mallikharjuna Rao, J.; Poornachandra Rao, G. V. S.; Widdowson, M.; Yellappa, T. and Kelley, S.P. (2010). Tectonic history and occurrence of 2.4 Ga mafic dyke swarms adjacent to Godavari Basin, Karimnagar, India. Current Science (Online), 98(11) pp. 1472–1478. restricted access item, not available for direct download

Margaryan, Anoush; Bianco, Manuela and Littlejohn, Allison (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80 pp. 77–83.

Margaryan, Anoush and Littlejohn, Allison (2008). Repositories and communities at cross-purposes: issues in sharing and reuse of digital learning resources. Journal of Computer Assisted Learning, 24(4) pp. 333–347.

Margaryan, Anoush and Littlejohn, Allison (2006). Community Dimensions of Learning Object Repositories. D-Lib Magazine, 12(3)

Margaryan, Anoush; Littlejohn, Allison and King, Stuart (2014). Learning from incidents. Petroleum Review, 68

Margaryan, Anoush; Littlejohn, Allison and Milligan, Colin (2013). Self-regulated learning in the workplace: strategies and factors in the attainment of learning goals. International Journal of Training and Development, 17(4) pp. 245–259.

Margaryan, Anoush; Littlejohn, Allison and Stanton, Neville A. (2017). Research and development agenda for Learning from Incidents. Safety Science, 99(A) pp. 5–13. restricted access item, not available for direct download

Margaryan, Anoush; Littlejohn, Allison and Vojt, Gabrielle (2011). Are digital natives a myth or reality? University students, use of digital technologies. Computers & Education, 56(2) pp. 429–440.

Margaryan, Anoush; Milligan, Colin and Littlejohn, Allison (2013). Managers as workplace learning facilitators. International Journal of Human Resource Development and Management, 13(2/3) pp. 206–223.

Margaryan, Anoush; Milligan, Colin and Littlejohn, Allison (2011). Validation of Davenport's classification structure of knowledge-intensive processes. Journal of Knowledge Management, 15(4) pp. 568–581.

Marschark, Marc; Richardson, John T. E.; Sapere, Patricia and Sarchet, Thomastine (2010). Approaches to teaching in mainstream and separate postsecondary classrooms. American Annals of the Deaf, 155(4) pp. 481–487.

Marschark, Marc; Richtsmeier, Lynda M.; Richardson, John T. E.; Crovitz, Herbert F. and Henry, Jacqueline (2000). Intellectual and emotional functioning in college students following mild traumatic brain injury in childhood and adolescence. Journal of Head Trauma Rehabilitation, 15(6) pp. 1227–1245.

Martin, Oliver and Conole, Grainne (2003). Evidence-based practice and e-learning in Higher Education: can we and should we? Research Papers in Education, 18(4) pp. 385–397.

Mason, R D; Pegler, C A and Weller, M J (2005). A learning object success story. Journal of Asynchronous Learning Networks, 9(1) pp. 97–105. file

Mason, Robin (2006). Holistic course design using learning objects. International Journal of Learning Technology, 2(2-3) pp. 203–215.

Mason, Robin (2000). From distance education to online education. The Internet and Higher Education, 3(1-2) pp. 63–74.

Mason, Robin; Pegler, Chris and Weller, Martin (2004). E-portfolios: an assessment tool for online courses. British Journal of Educational Technology, 35(6) pp. 717–727.

Mason, Robin and Rennie, Frank (2004). Broadband: a solution to rural e-learning? International Review of Research in Open and Distance Learning, 5(1) file

Mazuro, C.; Norton, L.; Hartley, J.; Newstead, S. and Richardson, J. T. E. (2000). Practising what you preach? Lecturers’ and students’ perceptions of teaching styles. Psychology Teaching Review, 9 pp. 91–102.

McAlister, S.; Ravenscroft, A. and Scanlon, E. (2004). Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC. Journal of Computer Assisted Learning, 20(3) pp. 194–204.

McAndrew, Patrick (2011). Fostering open educational practices. eLearning Papers(23) file

McAndrew, Patrick (2011). Inspiring creativity in organisations, teachers and learners through Open Educational Resources. European Journal of Open, Distance and e-Learning file

McAndrew, Patrick (2013). Learning from open design: running a learning design MOOC. eLearning Papers(33), article no. 3. file

McAndrew, Patrick (2010). Defining openness: updating the concept of “open” for a connected world. Journal of Interactive Media in Education, 2010(10) pp. 1–13. file

McAndrew, Patrick; Clow, Doug; Taylor, Josie and Aczel, James (2004). The evolutionary design of a Knowledge Network to support knowledge management and sharing for lifelong learning. British Journal of Educational Technology, 35(6) pp. 739–746. file

McAndrew, Patrick; Farrow, Robert and Cooper, Martyn (2012). Adapting online learning resources for all: planning for professionalism in accessibility. Research in Learning Technology, 20(4) pp. 345–361. file

McAndrew, Patrick; Farrow, Robert; Law, Patrina and Elliott-Cirigottis, Gary (2012). Learning the lessons of openness. Journal of Interactive Media in Education file

McAndrew, Patrick; Goodyear, Peter and Dalziel, James (2006). Patterns, designs and activities: unifying descriptions of learning structures. International Journal of Learning Technology, 2(2-3) pp. 216–242. file

McAndrew, Patrick; Mackinnon, Lachlan and Rist, Roger (2002). A framework for work-based networked learning. Journal of Interactive Learning Research, 13(1) pp. 149–166.

McAndrew, Patrick and Scanlon, Eileen (2013). Open learning at a distance:lessons for struggling MOOCs. Science, 342 pp. 1450–1451. file

McAndrew, Patrick; Scanlon, Eileen and Clow, Doug (2010). An Open Future for Higher Education. Educause Quarterly, 33(1) file

McAndrew, Patrick; Taylor, Josie and Clow, Doug (2010). Facing the challenge in evaluating technology use in mobile environments. Open Learning: The Journal of Open and Distance Learning, 25(3) pp. 233–249. file

McAndrew, Patrick; Weller, Martin and Barret-Baxendale, Mark (2006). Learning Design and Service Oriented Architectures:a mutual dependency? Journal of Learning Design, 1(3) pp. 51–60. file

McCabe, Scott; Sharples, Mike and Foster, Clare (2012). Stakeholder engagement in the design of scenarios of technology-enhanced tourism services. Tourism Management Perspectives(4) pp. 36–44. file

McGill, Lou; Nicol, David; Littlejohn, Allison; Grierson, Hilary; Juster, Neal and Ion, William J. (2005). Creating an information-rich learning environment to enhance design student learning: challenges and approaches. British Journal of Educational Technology, 36(4) pp. 629–642.

Meek, Sam; Priestnall, Gary; Sharples, Mike and Goulding, James (2013). Mobile capture of remote points of interest using line of sight modelling. Computers and Geosciences, 52 pp. 334–344. file

Meyer, J. H. F.; Dunne, T. T. and Richardson, John T. E. (1994). A gender comparison of contextualised study behaviour in higher education. Higher Education, 27(4) pp. 469–485.

Mikroyannidis, Alexander; Okada, Alexandra; Scott, Peter; Rusman, Ellen ; Specht, Marcus ; Stefanov, Krassen ; Boytchev, Pavel ; Protopsaltis, Aristidis ; Held, Paul ; Hetzner, Sonia ; Kikis-Papadakis, Kathy and Chaimala, Foteini (2013). weSPOT: A personal and social approach to inquiry-based learning. Journal of Universal Computer Science, 19(14) pp. 2093–2111. file

Milligan, Colin; Fontana, Posa Pia; Littlejohn, Allison and Margaryan, Anoush (2014). Self-regulated learning behaviour in the finance industry. Journal of Workplace Learning, 27(5) pp. 387–402.

Milligan, Colin and Littlejohn, Allison (2016). How health professionals regulate their learning in massive open online courses. The Internet and Higher Education, 31 pp. 113–121. file

Milligan, Colin and Littlejohn, Allison (2017). Why Study on a MOOC? The Motives of Students and Professionals. The International Review of Research in Open and Distance Learning, 18(2), article no. 4117. file

Milligan, Colin and Littlejohn, Allison (2014). Supporting professional learning in a massive open online course. The International Review of Research in Open and Distance Learning, 15(5) pp. 197–213. file

Milligan, Colin; Littlejohn, Allison and Margaryan, Anoush (2014). Workplace learning in informal networks. Journal of Interactive Media in Education, 1(6) file

Milligan, Colin; Littlejohn, Allison and Margaryan, Anoush (2013). Patterns of engagement in connectivist MOOCs. Journal of Online Learning and Teaching, 9(2) pp. 149–159.

Milligan, Colin; Margaryan, Anoush and Littlejohn, Allison (2013). Learning at transition for new and experienced workers. Journal of Workplace Learning, 25(4) pp. 217–230.

Mittelmeier, Jenna; Rienties, Bart; Tempelaar, Dirk; Hillaire, Garron and Whitelock, Denise (2017). The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course. Computers & Education (Early Access). restricted access item, not available for direct download

Mittelmeier, Jenna; Rienties, Bart; Tempelaar, Dirk and Whitelock, Denise (2017). Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships. Higher Education (Early Access). file

Moneta, Giovanni B.; Vulpe, Alina and Rogaten, Jekaterina (2012). Can positive affect ‘‘undo’’ negative affect? A longitudinal study of affect in studying. Personality and Individual Differences, 53(4) pp. 448–452. file

Mor, Yishay and Craft, Brock (2012). Learning Design: reflections on a snapshot of the current landscape. Research in Learning Technology, 20 pp. 85–94. filefilerestricted access item, not available for direct download

Mor, Yishay; Craft, Brock and Hernández-Leo, Davinia (2013). The art and science of learning design: Editoral. Research in Learning Technology, 21, article no. 22513. file

Mor, Yishay; Ferguson, Rebecca and Wasson, Barbara (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: a call for action. British Journal of Educational Technology, 46(2) pp. 221–229.

Mor, Yishay; Hoyles, Celia; Kahn, Ken; Noss, Richard and Simpson, Gordon (2004). Thinking in progress. Micromath, 20(2) pp. 17–23. file

Mor, Yishay and Koskinen, Tapio (2013). Editorial. eLearning Papers, 33 p. 2. file

Mor, Yishay and Mogilevsky, Orit (2013). The learning design studio: collaborative design inquiry as teachers' professional development. Research in Learning Technology, 21, article no. 22054. file

Mor, Yishay and Noss, Richard (2008). Programming as mathematical narrative. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), 18(2) pp. 214–233. file

Mor, Yishay; Noss, Richard; Hoyles, Celia; Kahn, Ken and Simpson, Gordon (2006). Designing to see and share structure in number sequences. the International Journal for Technology in Mathematics Education, 13(2) pp. 65–78. file

Mor, Yishay; Warburton, Steven and Winters, Niall (2012). Participatory pattern workshops: a methodology for open learning design inquiry. Research in Learning Technology, 20 .

Mor, Yishay and Winters, Niall (2007). Design approaches in technology enhanced learning. Interactive Learning Environments, 15(1) pp. 61–75. file

Mor, Yishay and Winters, Niall (2008). Participatory design in open education: a workshop model for developing a pattern language. Journal of Interactive Media in Education(13) file

Mor, Yishay and Winters, Niall (2008). Participatory design in open education: a workshop model for developing a pattern language. Journal of Interactive Media in Education

Morris, E.J.; Joiner, R. and Scanlon, E. (2002). The contribution of computer-based activities to understanding statistics. Journal of Computer Assisted Learning, 18(2) pp. 116–124.

Mulholland, Paul; Anastopoulou, Stamatina; Collins, Trevor; Feisst, Markus; Gaved, Mark; Kerawalla, Lucinda; Paxton, Mark; Scanlon, Eileen; Sharples, Mike and Wright, Michael (2012). nQuire: technological support for personal inquiry learning. IEEE Transactions on Learning Technologies, 5(2) pp. 157–169. file

Muñoz Civantos, Angeles; Brown, Michael; Coughlan, Tim; Ainsworth, Shaaron and Lorenz, Katharina (2016). Using mobile media creation to structure museum interpretation with professional vision. Personal and Ubiquitous Computing, 20(1) pp. 23–36. file

Murphy, Jeannette and Adams, Anne (2005). Exploring the benefits of user education: a review of three case studies. Health Information and Libraries Journal, 22(s1) pp. 45–58.

Murphy, Suzanne and Faulkner, Dorothy (2014). A randomised controlled trial of a computerised intervention for children with social communication difficulties to support peer collaboration. Research in Developmental Disabilities, 35(11) pp. 2821–2839. file

Murphy, Suzanne and Faulkner, Dorothy (2011). The relationship between bullying roles and children’s everyday dyadic interactions. Social Development, 20(2) pp. 272–293. restricted access item, not available for direct download

Murphy, Suzanne and Faulkner, Dorothy (2000). Learning to collaborate: Can young children develop better communication strategies through collaboration with a more popular peer. European Journal of Psychology of Education, 15(4) pp. 389–404. file

Murphy, Suzanne M. and Faulkner, Dorothy (2006). Gender differences in verbal communication between popular and unpopular children during an interactive task. Social Development, 15(1) pp. 82–108. restricted access item, not available for direct download

Mutton, Trevor and Butcher, John (2008). We will take them from anywhere: schools working within multiple initial teacher training partnerships. Journal of Education for Teaching: International Research and Pedagogy, 34(1) pp. 45–62. file

Mwanza, D. (2002). Conceptualising work activity for CAL systems design. Journal of Computer Assisted Learning, 18(1) pp. 84–92.

Mwanza, Daisy and Engestrom, Yrjo (2005). Managing Content in e-Learning Environments. British Journal of Educational Technology, 36(3) pp. 453–463.

Mwanza-Simwami, Daisy (2016). Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings. International Journal of Mobile and Blended Learning (IJMBL), 8(1) pp. 34–50.

Mwanza-Simwami, Daisy; Engeström, Yrjö and Amon, Tomaz (2009). Methods for evaluating learner activities with new technologies: Guidelines for the Lab@Future Project. International Journal on E-Learning, 8(3) pp. 361–384. restricted access item, not available for direct download

Mwanza-Simwami, Daisy (2011). AODM as a framework and model for characterising learner experiences with technology. Journal of e-Learning and Knowledge Society, 7(3) pp. 75–85. file

Ngimwa, Pauline and Adams, Anne (2011). Role of policies in collaborative design process for digital libraries within African higher education. Library Hi Tech, 29(4) 678 -696.

Ngimwa, Pauline and Wilson, Tina (2012). An empirical investigation of the emergent issues around OER adoption in Sub-Saharan Africa. Learning, Media and Technology, 37(4) pp. 398–413. file

Nguyen, Quan; Rienties, Bart; Toetenel, Lisette; Ferguson, Rebecca and Whitelock, Denise (2017). Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates. Computers in Human Behavior (Early Access). restricted access item, not available for direct download

Nguyen, Quan; Tempelaar, Dirk; Rienties, Bart and Giesbers, Bas (2016). What learning analytics based prediction models tell us about feedback preferences of students. The Quarterly Review of Distance Education, 17(3) pp. 13–33. restricted access item, not available for direct download

Nicol, David; Littlejohn, Allison and Grierson, Hilary (2005). The importance of structuring information and resources within shared workspaces during collaborative design learning. Open Learning: The Journal of Open, Distance and e-learning, 20(1) pp. 31–49.

Nimmo, Alison and Littlejohn, Allison (2009). Encouraging learning innovation: recognising and rewarding good practice. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 4(1) pp. 41–55.

Normand, Carey; Littlejohn, Allison and Falconer, Isobel (2008). A model for effective implementation of flexible programme delivery. Innovations in Education and Teaching International, 45(1) pp. 25–36.

Norton, Lin; Richardson, John T. E.; Hartley, James; Newstead, Stephen and Mayes, Jenny (2005). Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50(4) pp. 537–571.

Okada, Alexandra (2011). colearn 2.0 - Coaprendizagem via comunidades abertas de pesquisa, praticas e recursos educacionais. Revista e-Curriculum, 7(1) file

Okada, Alexandra and Buckingham Shum, Simon (2008). Evidence-Based Dialogue Maps as a research tool to evaluate the quality of school pupils’ scientific argumentation. International Journal of Research & Method in Education, 31(3) pp. 291–315. file

Okada, Alexandra and Connolly, Teresa (2008). Designing Open Educational Resources through Knowledge Maps to enhance Meaningful learning. International Journal of Learning Technology, 15(7) pp. 209–220. file

Okada, Alexandra and Sherborne, Tony (2006). Provocando mudanças no currículo através das tic e estabelecendo parceria com o projeto science UPD8 na Inglaterra e Brasil. Revista e-Curriculum, 1(2) file

Okada, Alexandra; Tomadaki, Eleftheria; Buckingham Shum, Simon and Scott, Peter (2008). Fostering Open Sensemaking Communities by Combining Knowledge Maps and Videoconferencing. UPGRADE: The European Journal for the Informatics Professional, 9(3) pp. 27–36. file

Oliver, Martin and Aczel, James (2002). Theoretical models of the role of visualisation in learning formal reasoning. Journal of Interactive Media in Education, 3 file

Owens, A. C. and Richardson, J. T. E. (1979). Mental imagery and pictorial memory. British Journal of Psychology, 70(4) pp. 497–505.

Pachler, Norbert; Daly, Caroline; Mor, Yishay and Mellar, Harvey (2010). Formative e-assessment: practitioner cases. Computers and Education, 54(3) pp. 715–721.

Paine, Carina; Reips, Ulf-Dietrich; Stieger, Stefan; Joinson, Adam and Buchanan, Tom (2007). Internet users' perceptions of 'privacy concerns' and 'privacy actions'. International Journal of Human-Computer Studies, 65(6) pp. 526–536.

Parker, Jan (2003). Reconceptualising the curriculum: from commodification to transformation. Teaching in Higher Education, 8(4) pp. 529–543.

Parker, Jan (2003). Writing, revising and practising the Disciplines: Carnegie, Cornell and the scholarship of teaching. Arts and Humanities in Higher Education, 2(2) pp. 139–153.

Parker, Jan (2007). Diversity and the academy. Teaching in Higher Education, 12(5-6) pp. 787–792.

Parker, Jan (2009). Academics' virtual identities. Teaching in Higher Education, 14(3) pp. 221–224.

Parker, Jan (2003). The Patchwork Text in teaching Greek Tragedy. Innovations in Education and Teaching International, 40(2) pp. 180–193.

Parker, Jan (2011). Academic and digital literacies and writing in the disciplines: a common agenda? Journal of Academic Writing, 1(1) pp. 1–11.

Parker, Jan (2007). Future priorities of the humanities in Europe: what have the humanities to offer? Arts and Humanities in Higher Education, 6(1) pp. 123–127.

Parker, Jan (2013). A new scholarship of classroom-based, open, communal inquiry? Teaching & Learning Inquiry:The ISSOTL Journal, 1(1) pp. 23–33.

Parker, Jan (2008). Beyond disciplinarity: humanities and supercomplexity. London Review of Education, 6(3) pp. 255–266.

Parker, Janet (2002). A New Disciplinarity: Communities of Knowledge, Learning and Practice. Teaching in Higher Education, 7(4) pp. 373–386.

Parker, Janet (2001). Teaching troubling texts: Virgil, Dryden and exemplary translation. Translation and Literature, 10(1)

Parker, Janet (2008). Can We Account for Classics' Complex Skills? CUCD Bulletin (Council of University Classics Departments), 37 pp. 9–14.

Parker, Janet (2007). Classics and a pedagogy of confrontation. Classical and Modern Literature, 27(1) pp. 11–26.

Parker, Janet (2008). 'What have the Humanities to offer 21st-century Europe?'. Arts and Humanities in Higher Education, 7(1) pp. 83–96.

Parker, Janet (2010). Editorial: writing (in) the disciplines. Arts and Humanities in Higher Education, 9(2) pp. 131–132.

Parker, Janet (2013). Imaging, imagining knowledge in higher education curricula: new visions and troubled thresholds. Teaching in Higher Education, 18(8) pp. 958–970. file

Pataraia, Nino; Falconer, Isobel; Margaryan, Anoush; Littlejohn, Allison and Fincher, Sally (2014). Who do you talk to about your teaching?' Networking activities among university teachers. Frontline Learning Research, 2(2) pp. 4–14. file

Pataraia, Nino; Margaryan, Anoush; Falconer, Isobel and Littlejohn, Allison (2013). How and what do academics learn through their personal networks. Journal of Further and Higher Education, 39(3) pp. 336–357.

Pataraia, Nino; Margaryan, Anoush; Falconer, Isobel; Littlejohn, Allison and Falconer, Jennifer (2014). Discovering academics' key learning connections: An ego-centric network approach to analysing learning about teaching. Journal of Workplace Learning, 26(1) pp. 56–72. file

Pearce, Nick; Weller, Martin; Scanlon, Eileen and Kinsley, Samuel (2010). Digital scholarship considered: how new technologies could transform academic work. In Education, 16(1)

Pegler, Chris (2012). Herzberg, hygiene and the motivation to reuse: Towards a three-factor theory to explain motivation to share and use OER. Journal of Interactive Media in Education file

Pegler, Chris (2005). Objects and Issues - a Sunday supplement view of continuing professional development in higher education. Open Learning, 20(1) pp. 51–64.

Pegler, Christine (2012). OER: opening doors and breaching boundaries. Enhancing Learning in the Social Sciences, 4(1)

Perryman, Leigh-Anne (2009). Contemporary art and the level 1 higher education curriculum: empathy, alienation and eduational inclusion. Pedagogical Research in Maximising Education, 3(2) pp. 59–78. restricted access item, not available for direct download

Perryman, Leigh-Anne; Buckler, Alison and Seal, Timothy (2014). Learning from TESS-India’s approach to OER localisation across multiple Indian states. Journal of Interactive Media in Education, 2(7) file

Perryman, Leigh-Anne and Coughlan, Tony (2014). When two worlds don’t collide: can social curation address the marginalisation of open educational practices and resources from outside academia? Journal of Interactive Media in Education, 2014(2), article no. 3. file

Perryman, Leigh-Anne and Coughlan, Tony (2013). The realities of ‘reaching out’: enacting the public-facing open scholar role with existing online communities. Journal of Interactive Media in Education, article no. 21. file

Perryman, Leigh-Anne and de los Arcos, Beatriz (2016). Women’s empowerment through openness: OER, OEP and the Sustainable Development Goals. Open Praxis, 8(2) pp. 163–180. file

Perryman, Leigh-Anne and Seal, Timothy (2016). Open Educational Practices and Attitudes to Openness across India: Reporting the Findings of the Open Education Research Hub Pan-India Survey. Journal of Interactive Media in Education, 2016(1), article no. 15. file

Persico, Donatella; Pozzi, Francesca; Anastopoulou, Stamatina ; Conole, Gráinne; Craft, Brock; Dimitriadis, Yannis; Hernández-Leo, Davinia ; Kali, Yael; Mor, Yishay; Pérez-Sanagustın, Mar and Walmsley, Helen (2013). Learning design Rashomon I – supporting the design of one lesson through different approaches. Research in Learning Technology, 21, article no. 20224. file

Pettit, John (2014). ‘Partly self-made niches’? Student-only spaces in an LMS. Australasian Journal of Educational Technology, 30(1) pp. 16–30. file

Pettit, John (2005). Conferencing and workshops: a blend for staff development. Education, Communication and Information, 5(3) pp. 251–263. file

Pettit, John and Kukulska-Hulme, Agnes (2007). Going with the grain: mobile devices in practice. Australasian Journal of Educational Technology, 23(1) pp. 17–33. file

Pike, Anne and Adams, Anne (2012). Digital exclusion or learning exclusion? An ethnographic study of adult male distance learners in English prisons. Research in Learning Technology, 20(4), article no. 18620. file

Pike, Anne and Hopkins, Susan (2018). 'Education is Transformational': Positive identity through prison-based Higher Education in England and Wales. International Journal of Bias, Identity and Diversity in Education (In Press).

Pitt, Rebecca (2015). What does it mean to transform the world: Ron Aronson, Hope and Revolution. Sartre Studies International , 21(2) pp. 33–58.

Pitt, Rebecca (2015). Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. International Review of Research in Open and Distance Learning, 16(4) pp. 133–155. file

Pitt, Rebecca; Ebrahimi, Nassim; McAndrew, Patrick and Coughlan, Tim (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, article no. 17. file

Plewes, Louise and Issroff, Kim (2002). Understanding the development of teaching and learning resources: a review. ALT-J: Research in Learning Technology, 10(2) pp. 4–16.

Pollard, P. and Richardson, J. T. (1987). On the probability of making Type I errors. Psychological Bulletin, 102(1) pp. 159–163.

Pollard, S. J. T.; Davies, G. J.; Coley, F. and Lemon, M. (2008). Better environmental decision making — recent progress and future trends. Science of the Total Environment, 400(1-3) pp. 20–31. restricted access item, not available for direct download

Preece, Jenny and Jones, Ann (1985). Training Teachers to Select Educational Computer Software: results of a formative evaluation of an Open University pack. British Journal of Educational Technology, 16(1) pp. 9–20.

Prescott, J. Helen; Richardson, John T. E. and Gillespie, Christopher R. (1990). Cognitive function in diabetes mellitus: The effects of duration of illness and glycaemic control. British Journal of Clinical Psychology, 29(2) pp. 167–175.

Price, Linda (2004). Individual differences in learning: cognitive control, cognitive style and learning style. Educational Psychology, 24(5) pp. 681–698.

Price, Linda (2006). Gender differences and similarities in online courses: Challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5) pp. 349–359.

Price, Linda (2007). Lecturers' vs. students' perceptions of the accessibility of instructional materials. Instructional Science, 35(4) pp. 317–341.

Price, Linda and Kirkwood, Adrian (2014). Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice. Technology, Pedagogy and Education, 23(3) pp. 325–347. file

Price, Linda and Kirkwood, Adrian (2014). Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice. Higher Education Research and Development, 33(3) pp. 549–564. file

Price, Linda; Richardson, John T. E. and Jelfs, Anne (2007). Face-to-face versus online tutoring support in distance education. Studies in Higher Education, 32(1) pp. 1–20.

Price, Linda; Richardson, John T. E.; Robinson, Bernadette; Ding, Xia; Sun, Xiaoling and Han, Cuiling (2011). Approaches to studying and perceptions of the academic environment among university students in China. Asia Pacific Journal of Education, 31(2) pp. 159–175.

Price, Linda; Svensson, Ingrid; Borell, Jonas and Richardson, John T. E. (2017). The Role of Gender in Students' Ratings of Teaching Quality in Computer Science and Environmental Engineering. IEEE Transactions on Education, 60(4) pp. 281–287. file

Pun, Kit Fai and Hosein, Anesa (2007). Identification of performance indicators for poultry agribusiness operations. The Asian Journal on Quality, 8(3) pp. 11–22. restricted access item, not available for direct download

Read, Timothy and Kukulska-Hulme, Agnes (2015). The Role of a Mobile App for Listening Comprehension Training in Distance Learning to Sustain Student Motivation. Journal of Universal Computer Science, 21(10) pp. 1327–1338. file

Recio Saucedo, Alejandra; Whitelock, Denise M.; Gilbert, Lester H.; Hatzipanagos, Stylianos; Gillary, Paul; Watt, Stuart and Zhang, Pei (2013). Improving a tutor’s feedback assessment tool: transforming Open Mentor following two recent deployments. International Journal of e-Assessment, 3(1) restricted access item, not available for direct download

Reedy, Katharine and Goodfellow, Robin (2014). ‘You’ve been frameworked’: evaluating an approach to digital and information literacy at the Open University. Journal of Learning Development in Higher Education , 7 file

Reeves, D. and Littlejohn, A.H. (1999). Virtual Reality as a Tool in Community Participation. Town and Country Planning, 68(5) pp. 162–163.

Rehm, Martin; Rienties, Bart and Littlejohn, Allison (2017). Does a Formal Wiki Event contribute to the Formation of a Network of Practice? A Social Capital Perspective on the Potential for Informal Learning. Interactive Learning Environments (In Press). restricted access item, not available for direct download

Remedios, Richard and Richardson, John T. E. (2013). Achievement goals and approaches to studying: evidence from adult learners in distance education. Distance Education, 34(3) pp. 271–289.

Remedios, Richard and Richardson, John T. E. (2013). Achievement goals in adult learners: evidence from distance education. British Journal of Educational Psychology, 83(4) pp. 664–685.

Reynolds, S.; Peasgood, A.; Oxley, D. P.; Pritchard, R. G.; Walmsley, D. G.; Tomlin, J. L. and Turner, R. J. (1987). Bias polarity-dependent changes in vibrational mode energy in inelastic electron tunnelling spectroscopy. Journal of Physics C: Solid State Physics, 20 pp. 4297–4306.

Richard, Joiner; Iacovides, Ioanna; Owen, Martin; Gavin, Carl; Clibbery, Stephen; Darling, Jos and Drew, Ben (2011). Digital games, gender and learning in engineering: do females benefit as much as males? Journal of Science Education and Technology, 20(2) pp. 178–185. restricted access item, not available for direct download

Richardson, J. (2014). The point of non-verbal tests (1). The Psychologist, 27(9) pp. 637–638.

Richardson, J. T. (1976). Arterial spasm and recovery from subarachnoid haemorrhage. Journal of Neurology, Neurosurgery & Psychiatry, 39(11) pp. 1134–1136.

Richardson, J. T. E. (2012). The attainment of white and ethnic minority students in distance education. Assessment & Evaluation in Higher Education, 37(4) pp. 393–408.

Richardson, J. T. E. (1991). Cognitive performance following rupture and repair of intracranial aneurysm. Acta Neurologica Scandinavica, 83(2) pp. 110–122.

Richardson, J. T. E. (1975). Differential rates of cerebral maturation between sexes. Nature, 254(5496) p. 140.

Richardson, J. T. E. and Baddeley, A. D. (1975). The effect of articulatory suppression in free recall. Journal of Verbal Learning and Verbal Behavior, 14(6) pp. 623–629.

Richardson, J. T. E.; Frith, C. D.; Scott, E.; Crow, T. J. and Cunningham-Owens, D. (1984). The effects of intravenous diazepam and hyoscine upon recognition memory. Behavioural Brain Research, 14(3) pp. 193–199.

Richardson, J. T. E. and Gnanapragasam, G. R. (1979). Attitudes of nursing staff towards art therapy. The British Journal of Psychiatry, 134(2) 221b-222b.

Richardson, J. T. E.; Longoni, A.M. and Di Masi, N. (1996). Persistence of the phonological trace in working memory. Cahiers de Psychologie Cognitive, 15(6) pp. 557–581.

Richardson, J. T. E.; Mayromatis, A.; Mindel, T. and Owens, A. C. (1981). Individual differences in hypnagogic and hypnopompic imagery. Journal of Mental Imagery, 5 pp. 91–96.

Richardson, J. T. E. and Rossan, S. (1994). Age limitations on the efficacy of imagery mnemonic instructions. Journal of Mental Imagery, 18 pp. 151–163.

Richardson, J. T. E.. (2002). Functional reorganisation of memory following traumatic brain injury: A study with H215O PET (editorial commentary). Journal of Neurology Neurosurgery and Psychiatry, 73(2) p. 111.

Richardson, John T. E. (2001). A physician with the Coast Artillery Corps: The military career of Dr Howard Andrew Knox, pioneer of psychological testing. The Coast Defense Journal, 15(4) pp. 88–93.

Richardson, John T. E. (2001). The representation and attainment of students with a hearing loss at the Open University. Studies in Higher Education, 26(3) pp. 299–312.

Richardson, John T. E. (2003). Approaches to studying and perceptions of academic quality in a short web-based course. British Journal of Educational Technology, 34(4) pp. 433–442.

Richardson, John T. E. (2003). Dual coding versus relational processing in memory for concrete and abstract words. European Journal of Cognitive Psychology, 15(4) pp. 481–509.

Richardson, John T. E. (2003). Howard Andrew Knox and the origins of performance testing on Ellis Island, 1912-1916. History of Psychology, 6(2) pp. 143–170.

Richardson, John T. E. (2004). The origins of inkblots. The Psychologist, 17(6) pp. 334–335.

Richardson, John T. E. (2004). Methodological issues in questionnaire-based research on student learning in higher education. Educational Psychology Review, 16(4) pp. 347–358.

Richardson, John T. E. (2005). Students’ perceptions of academic quality and approaches to studying in distance education. British Educational Research Journal, 31(1) pp. 7–27.

Richardson, John T. E. (2005). Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education, 30(4) pp. 387–415.

Richardson, John T. E. (2007). Motives, attitudes and approaches to studying in distance education. Higher Education, 54(3) pp. 385–416.

Richardson, John T. E. (2001). The representation and attainment of students with a hearing loss in higher education. Studies in Higher Education, 26(2) pp. 183–204.

Richardson, John T. E. (2008). The attainment of ethnic minority students in UK higher education. Studies in Higher Education, 33(1) pp. 33–48.

Richardson, John T. E. (2006). Investigating the relationship between variations in students' perceptions of their academic environment and variations in study behaviour in distance education. British Journal of Educational Psychology, 76(4) pp. 867–893.

Richardson, John T. E. (2007). Mental models of learning in distance education. British Journal of Educational Psychology, 77(2) pp. 253–270.

Richardson, John T. E. (2002). The aetiology, assessment, and rehabilitation ofmemory impairment following mild head injury. Tidsskrift for Norsk Psykologforening, 39 pp. 700–706.

Richardson, John T. E. (2005). The implications of head injuries for higher education: Evidence from psychology students. Psychology Teaching Review, 11(1) pp. 64–74.

Richardson, John T. E. (2005). Knox’s cube imitation test: A historical review and an experimental analysis. Brain and Cognition, 59(2) pp. 183–213.

Richardson, John T. E. (2005). Students’ approaches to learning and teachers’ approaches to teaching in higher education. Educational Psychology, 25(6) pp. 673–680.

Richardson, John T. E. (2006). Perceptions of academic quality and approaches to studying among students with print disabilities enrolled in distance education. Journal of Postsecondary Education and Disability, 19 pp. 56–70.

Richardson, John T. E. (2006). Perceptions of academic quality and approaches to studying among technology students in distance education. European Journal of Engineering Education, 31(4) pp. 421–433.

Richardson, John T. E. (2007). Measures of short-term memory: A historical review. Cortex, 43(5) pp. 635–650.

Richardson, John T. E. (2007). Measuring the relationship between scores on two questionnaires. Educational Research Review, 2(1) pp. 13–27.

Richardson, John T. E. (2007). Measuring the relationship between two questionnaires: a comment on Burt (2005). Assessment & Evaluation in Higher Education, 32(3) pp. 383–384.

Richardson, John T. E. (2009). The role of ethnicity in the attainment and experiences of graduates in distance education. Higher Education, 58(3) pp. 321–338. file

Richardson, John T. E. (2009). Face-to-face versus online tutoring support in humanities courses in distance education. Arts and Humanities in Higher Education, 8(1) pp. 69–85.

Richardson, John T. E. (2009). The academic attainment of students with disabilities in UK higher education. Studies in Higher Education, 34(2) pp. 123–137.

Richardson, John T. E. (2009). The attainment and experiences of disabled students in distance education. Distance Education, 30(1) pp. 87–102.

Richardson, John T. E. (2010). Widening participation without widening attainment: the case of ethnic minority students. Psychology Teaching Review, 16(1) pp. 37–45.

Richardson, John T. E. (2010). Course completion and attainment in disabled students taking courses with the Open University UK. Open Learning: The Journal of Open and Distance Learning, 25(2) pp. 81–94.

Richardson, John T. E. (2010). Perceived academic quality and approaches to studying in higher education: evidence from Danish students of occupational therapy. Scandinavian Journal of Educational Research, 54(2) pp. 189–203.

Richardson, John T. E. (2010). Conceptions of learning and approaches to studying among White and ethnic minority students in distance education. British Journal of Educational Psychology, 80(4) pp. 535–556.

Richardson, John T. E. (2009). Face-to-face versus online tutoring support in business studies courses in distance education. International Journal of Management Education, 7(3) pp. 1–11.

Richardson, John T. E. (2011). The academic engagement of white and ethnic minority students in distance education. Educational Psychology, 31 pp. 123–139.

Richardson, John T. E. (2011). Approaches to studying, conceptions of learning and learning styles in higher education. Learning and Individual Differences, 21(3) pp. 288–293.

Richardson, John T. E. (2011). The analysis of 2 x 2 contingency tables - Yet again. Statistics in Medicine, 30(8) p. 890.

Richardson, John T. E. (2012). Face-to-face versus online tuition: preference, performance and pass rates in white and ethnic minority students. British Journal of Educational Technology, 43(1) pp. 17–27.

Richardson, John T. E. (2012). The role of response biases in the relationship between students’ perceptions of their courses and their approaches to studying in higher education. British Educational Research Journal, 38(3) pp. 399–418.

Richardson, John T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2) pp. 135–147.

Richardson, John T. E. (2013). Approaches to studying across the adult life span: Evidence from distance education. Learning and Individual Differences, 26 pp. 74–80.

Richardson, John T. E. (2013). Epistemological development in higher education. Educational Research Review, 9(1) pp. 191–206.

Richardson, John T. E. (2013). Research issues in evaluating learning pattern development in higher education. Studies in Educational Evaluation, 39(1) pp. 66–70.

Richardson, John T. E. (2013). Attitudes to ICTs and approaches to studying in higher education. QWERTY, 8(1) pp. 23–34. restricted access item, not available for direct download

Richardson, John T. E. (2015). The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know. Journal of Further and Higher Education, 39(2) pp. 278–291.

Richardson, John T. E. (2015). Coursework versus examinations in end-of-module assessment: a literature review. Assessment & Evaluation in Higher Education, 40(3) pp. 439–455.

Richardson, John T. E. (2014). Academic attainment of students with disabilities in distance education. Journal of Postsecondary Education and Disability, 27(3) pp. 291–305.

Richardson, John T. E. (2015). Academic attainment in visually impaired students in distance education. British Journal of Visual Impairment, 33(2) pp. 126–137.

Richardson, John T. E. (2015). Academic attainment in students with dyslexia in distance education. Dyslexia, 21(4) pp. 323–337.

Richardson, John T. E. (2015). Academic Attainment in Students with Mental Health Difficulties in Distance Education. International Journal of Mental Health, 44(3) pp. 231–240.

Richardson, John T. E. (2015). Approaches to Learning or Levels of Processing: What Did Marton and Säljö (1976a) Really Say? The Legacy of the Work of the Göteborg Group in the 1970s. Interchange, 46(3) pp. 239–269.

Richardson, John T. E. (2016). Face-to-Face Versus Online Tutorial Support in Distance Education: Preference, Performance, and Pass Rates in Students with Disabilities. Journal of Postsecondary Education and Disability, 29(1) pp. 83–90.

Richardson, John T. E. (2017). Academic attainment in students with autism spectrum disorders in distance education. Open Learning: The Journal of Open and Distance Learning, 32(1) pp. 81–91. restricted access item, not available for direct download

Richardson, John T. E. (2015). Academic attainment in deaf and hard-of-hearing students in distance education. Open Learning, 30(2) pp. 164–177. file

Richardson, John T. E. (2017). Student Learning in Higher Education: a Commentary. Educational Psychology Review, 29(2) pp. 353–362. restricted access item, not available for direct download

Richardson, John T. E. (1974). Imagery and free recall. Journal of Verbal Learning and Verbal Behavior, 13(6) pp. 709–713.

Richardson, John T. E. (1974). Continuous and discrete theories of detection and recognition. British Journal of Mathematical and Statistical Psychology, 27(2) pp. 164–171.

Richardson, John T. E. (1975). The effect of word imageability in acquired dyslexia. Neuropsychologia, 13(3) pp. 281–288.

Richardson, John T. E. (1975). Imagery and deep structure in the recall of English nominalizations. British Journal of Psychology, 66(3) pp. 333–339.

Richardson, John T. E. (1976). How to measure laterality. Neuropsychologia, 14(1) pp. 135–136.

Richardson, John T. E. (1976). Procedures for investigating imagery and the distinction between primary and secondary memory. British Journal of Psychology, 67(4) pp. 487–500.

Richardson, John T. E. (1977). Lexical derivation. Journal of Psycholinguistic Research, 6(4) pp. 319–336.

Richardson, John T. E. (1977). A test of finite-state theories of memory. British Journal of Mathematical and Statistical Psychology, 30(1) pp. 73–78.

Richardson, John T. E. (1978). A factor analysis of self-reported handedness. Neuropsychologia, 16(6) pp. 747–748.

Richardson, John T. E. (1979). Precategorical acoustic storage and postcategorical lexical storage. Cognitive Psychology, 11(3) pp. 265–286.

Richardson, John T. E. (1982). Introversion-extraversion and experimenter effects in memory tasks. Personality and Individual Differences, 3(3) pp. 327–328.

Richardson, John T. E. (1985). Converging operations and reported mediators in the investigation of mental imagery. British Journal of Psychology, 76(2) pp. 205–214.

Richardson, John T. E. (1987). Social class limitations on the efficacy of imagery mnemonic instructions. British Journal of Psychology, 78(1) pp. 65–77.

Richardson, John T. E. (1989). The practical benefits of cognitive psychology. European Journal of Cognitive Psychology, 1(1) pp. 27–46.

Richardson, John T. E. (1990). Variants of chi-square for 2 × 2 contingency tables. British Journal of Mathematical and Statistical Psychology, 43(2) pp. 309–326.

Richardson, John T. E. (1995). The efficacy of imagery mnemonics in memory remediation. Neuropsychologia, 33(11) pp. 1345–1357.

Richardson, John T. E. (1995). The premenstrual syndrome: A brief history. Social Science & Medicine, 41(6) pp. 761–767.

Richardson, John T. E. (1998). Field independence in higher education and the case of distance learning. International Journal of Educational Research, 29(3) pp. 241–250.

Richardson, John T. E. (2012). Neurognostics Question. Journal of the History of the Neurosciences, 21(2) p. 227.

Richardson, John T. E. (2014). Letter to the Editor and Author’s Response: Comment on Frans Jennekens’ (2014) NEUROwords: “A Short History of the Notion of Neurodegenerative Disease”. Journal of the History of the Neurosciences, 23(4) pp. 416–417.

Richardson, John T. E. (1976). Lexical Derivation and the Form Class of Word Associations. Language and Speech, 19(4) pp. 313–317.

Richardson, John T. E. (1976). The Role of Syntax in Sentence Recall. Language and Speech, 19(4) pp. 318–323.

Richardson, John T. E. (1990). Cognitive function in diabetes mellitus. Neuroscience and Biobehavioral Reviews, 14(4) pp. 385–388.

Richardson, John T. E. (2005). Weak statements about strong relationships: a reply to Burt. British Journal of Educational Technology, 36(3) pp. 555–557.

Richardson, John T. E. (1995). Cultural Specificity of Approaches to Studying in Higher Education: A Comparative Investigation Using the Approaches to Studying Inventory. Educational and Psychological Measurement, 55(2) pp. 300–308.

Richardson, John T. E. (1995). Mature students in higher education: II. An investigation of approaches to studying and academic performance. Studies in Higher Education, 20(1) pp. 5–17.

Richardson, John T. E. (1994). Mature students in higher education: I. A literature survey on approaches to studying. Studies in Higher Education, 19(3) pp. 309–325.

Richardson, John T. E. (1994). A British evaluation of the Course Experience Questionnaire. Studies in Higher Education, 19(1) pp. 59–68.

Richardson, John T. E. (1994). Continuous recognition memory tests: Are the assumptions of the theory of signal detection really Met. Journal of Clinical and Experimental Neuropsychology, 16(3) pp. 482–486.

Richardson, John T. E. (1994). Mature students in higher education: Academic performance and intellectual ability. Higher Education, 28(3) pp. 373–386.

Richardson, John T. E. (1994). Cultural specificity of approaches to studying in higher education: A literature survey. Higher Education, 27(4) pp. 449–468.

Richardson, John T. E. (1993). Gender differences in responses to the Approaches to Studying Inventory. Studies in Higher Education, 18(1) pp. 3–13.

Richardson, John T. E. (1992). Remembering the appearance of familiar objects: A study of monarchic memory. Bulletin of the Psychonomic Society, 30(5) pp. 389–392.

Richardson, John T. E. (1990). Reliability and replicability of the Approaches to Studying Questionnaire. Studies in Higher Education, 15(2) pp. 155–168.

Richardson, John T. E. (1990). Questionnaire Studies of Paramenstrual Symptoms. Psychology of Women Quarterly, 14(1) pp. 15–42.

Richardson, John T. E. (1989). Human memory: psychology, pathology and pharmacology. Baillière's Clinical Anaesthesiology, 3(3) pp. 451–471.

Richardson, John T. E. (1989). Student Learning and the Menstrual Cycle: premenstrual symptoms and approaches to studying. Educational Psychology, 9(3) pp. 215–238.

Richardson, John T. E. (1989). Performance in free recall following rupture and repair of intracranial aneurysm. Brain and Cognition, 9(2) pp. 210–226.

Richardson, John T. E. (1988). Student learning and the menstrual cycle: Myths and realities. Studies in Higher Education, 13(3) pp. 303–314.

Richardson, John T. E. (1988). Vividness, spatial manipulation, and spontaneous elaboration: A critical evaluation of the use of factor analysis by Lorenz and Neisser (1985). Bulletin of the Psychonomic Society, 26(5) pp. 437–440.

Richardson, John T. E. (1987). The role of mental imagery in models of transitive inference. British Journal of Psychology, 78(2) pp. 189–203.

Richardson, John T. E. (1987). Phonology and reading: The effects of articulatory suppression upon homophony and rhyme judgements. Language and Cognitive Processes, 2(3-4) pp. 229–244.

Richardson, John T. E. (1983). Further evidence on the abstraction of linguistic ideas. Bulletin of the Psychonomic Society, 21(6) pp. 439–442.

Richardson, John T. E. (1985). Integration versus decomposition in the retention of complex ideas. Memory & Cognition, 13(2) pp. 112–127.

Richardson, John T. E. (1985). The Effects of Retention Tests upon Human Learning and Memory: an historical review and an experimental analysis. Educational Psychology, 5(2) pp. 85–114.

Richardson, John T. E. (1984). Developing the theory of working memory. Memory & Cognition, 12(1) pp. 71–83.

Richardson, John T. E. (1984). Morphemic and phonemic factors in letter cancellation. Journal of Psycholinguistic Research, 13(5) pp. 351–372.

Richardson, John T. E. (1983). Student Learning in Higher Education. Educational Psychology, 3(3-4) pp. 305–331.

Richardson, John T. E. (1979). Subjects’ reports in mental comparisons. Bulletin of the Psychonomic Society, 14(5) pp. 371–372.

Richardson, John T. E. (1972). Nonparametric indexes of sensitivity and response bias. Psychological Bulletin, 78(6) pp. 429–432.

Richardson, John T. E. (1979). Variations in the negative recency effect. Bulletin of the Psychonomic Society, 14(6) pp. 401–403.

Richardson, John T. E. (1976). The effects of stimulus attributes upon latency of word recognition. British Journal of Psychology, 67(3) pp. 315–325.

Richardson, John T. E. (1979). Correlations between imagery and memory across stimuli and across subjects. Bulletin of the Psychonomic Society, 14(5) pp. 368–370.

Richardson, John T. E. (1978). Reported mediators and individual differences in mental imagery. Memory & Cognition, 6(4) pp. 376–378.

Richardson, John T. E. (1976). Imageability and concreteness. Bulletin of the Psychonomic Society, 7(5) pp. 429–431.

Richardson, John T. E. (1973). Contemporary semantic theories. Journal of Literary Semantics, 2(1)

Richardson, John T. E. (1970). Verbal learning: Incremental vs. all-or-none theory. Quarterly Journal of Experimental Psychology, 22(2) pp. 196–204.

Richardson, John T. E. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69(1) pp. 53–82.

Richardson, John T. E. (1984). The effects of closed head injury upon intrusions and confusions in free recall. Cortex, 20(3) pp. 413–420.

Richardson, John T. E. (1979). Mental imagery, human memory, and the effects of closed head injury. The British Journal of Social and Clinical Psychology, 18(3) pp. 319–327.

Richardson, John T. E. (1979). Signal detection theory and the effects of severe head injury upon recognition memory. Cortex, 15(1) pp. 145–148.

Richardson, John T. E. (1978). Memory and intelligence following spontaneously arrested congenital hydrocephalus. British Journal of Social and Clinical Psychology, 17(3) pp. 261–267.

Richardson, John T. E. (1978). Memory for pictures and words, and the negative regency effect. Perceptual and Motor Skills, 47(3) pp. 967–970.

Richardson, John T. E. (1996). Measures of effect size. Behavior Research Methods, Instruments, and Computers, 28(1) pp. 12–22.

Richardson, John T. E. (1977). Functional relationship between forward and backward digit repetition and a non-verbal analogue. Cortex, 13(3) pp. 317–320.

Richardson, John T. E. (1994). Gender differences in mental rotation. Perceptual and Motor Skills, 78(2) pp. 435–448.

Richardson, John T. E. (1975). Further evidence on the effect of word imageability in dyslexia. The Quarterly Journal of Experimental Psychology, 27(3) pp. 445–449.

Richardson, John T. E. (1999). Some basic problems with the use of "psychologic" in the study of memory. Scandinavian Journal of Psychology, 40(S1) pp. 69–71.

Richardson, John T. E. (1996). Memory impairment in multiple sclerosis: Reports of patients and relatives. British Journal of Clinical Psychology, 35(2) pp. 205–219.

Richardson, John T. E. (1994). The analysis of 2 x 1 and 2 x 2 contingency tables: an historical review. Statistical Methods in Medical Research, 3(2) pp. 107–133.

Richardson, John T. E. (1992). Imagery mnemonics and memory remediation. Neurology, 42(2) pp. 283–286.

Richardson, John T. E. (1998). Socio-Economic Status, Social Class and Memory Performance: A Critical Response to Herrmann and Guadagno (1997). Applied Cognitive Psychology, 12(6) pp. 593–609.

Richardson, John T. E. (1998). Approaches to Studying in Undergraduate and Postgraduate Students. Studies in Higher Education, 23(2) pp. 217–220.

Richardson, John T. E. (1998). The availability and effectiveness of reported mediators in associative learning: A historical review and an experimental investigation. Psychonomic Bulletin and Review, 5(4) pp. 597–614.

Richardson, John T. E. (2004). Contingent degree performance [4]. The Psychologist, 17(6) pp. 323–324.

Richardson, John T. E. (2002). Neurognostics. Question 15. Journal of the History of the Neurosciences, 11(1) p. 69.

Richardson, John T. E. (1975). Imagery, concreteness, and lexical complexity. Quarterly Journal of Experimental Psychology, 27(2) pp. 211–223.

Richardson, John T. E. (1978). Mental imagery and memory: Coding ability or coding preference? Journal of Mental Imagery, 2(1) pp. 101–116.

Richardson, John T. E. (1978). Mental imagery and the distinction between primary and secondary memory. Quarterly Journal of Experimental Psychology, 30(3) pp. 471–485.

Richardson, John T. E. (1978). Word-Order and Imagery in the Recall of Adjective-Noun Phrases. International Journal of Psychology, 13(3) pp. 179–184.

Richardson, John T. E. (1980). Concreteness, imagery, and semantic categorization. Journal of Mental Imagery, 4 pp. 51–58.

Richardson, John T. E. (1980). Mental imagery and stimulus concreteness. Journal of Mental Imagery, 4 pp. 87–97.

Richardson, John T. E. (1980). Problems and models of small-group teaching. Psychology Teaching, 8 pp. 22–25.

Richardson, John T. E. (1983). The intellectual development of students in higher education. Psychology Teaching pp. 6–13.

Richardson, John T. E. (1985). Subjects’ reports and converging operations in the investigation of mental imagery. Journal of Mental Imagery, 9 pp. 107–112.

Richardson, John T. E. (1988). Vividness and unvividness: Reliability, consistency, and validity of subjective imagery ratings. Journal of Mental Imagery, 12 pp. 115–122.

Richardson, John T. E. (1990). Review Essay: Turning Professors into Teachers: A New Approach to Faculty Development and Student Learning by Joseph Katz & Mildred Henry. The Journal of Higher Education, 61(2) pp. 220–225.

Richardson, John T. E. (1991). Cognition, memory, and the menstrual cycle. Cahiers de Psychologie Cognitive, 11 pp. 3–26.

Richardson, John T. E. (1991). The Menstrual Cycle and Student Learning. The Journal of Higher Education, 62(3) pp. 317–340.

Richardson, John T. E. (1992). Cognitive psychology and student learning. Psychology Teaching Review, 1 pp. 2–9.

Richardson, John T. E. (1992). A critical evaluation of a short form of the Approaches to Studying Inventory. Psychology Teaching Review, 1 pp. 34–45.

Richardson, John T. E. (1993). The curious case of coins: Remembering the appearance of familiar objects. The Psychologist: Bulletin of the British Psychological Society, 6 pp. 360–366.

Richardson, John T. E. (1995). Gender differences in the Vividness of Visual Imagery Questionnaire: A meta-analysis. Journal of Mental Imagery, 19(3-4) pp. 177–187.

Richardson, John T. E. (1997). How useful is research on teaching? A response to Brown. Psychology Teaching Review, 6 pp. 146–149.

Richardson, John T. E. (1997). Meaning Orientation and Reproducing Orientation: a typology of approaches to studying in higher education? Educational Psychology, 17(3) pp. 301–311.

Richardson, John T. E. (1997). Students’ evaluations of teaching: The Course Experience Questionnaire. Psychology Teaching Review, 6 pp. 31–45.

Richardson, John T. E. (2000). The availability and effectiveness of imaginal mediators in associative learning: Individual differences related to gender, age, and verbal ability. Journal of Mental Imagery, 24(1 & 2) pp. 111–135.

Richardson, John T. E. (2000). Comments on “Why are there twelve inches in a foot?”. Cognitive Technology, 5(1) p. 46.

Richardson, John T. E. (1975). Concreteness and imageability. Quarterly Journal of Experimental Psychology, 27(2) pp. 235–249.

Richardson, John T. E.; Ainsley, Heather M.; Copsey, Sarah and Watkins, Stuart A. (1980). The role of tactual information in the recall of concrete objects. Bulletin of the Psychonomic Society, 16(1) pp. 57–58.

Richardson, John T. E.; Alden Rivers, Bethany and Whitelock, Denise (2015). The role of feedback in the under-attainment of ethnic minority students: evidence from distance education. Assessment & Evaluation in Higher Education, 40(4) pp. 557–573.

Richardson, John T. E.; Barnes, Linda and Fleming, Joan (2004). Approaches to studying and perceptions of academic quality in deaf and hearing students in higher education. Deafness and Education International, 6(2) pp. 100–122.

Richardson, John T. E. and Barry, Christopher (1985). The effects of minor closed head injury upon human memory: Further evidence on the role of mental imagery. Cognitive Neuropsychology, 2(2) pp. 149–168.

Richardson, John T. E. and Chan, Ruth C.B. (1995). The Constituent Structure of Subjective Memory Questionnaires: Evidence from Multiple Sclerosis. Memory, 3(2) pp. 187–200.

Richardson, John T. E.; Dawson, Lesley; Sadlo, Gaynor; Jenkins, Virginia and McInnes, Janet (2007). Perceived academic quality and approaches to studying in the health professions. Medical Teacher, 29(5) e108-e116.

Richardson, John T. E. and Firlej, Maureen D.E. (1979). Laterality and reading attainment. Cortex, 15(4) pp. 581–595.

Richardson, John T. E.; Gamborg, Gunner and Hammerberg, Gitten (2005). Perceived academic quality and approaches to studying at Danish schools of occupational therapy. Scandinavian Journal of Occupational Therapy, 12(3) pp. 110–117.

Richardson, John T. E.; Greaves, Deborah E. and Smith, Margaret M. C. (1980). Does articulatory suppression eliminate the phonemic similarity effect in short-term recall? Bulletin of the Psychonomic Society, 16(6) pp. 417–420.

Richardson, John T. E. and Johnson, Paul B. (1980). Models of anagram solution. Bulletin of the Psychonomic Society, 16(4) pp. 247–250.

Richardson, John T. E. and King, Estelle (1991). Gender Differences in the Experience of Higher Education: quantitative and qualitative approaches. Educational Psychology, 11(3-4) pp. 363–382.

Richardson, John T. E. and King, Estelle (1998). Adult Students in Higher Education: Burden or Boon? Journal of Higher Education, 69(1) pp. 65–88.

Richardson, John T. E.; Landbeck, Roger and Mugler, France (1995). Approaches to Studying in Higher Education: a comparative study in the South Pacific. Educational Psychology, 15(4) pp. 417–432.

Richardson, John T. E.; Long, Gary L. and Foster, Susan B. (2004). Academic engagement in students with a hearing loss in distance education. Journal of Deaf Studies and Deaf Education, 9(1) pp. 68–85.

Richardson, John T. E.; Long, Gary L. and Woodley, Alan (2003). Academic engagement and perceptions of quality in distance education. Open Learning, 18(3) pp. 223–244.

Richardson, John T. E.; Long, Gary L. and Woodley, Alan (2004). Students with an undisclosed hearing loss: a challenge for academic access, progress, and success? Journal of Deaf Studies and Deaf Education, 9(4) pp. 427–441.

Richardson, John T. E.; MacLeod-Gallinger, Janet; McKee, Barbara G. and Long, Gary L. (2000). Approaches to Studying in Deaf and Hearing Students in Higher Education. Journal of Deaf Studies and Deaf Education, 5(2) pp. 156–173.

Richardson, John T. E.; Marschark, Marc; Sarchet, Thomastine and Sapere, Patricia (2010). Deaf and hard-of-hearing students' experiences in mainstream and separate postsecondary education. Journal of Deaf Studies and Deaf Education, 15(4) pp. 358–382.

Richardson, John T. E.; Morgan, Alistair and Woodley, Alan (1999). Approaches to studying in distance education. Higher Education, 37(1) pp. 23–55.

Richardson, John T. E. and Price, Linda (2003). Approaches to studying and perceptions of academic quality in electronically delivered courses. British Journal of Educational Technology, 34(2) pp. 45–56.

Richardson, John T. E.; Robinson, Alistair and Robinson, Ian (1997). Cognition and multiple sclerosis: a historical analysis of medical perceptions. Journal of the History of the Neurosciences, 6(3) pp. 302–319.

Richardson, John T. E. and Roy, Archie W. N. (2002). The representation and attainment of students with a visual impairment in higher education. British Journal of Visual Impairment, 20(1) pp. 37–48.

Richardson, John T. E.; Slater, John B. and Wilson, Jane (2007). The National Student Survey: development, findings and implications. Studies in Higher Education, 32(5) pp. 557–580.

Richardson, John T. E. and Snape, Wendy (1984). The effects of closed head injury upon human memory: An experimental analysis. Cognitive Neuropsychology, 1(3) pp. 217–231.

Richardson, John T. E. and Vecchi, T. (2002). A jigsaw-puzzle imagery task for assessing active visuopatial processes in old and young people. Behavior Research Methods, Instruments, and Computers, 34(1) pp. 69–82.

Richardson, John T. E. and Woodley, A. (2003). Another look at the role of age, gender and subject as predictors of academic attainment in Higher Education. Studies in Higher Education, 28(4) pp. 475–493.

Richardson, John T. E. and Woodley, Alan (2001). Approaches to studying and communication preferences among deaf students in distance education. Higher Education, 42(1) pp. 61–83.

Richardson, John T. E. and Woodley, Alan (2001). Perceptions of academic quality among students with a hearing loss in distance education. Journal of Educational Psychology, 93(3) pp. 563–570.

Richardson, John T. E. and Woodley, Alan (1999). Approaches to studying in people with hearing loss. British Journal of Educational Psychology, 69 pp. 533–546.

Richardson, John T. E. and Wydell, Taeko N. (2003). The representation and attainment of students with dyslexia in UK higher education. Reading and Writing, 16(5) pp. 475–503.

Richardson, John T. E. and Zucco, Gesualdo M. (1989). Cognition and Olfaction: A Review. Psychological Bulletin, 105(3) pp. 352–360.

Rienties, Bart (2014). Understanding academics’ resistance towards (online) student evaluation. Assessment & Evaluation in Higher Education, 39(8) pp. 987–1001. file

Rienties, Bart; Alcott, Peter and Jindal-Snape, Divya (2014). To let students self-select or not: that is the question for teachers of culturally diverse groups. Journal of Studies in International Education, 18(1) pp. 64–83. file

Rienties, Bart; Beausaert, Simon; Grohnert, Therese; Niemantsverdriet, Susan and Kommers, Piet (2012). Understanding academic performance of international students: the role of ethnicity, academic and social integration. Higher Education, 63(6) pp. 685–700. file

Rienties, Bart; Boroowa, Avinash; Cross, Simon; Kubiak, Chris; Mayles, Kevin and Murphy, Sam (2016). Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK. Journal of Interactive Media in Education(1), article no. 2. file

Rienties, Bart; Brouwer, Natasa; Bohle Carbonell, Katerina; Townsend, Danielle; Rozendal, Anne-Petra; van der Loo, Janneke; Dekker, Peter and Lygo-Baker, Simon (2013). Online training of TPACK skills of higher education scholars: a cross-institutional impact study. European Journal of Teacher Education, 36(4) pp. 480–495. file

Rienties, Bart; Brouwer, Natasa and Lygo-Baker, Simon (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29 pp. 122–131. file

Rienties, Bart; Brouwer, Natasa; Lygo-Baker , Simon and Dekker, Peter (2014). Changing the educational beliefs of teachers through an interdisciplinary online teaching programme: are business teachers different from teachers of other disciplines? Business and Management Education in HE: An International Journal, 1(1) pp. 32–46. restricted access item, not available for direct download

Rienties, Bart; Cross, Simon; Marsh, Vicky and Ullmann, Thomas (2017). Making sense of learner and learning Big Data: reviewing 5 years of Data Wrangling at the Open University UK. Open Learning: The Journal of Open, Distance and e-learning (In Press). restricted access item, not available for direct download

Rienties, Bart; Giesbers, Bas; Lygo-Baker, Simon; Ma, Hoi Wah Serena and Rees, Roger (2016). Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective. Interactive Learning Environments, 24(3) pp. 539–552. file

Rienties, Bart; Giesbers, Bas; Tempelaar, Dirk; Lygo-Baker, Simon; Segers, Mien and Gijselaers, Wim (2012). The role of scaffolding and motivation in CSCL. Computers & Education, 59(3) pp. 893–906. file

Rienties, Bart and Héliot, YingFei (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education (Early Access). restricted access item, not available for direct download

Rienties, Bart; Héliot, YingFei and Jindal-Snape, Divya (2013). Understanding social learning relations of international students in a large classroom using social network analysis. Higher Education, 66(4) pp. 489–504. file

Rienties, Bart and Hosein, Anesa (2015). Unpacking (in)formal learning in an academic development programme: a mixed-method social network perspective. International Journal for Academic Development, 20(2) pp. 163–177. file

Rienties, Bart and Johan, Novie (2014). Getting the balance right in intercultural groups: a dynamic social network perspective. Social Networking, 3(3) pp. 173–185. file

Rienties, Bart; Johan, Novie and Jindal-Snape, Divya (2015). Bridge building potential in cross-cultural learning: a mixed method study. Asia Pacific Education Review, 16(1) pp. 37–48. file

Rienties, Bart; Johan, Novie and Jindal-Snape, Divya (2015). A dynamic analysis of social capital-building of international and UK students. British Journal of Sociology of Education, 36(8) pp. 1212–1235. file

Rienties, Bart; Kaper, Wolter; Struyven, Katrien; Tempelaar, Dirk; van Gastel, Leendert; Vrancken, Sanne; Jasińska, Magdalena and Virgailaitė-Mečkauskaitė, Eglė (2012). A review of the role of information communication technology and course design in transitional education practices. Interactive Learning Environments, 20(6) pp. 563–581.

Rienties, Bart and Kinchin, Ian (2014). Understanding (in)formal learning in an academic development programme: A social network perspective. Teaching and Teacher Education, 39 pp. 123–135. file

Rienties, Bart; Lewis, Timothy; Mcfarlane, Ruth; Nguyen, Quan and Toetenel, Lisette (2017). Analytics in online and offline language learning environments: the role of learning design to understand student online engagement. Journal of Computer Assisted Learning (In Press). restricted access item, not available for direct download

Rienties, Bart; Luchoomun, Dharma and Tempelaar, Dirk (2014). Academic and social integration of Master students: a cross-institutional comparison between Dutch and international students. Innovations in Education and Teaching International, 51(2) pp. 130–141. file

Rienties, Bart; Nanclares, Núria Hernández; Jindal-Snape, Divya and Alcott, Peter (2013). The role of cultural background and team divisions in developing social learning relations in the classroom. Journal of Studies in International Education, 17(4) pp. 332–353. file

Rienties, Bart; Nguyen, Quan; Holmes, Wayne and Reedy, Katharine (2017). A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK. Interaction Design and Architecture(s) (In Press).

Rienties, Bart and Nolan, Eimear-Marie (2014). Understanding friendship and learning networks of international and host students using longitudinal Social Network Analysis. International Journal of Intercultural Relations, 41 pp. 165–180. file

Rienties, Bart and Tempelaar, Dirk (2013). The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands. International Journal of Intercultural Relations, 37(2) pp. 188–201. file

Rienties, Bart and Tempelaar, Dirk (2017). Turning groups inside out: a social network perspective. Journal of the Learning Sciences (In press). restricted access item, not available for direct download

Rienties, Bart; Tempelaar, Dirk; Giesbers, Bas; Segers, Mien and Gijselaers, Wim (2014). A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication. Interactive Learning Environments, 22(5) pp. 631–648. file

Rienties, Bart; Tempelaar, Dirk; Pinckaers, Miriam; Giesbers, Bas and Lichel, Linda (2010). The diverging effects of social network sites on receiving job information for students and professionals. International Journal of Sociotechnology and Knowledge Development, 2(4) pp. 39–53. restricted access item, not available for direct download

Rienties, Bart; Tempelaar, Dirk; Van den Bossche, Piet; Gijselaers, Wim and Segers, Mien (2009). The role of academic motivation in Computer-Supported Collaborative Learning. Computers in Human Behavior, 25(6) pp. 1195–1206. file

Rienties, Bart; Tempelaar, Dirk; Waterval, Dominique; Rehm, Martin and Gijselaers, Wim (2006). Remedial online teaching on a summer course. Industry and Higher Education, 20(5) pp. 327–336.

Rienties, Bart and Tempelaar, Dirk T. (2009). Special Issue: The mobility of lifelong learners and IT. Industry and Higher Education, 23(4) pp. 265–267. file

Rienties, Bart and Toetenel, Lisette (2016). The impact of learning design on student behaviour, satisfaction and performance: a cross-institutional comparison across 151 modules. Computers in Human Behavior, 60 pp. 333–341. file

Rienties, Bart; Van Wesel, Maarten and Gijselaers, Wim (2008). Integrating e-learning and classroom learning; four years of asynchronous learning to improve academic competences. Journal of Systemics, Cybernetics and Informatics, 6(3) pp. 56–60.

Roanes-Lozano, Eugenio; Van Labeke, Nicolas and Roanes-Macías, Eugenio (2010). Connecting the 3D DGS Calques3D with the CAS Maple. Mathematics and Computers in Simulation, 80(6) pp. 1153–1176. file

Roberts, Carolyn and Roberts, Jane (2008). Starting with the staff: how swapshops can develop ESD and empower practitioners. Environmental Education Research, 14(4) pp. 423–434.

Roberts, Jane (2009). Forget about cheating: what about learning? Worcester Journal of Teaching and Learning, 1

Roberts, Jane (2011). Video diaries: a tool to investigate sustainability-related learning in threshold spaces. Environmental Education Research, 17(5) pp. 675–688.

Roberts, Jane (2011). A Master’s course in sustainable development advocacy: integrating the Brundtland, Stern and Leitch agendas. Learning and Teaching in Higher Education (LATHE), 5 pp. 159–162. file

Robertson, S.; Calder, J.; Fung, P.; Jones, A. and O'Shea, T. (1997). The use and effectiveness of palmtop computers in education. British Journal of Educational Technology, 28(3) pp. 177–189. restricted access item, not available for direct download

Robertson, S. I.; Calder, J.; Fungi, P.; Jones, A.; O'Shea, T. and Lambrechtst, G. (1996). Pupils, teachers & palmtop computers. Journal of Computer Assisted Learning, 12(4) pp. 194–204.

Robertson, S.Ian; Calder, Judith; Fung, Pat; Jones, Ann and O'Shea, Tim (1995). Computer attitudes in an English secondary school. Computers and Education, 24(2) pp. 73–81. restricted access item, not available for direct download

Rogaten, Jekaterina and Moneta, Giovanni B. (2015). Development and validation of the short Use of Creative Cognition Scale in studying. Educational Psychology, 35(3) pp. 294–314. file

Rogaten, Jekaterina and Moneta, Giovanni B. (2016). Positive and Negative Structures and Processes Underlying Academic Performance: A Chained Mediation Model. Journal of Happiness Studies (Early Access). file

Rogaten, Jekaterina and Moneta, Giovanni B. (2015). Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship. Creativity Research Journal, 27(2) pp. 225–231. file

Rogaten, Jekaterina; Moneta, Giovanni B. and Spada, Marcantonio M. (2013). Academic Performance as a Function of Approaches to Studying and Affect in Studying. Journal of Happiness Studies, 14(6) pp. 1751–1763. file

Ross, Shelagh M.; Kukulska-Hulme, Agnes; Chappel, Helen and Joyce, Brian (2004). Taking E-Moderating skills to the next level: Reflecting on the design of conferencing environments. Journal of Asynchronous Learning Networks, 8(2) file

Roy, Anupama and Sharples, Mike (2015). Mobile Game Based Learning: Can it enhance learning of marginalized peer educators? International Journal of Mobile and Blended Learning, 7(1) pp. 1–13. file

Sadlo, Gaynor and Richardson, John T. E. (2003). Approaches to studying and perceptions of the academic environment in students following problem-based and subject-based curricula. Higher Education Research and Development, 22(3) pp. 253–274.

San Diego, Jonathan P.; Aczel, James C.; Hodgson, Barbara K. and Scanlon, Eileen (2012). Digital approaches to researching learners' computer interactions using gazes, actions, utterances and sketches. Educational Technology Research and Development, 60(5) pp. 859–881.

San Diego, Jonathan P. and McAndrew, Patrick (2009). The feasibility of capturing learner interactions based on logs informed by eye-tracking and remote observation studies. Journal of Interactive Media in Education(4) file

Santos, Andreia; McAndrew, Patrick and Godwin, Stephen (2008). Open educational resources: new directions for technology-enhanced distance learning in the third millenium. Formamente(1-2) pp. 111–126. file

Santos, Andreia; McAndrew, Patrick and Godwin, Steve (2008). Open educational resources - new directions for technology-enhanced distance learning in the third millennium. Formamente, 1-2, pp. 111–124. file

Santos, Andreia Inamorato dos (2008). The discourses of OERs: how flat is this world? Journal of Interactive Media in Education file

Scanlon, E.; Anastopoulou, S.; Kerawalla, L. and Mulholland, P. (2011). How technology resources can be used to represent personal inquiry and support students' understanding of it across contexts. Journal of Computer Assisted Learning, 27(6) pp. 516–529.

Scanlon, E. and Issroff, K. (2005). Activity Theory and Higher Education: evaluating learning technologies. Journal of Computer Assisted Learning, 21(6) pp. 430–439.

Scanlon, E.; Tosunoglu, C.; Jones, A.; Butcher, P.; Ross, S.; Taylor, J. and Murphy, P. (1998). Learning with computers: experiences of evaluation. Computers & Education, 30(1-2) pp. 9–14.

Scanlon, Eileen (2011). Open science: trends in the development of science learning. Open Learning: The Journal of Open and Distance Learning, 26(2) pp. 97–112.

Scanlon, Eileen (2010). Technology enhanced learning in science: interactions, affordances and design based research. Journal of Interactive Media in Education

Scanlon, Eileen (2012). Open educational resources in support of science learning: tools for inquiry and observation. Distance Education, 33(2) pp. 221–236.

Scanlon, Eileen (2012). Digital futures: changes in scholarship, open educational resources and the inevitability of interdisciplinarity. Arts and Humanities in Higher Education, 11(1-2) pp. 177–184.

Scanlon, Eileen (2013). Scholarship in the digital age: open educational resources, publication and public engagement. British Journal of Educational Technology (Early View).

Scanlon, Eileen (2015). Research Capacity Development in Technology Enhanced Learning. Research Intelligence(127) pp. 11–12.

Scanlon, Eileen; Blake, Canan; Issroff, Kim and Lewin, Cathy (2006). Evaluating learning technologies: frameworks and case studies. International Journal of Learning Technology, 2(2-3) pp. 243–263.

Scanlon, Eileen; Blake, Canan; Joiner, Richard and O'Shea, Tim (2005). Technologically mediated complex problem‐solving on a statistics task. Learning, Media and Technology, 30(2) pp. 165–183.

Scanlon, Eileen; Colwell, Chetz; Cooper, Martyn and Di Paolo, Terry (2004). Remote experiments, re-versioning and re-thinking science learning. Computers & Education, 43(1-2) pp. 153–163.

Scanlon, Eileen; Jones, Ann and Waycott, Jenny (2005). Mobile technologies: prospects for their use in learning in informal science settings. Journal of Interactive Media in Education, 21(5) file

Scanlon, Eileen; McAndrew, Patrick and O'Shea, Tim (2015). Designing for Educational Technology to Enhance the Experience of Learners in Distance Education: How Open Educational Resources, Learning Design and Moocs Are Influencing Learning. Journal of Interactive Media in Education, 2015(1), article no. 6. file

Scanlon, Eileen; Morris, Erica; Di Paolo, Terry and Cooper, Martyn (2002). Contemporary approaches to learning science:technology mediated practical work. Studies in Science Education, 38 pp. 73–114.

Scanlon, Eileen; Woods, William and Clow, Doug (2014). Informal participation in science in the UK: identification, location and mobility with iSpot. Journal of Educational Technology and Society, 17(2) pp. 58–71. restricted access item, not available for direct download

Schnädelbach, Holger; Coughlan, Tim; Kefalidou, Genovefa; McAuley, Derek and Meese, Rupert (2015). Creativity Bento Box: a physical resource pack to support interaction in virtual space. International Journal of Human-Computer Interaction, 31(11) pp. 790–804. file

Schnädelbach, Holger; Sun, Xu; Kefalidou, Genovefa; Coughlan, Tim; Meese, Rupert; Norris, James and Mcauley, Derek (2016). Creativity Greenhouse: At-a-distance collaboration and competition over research funding. International Journal of Human-Computer Studies, 87 pp. 1–19. file

Schwenzer, S. P.; Greenwood, R. C.; Kelley, S. P.; Ott, U.; Tindle, A. G.; Haubold, R.; Herrmann, S.; Gibson, J. M.; Anand, M.; Hammond, S. and Franchi, I. A. (2013). Quantifying noble gas contamination during terrestrial alteration in Martian meteorites from Antarctica. Meteoritics & Planetary Science, 48(6) pp. 929–954.

Seale, Jane and Cooper, Martyn (2010). E-learning and accessibility: an exploration of the potential role of generic pedagogical tools. Computers and Education, 54(4) pp. 1107–1116. restricted access item, not available for direct download

Selley, Gordon and Gaved, Mark (1998). Development of the design information centre: Multimedia Assets for Industrial Design (MAID). Computer Networks and ISDN Systems, 30(13) pp. 1209–1222.

Seta, Luciano; Kukulska-Hulme, Agnes and Arrigo, Marco (2014). What have we learnt about mobile LifeLong Learning (mLLL)? International Journal of Lifelong Education, 33(2) pp. 161–182. file

Shah, Mahsood and Richardson, John T. E. (2016). Is the enhancement of student experience a strategic priority in Australian universities? Higher Education Research and Development, 35(2) pp. 352–364.

Sharples, M.; Adams, A.; Alozie, N.; Ferguson, R.; FitzGerald, E.; Gaved, M.; McAndrew, P.; Means, B.; Remold, J.; Rienties, B.; Roschelle, J.; Vogt, K.; Whitelock, D. and Yarnall, L. (2016). 创新教学报告2015 —探索教学、学习与评价的新形式 [Innovating Pedagogy 2015]. 开放学习研究 [Open Learning] (2016.1) pp. 1–18. file

Sharples, M.; Graber, R.; Harrison, C. and Logan, K. (2009). E-safety and Web 2.0 for children aged 11–16. Journal of Computer Assisted Learning, 25(1) pp. 70–84.

Sharples, Mike (2013). Shared orchestration within and beyond the classroom. Computers and Education, 69 pp. 504–506. file

Sharples, Mike (2013). Mobile learning: research, practice and challenges. Distance Education in China, 3(5) pp. 5–11.