Currently browsing: Institute of Educational Technology (IET)

Number of items at this level: 4119.
Generated on Thu Jan 23 22:01:18 2025 GMT.

2025To Top

Teng, Mark Feng; Kukulska-Hulme, Agnes and Wu, Junjie Gavin eds. (2025). Theory and Practice in Vocabulary Research in Digital Environments. Routledge Studies in Applied Linguistics. New York: Routledge.

Bailey, Sara; Netto, Gina; Islam, Farjana; Kukulska-Hulme, Agnes and FitzGerald, Elizabeth (2025). ‘Digital Caregiving’ in the Era of Digitalised Public Services: A New Form of Gendered Domestic Labour? In: 10th International Community, Work & Family Conference 2025, 25-28 Mar 2025, Bielefeld, Germany.

Carr, Jessica E; Holliman, Richard; Seale, Jane; Scanlon, Eileen and Shaw-Williams, Ruth (2025). Reimagining citizen science as inclusive praxis. Research for All, 9(1)

Ferguson, Rebecca; Gopalan, Yuveena and Buckingham Shum, Simon (2025). What’s the Value of a Doctoral Consortium? Analysing a Decade of LAK DCs as a Community of Practice. In: LAK '25: Proceedings of the 15th Learning Analytics and Knowledge Conference, 3-7 Mar 2025, Dublin, Ireland.

Herodotou, Christothea; Carr, Jessica; Shrestha, Sagun; Comfort, Catherine; Bayer, Vaclav; Maguire, Claire; Lee, John; Mulholland, Paul and Fernandez, Miriam (2025). Prescriptive analytics motivating distance learning student action: A case study of a student-facing dashboard. In: LAK25: The 15th International Learning Analytics and Knowledge Conference (LAK 2025), ACM, New York, NY, USA, (In press).

Kukulska-Hulme, Agnes (2025). Conclusion: The next generation of studies in multimodal, multilingual and multi-agent vocabulary learning. In: Teng, Mark Feng; Kukulska-Hulme, Agnes and Wu, Junjie Gavin eds. Theory and Practice in Vocabulary Research in Digital Environments. Routledge Studies in Applied Linguistics. New York, NY, USA: Routledge.

Kukulska-Hulme, Agnes (2025). Conclusion: The next generation of studies in multimodal, multilingual, and multi-agent vocabulary learning. In: Teng, Mark Feng; Kukulska-Hulme, Agnes and Wu, Junjie Gavin eds. Theory and Practice in Vocabulary Research in Digital Environments. New York: Routledge, pp. 249–256.

Rienties, Bart; Roelen, Keetie; Oakley, Ben; Duncan, Elaine and Pengel, Liset (2025). Multiple and Multi-dimensional Life Transitions of World Transplant Athletes. In: Jindal-Snape, Divya ed. The Palgrave Handbook of Multiple and Multi-Dimensional Educational and Life Transitions. London: Palgrave MacMillan (In Press).

2024To Top

Vohland, Katrin; Dörler, Daniel; Heigl, Florian; Aristeidou, Maria; Butkevičienė, Eglė; Göbel, Claudia; Haklay, Muki; Höhener, Olivia; Kieslinger, Barbara; Klimczuk, Andrzej; Kragh, Gitte; Müller, Moritz; Ostermann, Frank; Piera, Jaume; Prūse, Baiba; Remmers, Gaston; Schade, Sven; Tönsmann, Susanne; Trojan, Jakub and Willis, Kathryn eds. (2024). Change – The transformative power of citizen science: Proceedings of the ECSA2024 and Austrian Citizen Science Conference 2024: Change. ARPHA Proceedings (6). Pensoft.

Albuquerque, Josmario; Cordero, Kristina; Haehnel, Sebastian and Rienties, Bart (2024). Understanding engagement patterns of game-based learning for children in CatnClever using learning analytics. In: Proceedings of the Central European Conference on Information and Intelligent Systems, University of Zagreb Faculty of Organization and Informatics, pp. 19–26.

Albuquerque, Josmario; Rienties, Bart; Holmes, Wayne and Hlosta, Martin (2024). From hype to evidence: exploring large language models for inter-group bias classification in higher education. Interactive Learning Environments (Early access).

Alcock, Sarah; Rienties, Bart; Aristeidou, Maria and Kouadri Mostéfaoui, Soraya (2024). How do visualizations and automated personalized feedback engage professional learners in a Learning Analytics Dashboard? In: Proceedings of the 14th Learning Analytics and Knowledge Conference, ACM, New York, NY, USA pp. 316–325.

Ameloot, Elise; Rotsaert, Thijs; Ameloot, Thomas; Rienties, Bart and Schellens, Tammy (2024). Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics. Computers & Education, 209, article no. 104949.

Aristeidou, M.; Middle, S.; Alcock, S.; Barker, E. and Pett, D. (2024). Evaluating the usability and perceived usefulness of a semantic annotation tool for heritage knowledge exchange and citizen engagement. In: ICERI2023 Proceedings, IATED pp. 2271–2278.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter; Wood, Carlton; Rees, Terri and Paci, Patrizia (2024). Online exams in higher education: Exploring distance learning students' acceptance and satisfaction. Journal of Computer Assisted Learning, 40(1) pp. 342–359.

Aristeidou, Maria; Herodotou, Christothea; Ballard, Heidi; Robinson, Lucy and Miller, Grant (2024). Young volunteers on Zooniverse: exploring the relationship between participation and background characteristic. In: ARPHA Proceedings 6 pp. 83–87.

Aristeidou, Maria; Paci, Patrizia; Harvey, Gareth; Davies, Lisa and Jones, Darren (2024). Leveraging open educational resources for a more equitable learning landscape: student experiences with the national enrichment programme enhanced in Wales. In: ICERI2024 Proceedings, 17th annual International Conference of Education, Research and Innovation, IATED, pp. 465–474.

Aristeidou, Maria and Tessarolo, Felipe (2024). Tutor Consultation: Exploring ways to improve engagement and retention during the early stages of students' learning journeys.

Bailey, Sara; FitzGerald, Elizabeth; Kukulska-Hulme, Agnes and Rets, Irina (2024). Digital Exclusion or Digital Rejection? Exploring the Rejection of Digitalised Social Rights by Racialised Individuals with Migration Backgrounds in the UK. In: British Sociological Association Annual Conference 2024, 3-5 Apr 2024, Online.

Bailey, Sara; Kukulska-Hulme, Agnes and FitzGerald, Elizabeth (2024). Digital Caregiving among Migrant Families in the UK: Unmasking the Hidden Social Consequences of the Digitalisation of Essential Services. In: Work and Family Researchers Network Conference (WFRN), 19-22 Jun 2024, Concordia University, Montreal, Canada.

Bayer, Vaclav; Mulholland, Paul; Hlosta, Martin; Farrell, Tracie; Herodotou, Christothea and Fernandez, Miriam (2024). Co‐creating an equality diversity and inclusion learning analytics dashboard for addressing awarding gaps in higher education. British Journal of Educational Technology, 55(5) pp. 2058–2074.

Bektik, Duygu; Ullmann, Thomas; Edwards, Chris and Herodotou, Christothea (2024). PVC-Challenges Response: AI for course content generation.

Bektik, Duygu; Ullmann, Thomas; Edwards, Chris; Herodotou, Christothea and Whitelock, Denise (2024). AI-Powered Curricula: Unpacking the Potential and Progress of Generative Technologies in Education. In: EDEN 2024 Annual Conference, 16-18 Jun 2024, Graz, Austria.

Blanco, Daniel; Rodrigo, Covadonga and Iniesto, Francisco (2024). Análisis generacional de la accesibilidad en los videojuegos. In: Proceedings of the XXIV International Conference on Human Computer Interaction (Interacción '24), 19-21 Jun 2024, A Coruña, Spain.

Blin, Françoise; Dey-Plissonneau, Aparajita and Shrestha, Sagun (2024). Activity theory and CALL. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. London, UK: Bloomsbury Publishing, 337 -351.

Bossu, Carina and Iniesto, Francisco (2024). Advancing EDI Practices in Open Education: Africa and Latin America Perspectives. In: OER24: Digital Transformation in Open Education, 27-28 Mar 2024, Munster Technological University, Cork, Ireland.

Bozkurt, Aras; Xiao, Junhong; Farrow, Robert; Bai, John Y. H.; Nerantzi, Chrissi; Moore, Stephanie; Dron, Jon; Stracke, Christian M.; Singh, Lenandlar; Crompton, Helen; Koutropoulos, Apostolos; Terentev, Evgenii; Pazurek, Angelica; Nichols, Mark; Sidorkin, Alexander M.; Costello, Eamon; Watson, Steven; Mulligan, Dónal; Honeychurch, Sarah; Hodges, Charles B.; Sharples, Mike; Swindell, Andrew; Frumin, Isak; Tlili, Ahmed; Slagter van Tryon, Patricia J.; Bond, Melissa; Bali, Maha; Leng, Jing; Zhang, Kai; Cukurova, Mutlu; Chiu, Thomas K. F.; Lee, Kyungmee; Hrastinski, Stefan; Garcia, Manuel B.; Sharma, Ramesh Chander; Alexander, Bryan; Zawacki-Richter, Olaf; Huijser, Henk; Jandrić, Petar; Zheng, Chanjin; Shea, Peter; Duart, Josep M.; Themeli, Chryssa; Vorochkov, Anton; Sani-Bozkurt, Sunagül; Moore, Robert L. and Asino, Tutaleni Iita (2024). The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future. Open Praxis, 16(4) pp. 487–513.

Chandler, Kathy; Aristeidou, Maria; Ball, Simon; Charitonos, Koula; Kent, Carmel; Perryman, Leigh‐Anne and Rets, Irina (2024). Collaboration and care in climate education: Brave responses to an uncertain future. The Curriculum Journal (Early access).

Charania, Amina; Cross, Simon; Wolfenden, Freda; Sen, Sohini and Adinolfi, Lina (2024). Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India. Computers and Education Open, 7, article no. 100227.

Charitonos, Koula and García Rangel, Sherezade (2024). Everyday Peacebuilding through the Arts [Podcast].

Charitonos, Koula; Khalil, Betul; Ross, Tara; Bonfini-Hotlosz, Cindy; Aristorenas, Miki and Webster, Ben (2024). Crisis‐prompted online language teaching: a qualitative inquiry into autonomy among teachers in refugee settings. ReCALL (In Press).

Charitonos, Koula; McMullan, Rachel; Littlejohn, Allison and MacQueen, Hilary (2024). Addressing Global Challenges By Contextualising Learning At Scale: Future Professional Learning For The Health Sector. Journal of Interactive Media in Education, 2024(1) p. 18.

Charitonos, Koula and Uwihoreye, Chaste (2024). Studying participatory arts-based psychosocial support and peacebuilding at a distance through a topological lens: the case of MAP at Home project in Rwanda. In: Breed, Ananda; Marambio, Helena-Ulrike; Pells, Kirrily and Timalsina, Rajib eds. Children, Youth and Participatory Arts for Peacebuilding: Lessons from Kyrgyzstan, Rwanda, Indonesia and Nepal. Routledge Studies in Development and Society. Abingdon, UK and New York, USA: Routledge.

Chen, Zexuan; Cross, Simon and Rienties, Bart (2024). Empowering Assessors in Providing Quality Feedback with GenAI Assistance: A Preliminary Exploration. In: Technology in Education. Digital and Intelligent Education (Lee, Lap-Kei; Poulova, Petra; Chui, Kwok Tai; Černá, Miloslava; Wang, Fu Lee and Cheung, Simon K. S. eds.), Communications in Computer and Information Science (CCIS), Springer, Singapore, pp. 134–148.

Childs, Mark; Ferguson, Rebecca; Collins, Michael and Ellis, Elizabeth (2024). Pedagodzilla: Exploring the Realm of Pedagogy. ‎ [independently published].

Coughlan, Tim (2024). Designing Inclusive Innovations to Facilitate Creativity and Learning. In: Cuesta Sánchez, Ana María and Pazos-López, Ángel eds. Digital humanities for the XXI Century Museum: Best practices, networks, and accessibility. Paris, France: Boleine, pp. 367–387.

Coughlan, Tim; Iniesto, Francisco and Carr, Jessica E. (2024). Analysing disability descriptions and student suggestions as a foundation to overcome barriers to learning. Journal of Interactive Media in Education, 2024(1), article no. 4.

Coughlan, Tim; Kubiak, Christopher; Haider, Sharif; Almond, Esther and Wild, Fridolin (2024). Embedding and Evaluating Virtual Reality Sepsis Simulations into Online and Distance Learning across Multiple Healthcare Professions. In: 10th International Conference of the Immersive Learning Research Network, 10-13 Jun 2024, Glasgow, Scotland, Immersive Learning Research Network (ILRN).

Coughlan, Tim; Tessarolo, Felipe and Coughlan, Emily (2024). Accessible by Design? Exploring How Barriers faced by Disabled Students are Resolved in Online and Distance Learning. In: Open Access Compendium: Future Perspectives on Accessibility, AT and e(inclusion), Linz, Austria pp. 58–64.

Cross, Simon (2024). Appropriations and subversions of digital badges for educational transformation: The imprint of place, examples from India, and an historical long-view. In: CIES 2024, 10-14 Mar 2024, Miami, USA.

Dawadi, Saraswati (2024). Schools as Sites for the Reproduction of Inequalities? Neoliberalism, Dual-Medium Instruction and Social (In)Justice. In: Giri, Ram Ashis; Padwad, Amol and Kabir, Mian Naushaad eds. Equity, Social Justice, and English Medium Instruction. Singapore: Springer Nature, pp. 107–125.

Dawadi, Saraswati; Goshtasbpour, Fereshte and Kukulska-Hulme, Agnes (2024). Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts. Journal of Interactive Media in Education (JIME), 2024(1), article no. 2.

Dawadi, Saraswati; Kukulska-Hulme, Agnes and Seargeant, Philp (2024). English for the EDI generation: Predicting and tracking the role of English and digital/mobile technologies in Higher Education across East and South Asia. In: INTED Conference 2024, 1 Jul - 3 July 2024, Palma, Spain.

Divjak, Blaženka; Rienties, Bart; Svetec, Barbi; Vondra, Petra and Žižak, Mirza (2024). Reviewing Assessment in Online and Blended Flipped Classroom. Journal of University Teaching and Learning Practice, 21(7)

Dorey, Jamie; Holliman, Richard; Scanlon, Eileen; Gillies, James and Godinho, Ana (2024). Promoting the Higgs boson as ‘discovery science’ news: Exploring the boundary spanner functions of CERN communication professionals. Journal of Science Communication, 23(7), article no. A03.

Ebubedike, Margaret; Dawadi, Saraswati; Alla-Mensah, Joyceline; Kwaibwe, Henry N.; Kamunvi, Eric-Robert; Cingtho, Diana; Mwesi Habagaya, Yosia; Kyaidhi, Lilian and Ngobi, Prossy (2024). Report on stakeholders' consultative engagement on trafficking in persons in Uganda.

Edwards, Chris (2024). Keeping AI generated course text on topic: a two stage approach to confirm subject focus. In: ICERI2024: Proceedings of the 17th Annual International Conference of Education, Research and Innovation, 11-13 Nov 2024, Seville, Spain, IATED.

Farrow, Robert; Ashman, Melissa; Baff, Debbie; Bozkurt, Aras; Dubien, Danielle; Eldridge, Bethany; Elias, Tanya; Iniesto, Francisco; Jacobsen, Michele; Jhangiani, Rajiv; Johnson, Kathryn R.; Johnston, Sonja L.; Katz, Stacy; Khetarpal, Manisha; Mayisela, Tabisa; McGreal, Rory; O’Reilly, Jessica; Peramunugamage, Anuradha; Pete, Judith; Pitt, Rebecca and Vladimirschi, Viviane (2024). The GO-GN Guide to Doctoral Supervision. Global OER Graduate Network / Open Education Research.

Farrow, Robert; Bossu, Carina; Pitt, Rebecca; Weller, Martin; Ashman, Melissa; Bozkurt, Aras; Eldridge, Bethany; Hayman, Jenni; Iniesto, Francisco; Johnson, Kathryn; Nerantzi, Chrissi; Pete, Judith and Schuwer, Robert (2024). GO-GN at 10: Strategic Review. Global OER Graduate Network.

Farrow, Robert and Díez-Arcón, Paz (2024). Understanding Innovation Vectors in the Use of Open Educational Resources. Open Praxis, 16(4) pp. 526–546.

Ferguson, Rebecca; Perryman, Leigh-Anne and Ball, Simon J. (2024). The Importance of Offline Options for Online Learners. Journal of Interactive Media in Education, 2024(1), article no. 16.

Ferguson, Rebecca and Scanlon, Eileen (2024). Open Technology-Enhanced Learning. Journal of Interactive Media in Education (JIME), 2024(1) pp. 1–5.

Ferguson, Rebecca and Whitelock, Denise (2024). Microcredentials for Excellence: A Practical Guide. London: Ubiquity.

FitzGerald, Elizabeth; Bailey, Sara and Kukulska-Hulme, Agnes (2024). Minoritised populations' informal learning behaviours in response to the challenges of accessing online services. In: 47th Computers and Learning Research Group Annual Conference (CALRG), 3-5 Jul 2024, The Open University, Milton Keynes [online].

FitzGerald, Elizabeth; Kukulska-Hulme, Agnes and Bailey, Sara (2024). Minoritised populations' challenges and informal learning behaviours in response to the digitalisation of online services. In: ICERI2024 Proceedings, pp. 9695–9701.

Foster, Stephen (2024). An exploration of how automated immediate formative feedback might help students overcome some of the challenges of academic writing. Doctor of Philosophy (PhD) thesis The Open University.

Gaved, Mark; Brasher, Andrew and Tessarolo, Felipe (2024). Literature Review of support mechanisms to aid tutors in teaching Level 1 students.

Giannakos, Michail; Azevedo, Roger; Brusilovsky, Peter; Cukurova, Mutlu; Dimitriadis, Yannis; Hernandez-Leo, Davinia; Järvelä, Sanna; Mavrikis, Manolis and Rienties, Bart (2024). The promise and challenges of generative AI in education. Behaviour & Information Technology (Early access).

Goshtasbpour, Fereshte; Cornock, Matt; Swinnerton, Bronwen; Harris, Lisa; Ferguson, Rebecca and Scanlon, Eileen (2024). Open Learning and Learning at Scale: The Legacy of MOOCs. Journal of Interactive Media in Education, 2024(1), article no. 14.

Goshtasbpour, Fereshte; Whitelock, Denise; Cross, Simon and Shakesheff, Kevin (2024). The Open University’s Reach, Methods and Mission: An Open Response to Supporting International Colleagues in the time of COVID-19. In: Xianrui, Fan ed. Towards Digital Education: Cutting-Edge Perspectives on Digital Transformation. Beijing, China: Open University of China Press (In Press), pp. 36–52.

Harrod-Beck, Neil; Coughlan, Tim and Greenwood, Richard (2024). Intelligent strategy development and recommendations: Using TechAbility Standards to improve support for disabled learners.

Herodotou, Christothea; Ismail, Nashwa; Lahnstein, A.I. Ana; Aristeidou, Maria; Young, Alison; Johnson, F. Rebecca; Higgins, M. Lila; Khanaposhtani, G. Maryam; Robinson, D. Lucy and Ballard, L. Heidi (2024). Young people in iNaturalist: a blended learning framework for biodiversity monitoring. International Journal of Science Education, Part B: Communication and Public Engagement, 14(2) pp. 129–156.

Herodotou, Christothea; Kenny, Ian and Scanlon, Eileen (2024). Democratising Research Practices through Community Citizen Science. In: Proceedings of the 2024 International Conference on Information Technology for Social Good, Association for Computing Machinery, New York, NY, USA pp. 68–75.

Herodotou, Christothea; Shrestha, Sagun; Zhang, Feiran; Gkreka, Christina; Girvan, Carina; Papavlasopoulou, Sofia; Grizioti, Marianthi; Scanlon, Eileen; Kynigos, Chronis and Milrad, Marcelo (2024). Teaching and learning with design thinking and emerging digital technologies in K-12: Impact on students and teaching recommendations. In: mis4TEL Conference 2024, 26-28 Jun 2024, Salamanca, Spain.

Hu, Yang; Denier, Nicole; Ding, Lei; Tarafdar, Monideepa; Konnikov, Alla; Hughes, Karen D; Hu, Shenggang; Knowles, Bran; Shi, Enze; Alshehabi Al-Ani, Jabir; Rets, Irina; Kong, Linglong; Yu, Dengdeng; Dai, Hongsheng and Jiang, Bei (2024). Language in job advertisements and the reproduction of labor force gender and racial segregation. PNAS Nexus, 3(12) (Early access).

Huang, Xinyu (2024). Development of Human-Computer Interaction for Holographic AIs. Doctor of Philosophy (PhD) thesis The Open University.

Iniesto, Francisco and Rodrigo, Covadonga (2024). The use of WCAG and automatic tools by computer science students: a case study evaluating MOOC accessibility. Journal of Universal Computer Science, 30(1) pp. 85–105.

Iniesto, Francisco and Rodrigo, Covadonga (2024). Understanding Accessibility in MOOCs: Findings and Recommendations for Future Designs. Journal of Interactive Media in Education, 2024(1), article no. 20.

Iniesto, Francisco and Rodrigo, Covadonga (2024). Exploring the accessibility evaluation of city council websites by computer science students using a service-learning approach. In: Interacción '24: Proceedings of the XXIV International Conference on Human Computer Interaction (Flores, Julián; Catalá, Alejandro; Condori-Fernández, Nelly and Reyes-Lecuona, Arcadio eds.), Association for Computing Machinery, New York, article no. 13.

Islam, Farjana; Bailey, Sara and Netto, Gina (2024). Digitalised primary care in the UK: The experiences of minoritised ethnic communities. British Journal of General Practice, 74(749) e823-e831.

Islam, Farjana; Bailey, Sara; Rizvi, Mehdi; Netto, Gina and Kukulska-Hulme, Agnes (2024). Racialised exclusions in digital healthcare: combining insights from narrative interviews and human computer interaction. In: BMJ Open, 14(Suppl 1) A9.

Knight, Simon; Viberg, Olga; Mavrikis, Manolis; Kovanović, Vitomir; Khosravi, Hassan; Ferguson, Rebecca; Corrin, Linda; Thompson, Kate; Major, Louis; Lodge, Jason; Hennessy, Sara and Cukurova, Mutlu (2024). Emerging technologies and research ethics: Developing editorial policy using a scoping review and reference panel. PLOS ONE, 19(10), article no. e0309715.

Kouvara, Theodora; Aristeidou, Maria; Herodotou, Christothea and Verykios, Vassilios (2024). Enhancing academic success: collaborative development of an adaptive intelligent tutoring system. In: Ubachs, George and Meuleman, Stefan eds. The Envisioning Report for Empowering Universities, Volume (nr. 8). European Association of Distance Teaching Universities (EADTU), pp. 10–13.

Kovanovic, Vitomir; Viberg, Olga; Khosravi, Hassan and Ferguson, Rebecca (2024). Skills and Competencies for Thriving in the Age of Generative AI: The Role of Learning Analytics. Journal of Learning Analytics, 11(3) pp. 1–5.

Kukulska-Hulme, Agnes (2024). A hopeful future for mobile language learning. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. London: Bloomsbury Publishing.

Kukulska-Hulme, Agnes (2024). Educating teachers for mobile learning. In: McCallum, Lee and Tafazoli, Dara eds. The Palgrave Encyclopedia of Computer-Assisted Language Learning. Palgrave (In press).

Kukulska-Hulme, Agnes; Dawadi, Saraswati; Giri, Ram Ashish; Gaved, Mark; Khan, Rubina; Bedri, Amna; Devkota, Kamal Raj and Niane, Abdou (2024). Reaching out to marginalised populations in under-resourced countries.

Kukulska-Hulme, Agnes; Friend Wise, Alyssa; Coughlan, Tim; Biswas, Gautam; Bossu, Carina; Burriss, Sarah K.; Charitonos, Koula; Crossley, Scott A.; Enyedy, Noel; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; Herodotou, Christothea; Hundley, Melanie; McTamaney, Catherine; Molvig, Ole; Pendergrass, Emily; Ramey, Lynn; Sargent, Julia; Scanlon, Eileen; Smith, Blaine E. and Whitelock, Denise (2024). Innovating Pedagogy 2024.

Kukulska-Hulme, Agnes; Power, Tom; Dawadi, Saraswati; Rahman, S. M. Hafizur and Parvin, Tauhida (2024). Factors in mathematics teachers’ access to digital technologies and their professional development through praxis in marginalised communities in Bangladesh. Journal of Technology and Teacher Education, 32(3) pp. 263–286.

Langdridge, Darren; Virhia, Jennika; McMullan, Rachel; Banks, Duncan; Biard, Olivier; Charitonos, Koula; Alunyo, Jimmy Patrick; Kagoya, Enid Kawala and Olupot-Olupot, Peter (2024). Effectiveness of work-based educational interventions for antimicrobial stewardship: a systematic review. JAC-antimicrobial resistance, 6(6), article no. dlae192.

Leedham, Maria; Shrestha, Prithvi; Therova, Dana; Tuck, Jackie and Ullmann, Thomas (2024). Disciplines, demographics and attainment: Creating corpora of student writing and lecturer feedback. In: 7th Corpora & Discourse International Conference #CADS2024, 17-19 Jul 2024, Innsbruck University, Austria.

Lister, Kate; Riva, Elena; Hartley, Alison; Waterhouse, Philippa; Moller, Naomi; Downes, Leigh; Coughlan, Tim; Kukulska-Hulme, Agnes; McPherson, Elaine; Macdonald, Ian; Jones-Tinsley, Sophie; Brown, Cath and Tudor, Ruth (2024). Positive Digital Practices: supporting positive learner identities and student mental wellbeing in technology-enhanced higher education. Journal of Interactive Media in Education, 2024(1), article no. 5.

Mittelmeier, Jenna and Rienties, Bart (2024). The Community of Inquiry in international and intercultural settings. In: Cleveland-Innes, Martha F.; Stenbom, Stefan and Garrison, D. Randy eds. The Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry. New York, NY, United States: Routledge, pp. 152–171.

Nielsen, Anja; Zimba, John; Field, Joseph; Corlett, Josh; Charitonos, Koula; Martins, Mercy and Miri, Mir Abdullah (2024). Why is Language Critical in Education During Crises?

Olney, Tom; Rienties, Bart; Chang, Daphne and Banks, Duncan (2024). The Learning Design & Course Creation Workshop: Impact of a Professional Development Model for Training Designers and Creators of Online and Distance Learning. Technology, Knowledge and Learning, 29 pp. 45–63.

Parmaxi, Antigoni; Berns, Anke; Adinolfi, Lina; Gruber, Alice; Fominykh, Mikhail; Voreopoulou, Angeliki; Wild, Fridolin; Vassiliou, Paraskevi; Christou, Eirini; Valero‐Franco, Concepción; Aagaard, Tormod and Hadjistassou, Stella (2024). Augmented Reality in Language Learning: Practical Implications for Researchers and Practitioners. In: Zaphiris, Panayiotis and Ioannou, Andri eds. Learning and Collaboration Technologies (HCII 2024). Lecture Notes in Computer Science - LNCS, 14724. Cham, Switzerland: Springer, pp. 138–154.

Picasso, Federica; Atenas, Javiera; Havemann, Leo and Serbati, Anna (2024). Advancing Critical Data and AI Literacies Through Authentic and Real-World Assessment Design Using a Data Justice Approach. Open Praxis, 16(3) pp. 291–310.

Rets, Irina; Whitelock, Denise; Edwards, Chris; Perryman, Leigh-Anne and Goshtasbpour, Fereshte (2024). Energising the energy literacy debate for environmental education: Exploring citizens’ interest levels, knowledge gaps and individual differences. Australian Journal of Environmental Education, 40(4) pp. 740–757.

Rienties, Bart; Domingue, John; Duttaroy, Subroto; Herodotou, Christothea; Tessarolo, Felipe and Whitelock, Denise (2024). What distance learning students want from an AI Digital Assistant. Distance Education (Early access).

Rienties, Bart; Duncan, Elaine; Judd, Perry; Oakley, Ben; Pengel, Liset H. M.; Roelen, Keetie and Topley, Nicholas (2024). Barriers and facilitators to physical activity: a comparative analysis of transplant athletes competing in high intensity sporting events with other transplant recipients. PLoS ONE, 19(8), article no. e0307095.

Rienties, Bart and Ramanau, Ruslan (2024). ‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisation at a distance perspectives. British Journal of Educational Technology (Early access).

Rienties, Bart; Tempelaar, Dirk; Nguyen, Quan and Rogaten, Jekaterina (2024). The Use of Data Analytics to support the development of assessment practices in higher education. In: Evans, Carol and Waring, Michael eds. Research Handbook on Innovations in Assessment and Feedback in Higher Education: Implications for Teaching and Learning. Elgar Handbooks in Education. London: Edward Elgar Publishing, pp. 194–209.

Rodrigo, Covadonga; Iniesto, Francisco; Arnardóttir, Halldora; Sánchez-Elvira, Ángeles; Garcia-Serrano, Ana and Hafsteinsson, Sigurjón (2024). Innovation in inclusive museums education and training through an online pilot course. In: 2024 International Symposium on Computers in Education (SIIE), 19-21 Jun 2024, A Coruña, Spain, IEEE.

Rodrigo, Covadonga; Iniesto, Francisco and Garcia-Serrano, Ana (2024). Applying andragogy for integrating a MOOC into a formal online learning experience in computer engineering. Heliyon, 10(1), article no. e23493.

Scanlon, Eileen and Herodotou, Christothea (2024). Enhancing Participation Through Inquiry Learning and Citizen Science: Science for Everyone. In: Proceedings of the 16th International Conference on Computer Supported Education, SciTePress, Volume 1 pp. 557–563.

Suzuki, Yuko; Wild, Fridolin and Scanlon, Eileen (2024). Measuring cognitive load in augmented reality with physiological methods: A systematic review. Journal of Computer Assisted Learning, 40(2) pp. 375–393.

Tempelaar, D.; Rienties, Bart and Giesbers, S. (2024). Dispositional learning analytics and formative assessment: an inseparable twinship. International Journal of Educational Technology in Higher Education, 21, article no. 57.

Tessarolo, Felipe; Edwards, Chris; Bektik, Duygu and Whitelock, Denise (2024). Comparing practical use and perceptions of GenAI in higher education with current published insights. In: EDEN 2024 Research Workshop & PhD Schools’ Masterclass, 16-18 Oct 2024, Timisoara, Romania.

Ullmann, Thomas; Bektik, Duygu; Edwards, Chris; Herodotou, Christothea and Whitelock, Denise (2024). Teaching with Generative AI: moving forward with content creation. In: EDEN 2024 Annual Conference, 16-18 Jun 2024, Graz, Austria.

Ullmann, Thomas; Edwards, Chris; Bektik, Duygu; Herodotou, Christothea and Whitelock, Denise (2024). Towards generative AI for course content production: Expert reflections. European Journal of Open, Distance and e-Learning, 26(S1) pp. 20–34.

Ullmann, Thomas Daniel; Bektik, Duygu; Edwards, Chris; Herodotou, Christothea and Whitelock, Denise (2024). Generative AI as your course materials writing assistant: Is it useful? In: 47th Computer and Learning Research Group Annual Conference (CALRG), 3-5 Jul 2024, Milton Keynes, UK, The Open University.

Weller, M.; Pitt, B.; Farrow, R. and Bossu, C. (2024). GO-GN Annual Review 2023.

Whitelock, Denise (2024). [Editorial]: Innovation and adaptation during the COVID-19 pandemic. Open Learning: The Journal of Open, Distance and e-Learning, 39(1) pp. 1–3.

Whitelock, Denise; Goshtasbpour, Fereshte; Pitt, Rebecca; Ferguson, Rebecca and Cross, Simon (2024). [Editorial] Capacity building for digital education. Open Learning: The Journal of Open, Distance and e-learning, 39(2) pp. 105–111.

Wild, Fridolin; Coughlan, Tim; Davies, Sarah-Jane; Shepherd, Rebecca; Collins, Trevor; King, Aitch and Matos Carew, Jade (2024). eXtended Reality and Accessibility in Online and Distance Learning: Exploring the Opportunities and Challenges. In: Immersive Learning Research - Academic, The Immersive Learning Research Network, Montana, USA, 1(1) pp. 153–163.

Wolfenden, Freda; Cooper, Deborah; Dawadi, Saraswati and Noacco, Elena (2024). School Leaders as agents of change towards equity and inclusion.

Wolfenden, Freda; Cooper, Deborah; Dawadi, Saraswati and Noacco, Elena (2024). How can Networked Improvement Communities help School Leaders address inclusion challenges in their schools?

2023To Top

Gallagher, Margaret and Montiel, Aimée Vega eds. (2023). The Handbook of Gender, Communication, and Women's Human Rights. Hoboken, New Jersey: Wiley-Blackwell.

Adinolfi, Lina; Wolfenden, Freda and Dawadi, Saraswati (2023). Assessment: The forgotten component in large scale teacher professional development?

Albuquerque, Josmario (2023). Towards an Automatic Approach for Uncovering Ethnic Bias in Online Learning Texts. Doctor of Philosophy (PhD) thesis The Open University.

Alcock, Sarah; Aristeidou, Maria; Rienties, Bart and Kouadri Mostéfaoui, Soraya (2023). How do professional learners engage with learning analytics dashboards? In: Companion Proceedings of the 13th International Learning Analytics and Knowledge Conference (LAK’23), ACM, New York, New York pp. 86–88.

Aristeidou, Maria and Aristidou, Angela (2023). Research disruption during PhD studies and its impact on mental health: Implications for research and university policy. PLoS ONE, 18(10), article no. e0291555.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter and Wood, Carlton (2023). Online remote exams in higher education: distance learning students' views. In: INTED 2023 Proceedings, 6-8 Mar 2023, Valencia, Spain, pp. 2556–2563.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter and Wood, Carlton (2023). Students’ experiences of remote online exams at a distance learning university. In: EARLI 2023: The 20th Biennial EARLI Conference for Research on Learning and Instruction, 22-26 Aug 2023, Thessaloniki, Greece.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter; Wood, Carlton and Paci, Patrizia (2023). Examining university student satisfaction and barriers to taking online remote exams. In: 9th International Conference on Higher Education Advances (HEAd’23), UPV Press, València, Spain, pp. 1–8.

Aristeidou, Maria; Lorke, Julia and Ismail, Nashwa (2023). Citizen Science: Schoolteachers’ Motivation, Experiences, and Recommendations. International Journal of Science and Mathematics Education, 21 pp. 2067–2093.

Aristeidou, Maria; Orphanoudakis, Theofanis; Kouvara, Theodora; Karachristos, Christoforos and Spyropoulou, Natalia (2023). Evaluating the usability and learning potential of a virtual museum tour application for schools. In: INTED 2023 Proceedings, 6-8 Mar 2023, Valencia, Spain, pp. 2572–2578.

Atenas, Javiera; Havemann, Leo; Kuhn, Caroline and Timmermann, Cristian (2023). Critical Data Literacy in Higher Education: Teaching and Research for Data Ethics and Justice. In: Raffaghelli, Juliana E. and Sangrà, Albert eds. Data Cultures in Higher Education: Emergent Practices and the Challenge Ahead. Higher Education Dynamics (HEDY), 59. Springer, Cham, pp. 293–312.

Atenas, Javiera; Havemann, Leo; Rodés, Virginia and Podetti, Manuel (2023). Critical data literacy in praxis: An open education approach for academic development. Edutec. Revista Electrónica de Tecnología Educativa(85) pp. 49–67.

Atenas, Javiera; Havemann, Leo and Timmermann, Cristian (2023). Reframing data ethics in research methods education: a pathway to critical data literacy. International Journal of Educational Technology in Higher Education, 20(1), article no. 11.

Bailey, Sara; FitzGerald, Elizabeth and Kukulska-Hulme, Agnes (2023). Digital Exclusion and Essential Services: The Experiences of Older Adults Who Identify as Asian or Asian-British. In: DIPRC 2023: Digital Inclusion Policy and Research Conference 2023, 20-21 Sep 2023, The University of Liverpool, Liverpool, UK.

Bailey, Sara; FitzGerald, Elizabeth and Kukulska-Hulme, Agnes (2023). The Digitalisation of Essential Services and Migrant Communities in the UK: The Critical Role of Non-Governmental Organisations in Providing Information and Facilitating Learning. In: 2nd Organizing Migration and Integration in Contemporary Societies Conference (OMICS), 22-24 Nov 2023, Gothenburg, Sweden.

Balaban, Igor; Rienties, Bart and Winne, Philip H. (2023). Information Communication Technology (ICT) and Education. Applied Sciences, 13(22), article no. 12318.

Bektik, Duygu (2023). PVC-Challenges Response: The use of Artificial Intelligence in content authoring & curriculum production: A literature review.

Bonnin, Geoffray; Bayer, Vaclav; Fernandez, Miriam; Herodotou, Christothea; Hlosta, Martin and Mulholland, Paul (2023). CERSEI: Cognitive Effort Based Recommender System for Enhancing Inclusiveness. In: Responsive and Sustainable Educational Futures. EC-TEL 2023. Lecture Notes in Computer Science, vol 14200, Lecture Notes in Computer Science, Springer, Cham, pp. 692–697.

Bossu, C. and Ellis, D. (2023). Open Educational Practice As an Enabler for Virtual Universities. In: Sankey, M. D.; Huijser, H. and Fitzgerald, R. eds. Technology-Enhanced Learning and the Virtual University. University Development and Administration. Singapore: Springer.

Bossu, Carina (2023). [Book Review]: Contextualised Open Educational Practices: Towards Student Agency and Self-Directed Learning, edited by Jako Olivier, Charlene du Toit-Brits, Byron J. Blunt, and Amit Dhakulkar. The International Review of Research in Open and Distributed Learning, 24(4) pp. 270–273.

Bossu, Carina (2023). [Keynote] The challenge of leading today's students to success. In: University Governance: The High Price of Not Transforming, 21-22 Nov 2023, Medellín, Colombia.

Bossu, Carina and Iniesto, Francisco (2023). Guidelines for Equity, Diversity, and Inclusion (EDI) in Open Education Centering on Africa and Latin America Contexts. In: EDEN 2023 Annual Conference: “Yes we can!” – Digital Education for Better Futures, 18-20 Jun 2023, Dublin, Ireland.

Bossu, Carina and Iniesto, Francisco (2023). A guide for developing EDI practices in Open Education centred around Africa and Latin America contexts. In: OEGlobal 2023 - Building a Sustainable World through Open Education, 16-18 Oct 2023, Edmonton, Canada.

Bossu, Carina; Iniesto, Francisco; Vladimirschi, Viviane; Jordan, Katy and Pete, Judith (2023). GO-GN Guidelines for Equity Diversity and Inclusion in Open Education with a focus on Africa and Latin America.

Bozkurt, Aras; Gjelsvik, Torunn; Adam, Taskeen; Asino, Tutaleni I.; Atenas, Javiera; Bali, Maha; Blomgren, Constance; Bond, Melissa; Bonk, Curtis J.; Brown, Mark; Burgos, Daniel; Conrad, Dianne; Costello, Eamon; Cronin, Catherine; Czerniewicz, Laura; Deepwell, Maren; Deimann, Markus; DeWaard, Helen J.; Dousay, Tonia A.; Ebner, Martin; Farrow, Robert; Gil-Jaurena, Inés; Havemann, Leo; Inamorato, Andreia; Irvine, Valerie; Karunanayaka, Shironica P.; Kerres, Michael; Lambert, Sarah; Lee, Kyungmee; Makoe, Mpine; Marín, Victoria I.; Mikroyannidis, Alexander; Mishra, Sanjaya; Naidu, Som; Nascimbeni, Fabio; Nichols, Mark; Olcott, Don; Ossiannilsson, Ebba; Otto, Daniel; Padilla Rodriguez, Brenda Cecilia; Paskevicius, Michael; Roberts, Verena; Saleem, Tooba; Schuwer, Robert; Sharma, Ramesh C.; Stewart, Bonnie; Stracke, Christian M.; Tait, Alan; Tlili, Ahmed; Ubachs, George; Weidlich, Joshua; Weller, Martin; Xiao, Junhong and Zawacki-Richter, Olaf (2023). Openness in Education as a Praxis: From Individual Testimonials to Collective Voices. Open Praxis, 15(2) pp. 76–112.

Bozkurt, Aras; Xiao, Junhong; Lambert, Sarah; Pazurek, Angelica; Crompton, Helen; Koseoglu, Susan; Farrow, Robert; Bond, Melissa; Nerantzi, Chrissi; Honeychurch, Sarah; Bali, Maha; Dron, Jon; Mir, Kamran; Stewart, Bonnie; Costello, Eamon; Mason, Jon; Stracke, Christian; Romero-Hall, Enilda; Koutropoulos, Apostolos; Mae Toquero, Cathy; Singh, Lenandlar; Tlili, Ahmed; Lee, Kyungmee; Nichols, Mark; Ossiannilsson, Ebba; Brown, Mark; Irvine, Valerie; Elisa Raffaghelli, Juliana; Santos-Hermosa, Gema; Farrell, Orna; Adam, Taskeen; Li Thong, Ying; Sani-Bozkurt, Sunagul; C Sharma, Ramesh; Hrastinski, Stefan and Jandrić, Petar (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape. Asian Journal of Distance Education, 18(1) pp. 53–130.

Brew, Mavis; Taylor, Stephen; Lam, Rachel; Havemann, Leo and Nerantzi, Chrissi (2023). Towards Developing AI Literacy: Three Student Provocations on AI in Higher Education. Asian Journal of Distance Education, 18(2) pp. 1–11.

Buxton, Jo (2023). Design for Accessible Collaborative Engagement: Making online synchronous collaborative learning more accessible for students with sensory impairments. Doctor of Philosophy (PhD) thesis The Open University.

Castelló, Montserrat; Kruse, Otto; Rapp, Christian and Sharples, Mike (2023). Synchronous and Asynchronous Collaborative Writing: Theory, Research, and Practice. In: Kruse, Otto ed. Digital Writing Technologies in Higher Education. Cham: Springer International Publishing, pp. 121–139.

Chandler, Kathy (2023). Adapting voice-centred relational method to understand students’ experiences of synchronous online tuition. International Journal of Research & Method in Education, 46(3) pp. 271–284.

Chandler, Kathy and Perryman, Leigh-Anne (2023). ‘People have Started Calling Me an Expert’: The Impact of Open University Microcredential Courses. Journal of Interactive Media in Education, 2023(1), article no. 8.

Charitonos, K.; Gillespie, M.; Dancu, L.; O'Malley, O.; Al-Rashid, A.; Martin, S.; Wilding, C.; Graffin, N.; Mutwarasibo, F. and Babjak, M. (2023). Examining transitions to distance and online higher education with students from refugee backgrounds. In: BERA 2023 Conference, 12-14 Sep 2023, Birmingham, UK.

Charitonos, Koula; Gillespie, Marie; Graffin, Neil; Wilding, Colin; O'Malley, Olwyn; Al-Rashid, Ahmad; Martin, Shannon; Mutwarasibo, Fidèle; Babjak, Mahlea and Dancu, Lidia (2023). Researching transitions to distance higher education with students from refugee backgrounds: A case from the Sanctuary programme at the Open University.

Charitonos, Koula; Khalil, Betul; Ross, Tara; Bonfini-Hotlosz, Cindy; Webster, Ben and Aristorenas, Miki (2023). “We have dealt with this situation randomly”: A peer ethnographic approach with teachers in refugee settings in the age of COVID19. Education & Conflict Review Journal, 4 pp. 97–104.

Charitonos, Koula; Kukulska-Hulme, Agnes; Huxley, Sarah; Hedges, Claire; Law, Patrina; Power, Tom; Akyeampong, Kwame; Mwoma, Teresa; Al-Awidi, Hamid and Whitelock, Denise (2023). Consultation for the 2023 GEM Report on Technology and Education.

Charitonos, Koula; Littlejohn, Allison; Dawadi, Saraswati; Vaidya, Abhinav; Giri, Santosi; Owusu-Ofori, Alex and Goshtasbpour, Fereshte (2023). Developing Relational Work as a Design Tool in activities with health professionals. In: EARLI2023 Conference, 22-26 Aug 2023, Thessaloniki, Greece.

Cooper, Deborah; Wolfenden, Freda and Dawadi, Saraswati (2023). Thinking Again About Agency For Inclusion: Analysing Leadership Data Through Local And Global Perspectives [Blogpost].

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Aubrey-Smith, Fiona and Tanglang, Nebath (2023). Decision Making in Shifts to Online Teaching: Analysing Reflective Narratives from Staff Working in African Higher Educational Institutions. Trends in Higher Education, 2(1) pp. 123–139.

Cronin, Catherine; Havemann, Leo; Karunanayaka, Shironica P. and McAvinia, Claire (2023). Open Educational Practices. In: Bali, Maha; Bozkurt, Aras; Dickson-Deane, Camille; Kimmons, Royce; Stefaniak, Jill E. and Warr, Melissa eds. EdTechnica: The Open Encyclopedia of Educational Technology. EdTechBooks, pp. 147–153.

Cross, Simon; Aristeidou, Maria; Rossade, Klaus-Dieter; Wood, Carlton and Brasher, Andrew (2023). The impact of online exams on the quality of distance learners' exam and exam revision experience: Perspectives from The Open University UK. Online Learning, 27(2) pp. 27–45.

Cross, Simon; Tessarolo, Felipe and Brasher, Andrew (2023). First year student perspectives on their early study experiences of tutor support and teaching: Insight from seven cross-faculty focus-groups.

Dawadi, Saraswati (2023). EFL Students’ Test Preparation Practices in the Nepalese context. European Journal of Educational & Social Sciences, 8(1) pp. 44–63.

Dawadi, Saraswati (2023). Impact of a National English as a Foreign Language Test on Parents in Nepal. In: Khan, Rubina; Bashir, Ahmed; Basu, Bijoy Lal and Uddin, Md. Elias eds. Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times. Singapore: Springer, pp. 363–376.

Dennis, Carol Azumah; Chandler, Kathy and Puntil, Donata (2023). Practice and the professional doctorate: a diffractive re-reading. Journal of Further and Higher Education, 47(3) pp. 364–377.

Divjak, Blaženka; Badari, Josipa; Grabar, Darko; Horvat, Damir; Vondra, Petra and Rienties, Bart (2023). Enhancing Learning Design through User Experience Research: Insights from a Survey in Four European Countries. In: Proceedings of the Central European Conference on Information and Intelligent Systems pp. 213–221.

Domínguez, Ana; Pacho, Guillermo; Bowers, Lisa; Wild, Fridolin; Alcock, Sarah; Chiazzese, Giuseppe; Farella, Mariella; Arrigo, Marco; Ross, David; Treacy, Rita; Yegorina, Darya; Mangina, Eleni and Masneri, Stefano (2023). Dataset of user interactions across four large pilots on the use of augmented reality in learning experiences. Scientific Data, 10, article no. 823.

Edwards, Chris (2023). The opportunities for Generative AI to support curriculum development.

Emke, Martina and Kukulska-Hulme, Agnes (2023). Exploring Rhizomatic Learning on Twitter Through Research on Teacher Professional Development. In: Khine, Myint Swe ed. Rhizome Metaphor : Legacy of Deleuze and Guattari in Education and Learning. Singapore: Springer Nature, pp. 157–172.

Farella, Mariella; Arrigo, Marco; Tosto, Crispino; Seta, Luciano; Chifari, Antonella; Mangina, Eleni; Psyrra, Georgia; Domínguez, Ana; Pacho, Guillermo; Wild, Fridolin; Bowers, Lisa; Hillman, Robert; Goei, Sui Lin; Denaro, Paola; Dhrami, Doriana and Chiazzese, Giuseppe (2023). The ARETE Ecosystem for the Creation and Delivery of Open Augmented Reality Educational Resources: The PBIS Case Study. In: Higher Education Learning Methodologies and Technologies Online, Communications in Computer and Information Science (CCIS), Springer, Cham, pp. 760–775.

Farrow, R.; Díez-Arcón, P. and Pitt, B. (2023). ENCORE+ Open Educational Resources (OER) Innovation Showcase.

Farrow, Robert (2023). The possibilities and limits of XAI in education: a socio-technical perspective. Learning, Media and Technology, 48(2) pp. 266–279.

Farrow, Robert (2023). A Typology for OER Business Models. In: EDEN 2023 Annual Conference “Yes we can!” – Digital Education for Better Futures, 18-20 Jun 2023, Dublin, Ireland.

Farrow, Robert (2023). ENCORE+ Open Educational Resources Innovation Evaluation Toolkit.

Farrow, Robert; Coughlan, Tim; Goshtasbpour, Fereshte and Pitt, Rebecca (2023). Supported Open Learning and Decoloniality: Critical Reflections on Three Case Studies. Education Sciences, 13(11), article no. 1115.

Farrow, Robert; Weller, Martin; Pitt, Rebecca; Iniesto, Francisco; Algers, Anne; Almousa, Samia; Baas, Marjon; Bentley, Penny; Bozkurt, Aras; Butler, Walter; Cardoso, Paula; Chtena, Natascha; Cox, Glenda; Czerwonogora, Ada; Dabrowski, Michael T.; Darby, Robert; DeWaard, Helen; Kathy, Essmiller; Johanna, Funk; Jenni, Hayman; Emily, Helton; Huth, Kate; Hutton, Sarah C.; Iyinolakan, Olawale; Johnson, Kathryn R.; Jordan, Katy; Kuhn, Caroline; Lambert, Sarah; Mittelmeier, Jenna; Nagashima, Tomo; Nerantzi, Chrissi; O'Reilly, Jessica; Paskevicius, Michael; Peramunugamage, Anuradha; Pete, Judith; Power, Virginia; Pulker, Hélène; Rabin, Eyal; Rets, Irina; Roberts, Verena; Rodés, Virginia; Sousa, Lorena; Spica, Elizabeth; Vizgirda, Vidminas; Vladimirschi, Viviane and Witthaus, Gabi (2023). The Go-GN Open Research Handbook. Milton Keynes: Global OER Graduate Network.

Ferguson, Rebecca; Khosravi, Hassan; Kovanović, Vitomir; Viberg, Olga; Aggarwal, Ashish; Brinkhuis, Mattheiu; Buckingham Shum, Simon; Chen, Lujie Karen; Drachsler, Hendrik; Guerrero, Valerie A; Hanses, Michael; Hayward, Caitlin; Hicks, Ben; Jivet, Ioana; Kitto, Kirsty; Kizilcec, René; Lodge, Jason M; Manly, Catherine A; Matz, Rebecca L; Meaney, Michael J; Ochoa, Xavier; Schuetze, Brendan A; Spruit, Marco; van Haastrecht, Max; van Leeuwen, Anouschka; van Rijn, Lars; Tsai, Yi-Shan; Weidlich, Joshua; Williamson, Kimberly and Yan, Veronica X (2023). Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach. Journal of Learning Analytics, 10(2) pp. 14–50.

Fichten, Catherine S.; Martiniello, Natalina; Asuncion, Jennison; Coughlan, Tim and Havel, Alice (2023). Changing times: Emerging technologies for students with disabilities in higher education. In: Madaus, Joseph W. and Dukes III, Lyman L. eds. Handbook of Higher Education and Disability: International Perspectives. Edward Elgar, pp. 131–148.

FitzGerald, Elizabeth; Sargent, Julia; Elkins, Caroline; Wilson, Jane and Bossu, Carina (2023). Evidencing the impact of institutional scholarship: a tried and tested approach. Transformative Dialogues: Teaching and Learning Journal, 15(3) pp. 151–170.

FitzGerald, Elizabeth; Sargent, Julia; Perryman, Leigh-Anne and Rossade, Klaus-Dieter (2023). A microcredentials-based Postgraduate Certificate of Academic Practice (PGCAP).

Goshtasbpour, Fereshte; Pitt, Beck; Cross, Simon; Ferguson, Rebecca and Whitelock, Denise (2023). Challenges for Innovation and Educational Change in Digital Education in Low Resourced Settings: A Kenyan Example. In: European Distance and E-Learning Network (EDEN) 2023 Annual Conference, 18-20 Jun 2023, Dublin, Ireland.

Hanley, Joe; Dominelli, Lena; Ismail, Nashwa; Raja, Mariam; Pierre, Rebekah; Stratulis, Maris and Moorghen, Gavin (2023). Piloting free continuing professional development (CPD) resources to support social workers involved in disasters.

Havemann, Leo; Corti, Paola; Atenas, Javiera; Nerantzi, Chrissi and Martinez-Arboleda, Antonio (2023). Making the case: opening education through collaboration. Rivista di Digital Politics, 3(2) pp. 305–326.

Havemann, Leo; Katan, Simon; Anstead, Edward; Gillies, Marco; Stroud, Joanna and Sherman, Sarah (2023). Digitally supported assessment. In: Amrane-Cooper, Linda; Baume, David; Brown, Stephen; Hatzipanagos, Stylianos; Powell, Philip; Sherman, Sarah and Tait, Alan eds. Online and Distance Education for a Connected World. London: UCL Press, pp. 195–210.

Herodotou, Christothea; Aristeidou, Maria; Gaved, Mark; Cross, Simon; Tessarolo, Felipe and Brasher, Andrew (2023). PVC-S Challenge Response. Summary report. QEI.

Herodotou, Christothea; Maguire, Claire; Hlosta, Martin and Mulholland, Paul (2023). Predictive Learning Analytics and University Teachers: Usage and perceptions three years post implementation. In: LAK2023: LAK23: 13th International Learning Analytics and Knowledge Conference, pp. 68–78.

Herodotou, Christothea; Shrestha, Sagun; Comfort, Catherine; Fernandez, Miriam; Andrews, Heshan; Mulholland, Paul; Bayer, Vaclav; Maguire, Claire and Lee, John (2023). PVC-Challenges Response: A student facing dashboard for online undergraduate students.

Holmes, Wayne; Iniesto, Francisco; Anastopoulou, Stamatina and G. Boticario, Jesus (2023). Stakeholder Perspectives on the Ethics of AI in Distance-Based Higher Education. The International Review of Research in Open and Distributed Learning, 24(2) pp. 96–117.

Iniesto, Francisco and Bossu, Carina (2023). Equity, diversity, and inclusion in open education: A systematic literature review. Distance Education, 44(4) pp. 694–711.

Iniesto, Francisco and Bossu, Carina (2023). A systematic review of literature on equity, diversity, and inclusion (EDI) in open education: implications for future research. In: OEGlobal 2023 - Building a Sustainable World through Open Education, 16-18 Oct 2023, Edmonton, Canada.

Iniesto, Francisco; Coughlan, Tim; Lister, Kate; Devine, Peter; Freear, Nicholas D.; Greenwood, Richard; Holmes, Wayne; Kenny, Ian; McLeod, Kevin and Tudor, Ruth (2023). Creating ‘a simple conversation’: Designing a conversational user interface to improve the experience of accessing support for study. ACM Transactions on Accessible Computing, 16(1), article no. 6.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2023). A mixed-methods study with MOOC learners to understand their motivations and accessibility needs. In: Olivier, Jako and Rambow, Andreas eds. Open Educational Resources in Higher Education A Global Perspective. Future Education and Learning Spaces. Springer, pp. 175–201.

Iniesto, Francisco; Pitt, Beck; Farrow, Rob; Bossu, Carina and Weller, Martin (2023). The Global OER Graduate Network: an example of a Community of Care - La Red Global de Estudiantes de Doctorado en Educación Abierta: un ejemplo de una Comunidad de Cuidado. In: 9° International Conference On Education Innovation, Jan 16-18, Monterrey, Mexico, pp. 287–291.

Iniesto, Francisco; Pitt, Rebecca; Bossu, Carina; Farrow, Robert and Weller, Martin (2023). Community, Fellowship, Openness: Supporting Early Career Researchers through Open Educational Practices. EDUTEC. Revista Electrónica de Tecnología Educativa(85) pp. 136–152.

Jones, Rebecca L.; Bbaale, Leilah; Charitonos, Koula; Alla-Mensah, Joyceline; Hewitt, Jenny; Matova, Quraish; Daira Marylyn, Fanta; Ireen, Munyandinda; Blessing, Miskat Mariata and Pross, Ninsiima (2023). Knowledge, resources and access to sexual and reproductive health and rights: The views and experiences of young refugees living in Kyangwali refugee settlement, Western Uganda.

Katsarou, Eirene; Wild, Fridolin; Sougari, Areti-Maria and Chatzipanagiotou, Paraskevi (2023). A Systematic Review of Voice-based Intelligent Virtual Agents in EFL Education. International Journal of Emerging Technologies in Learning (iJET), 18(10) pp. 65–85.

Khanal, Jeevan; Gaulee, Uttam and Simpson, Ormond (2023). Higher education initiative challenges based on multiple frames of leadership: the case of Nepal Open University. Open Learning: The Journal of Open, Distance and e-Learning, 38(4) pp. 366–383.

Khosravi, Hassan; Viberg, Olga; Kovanovic, Vitomir and Ferguson, Rebecca (2023). Generative AI and Learning Analytics. Journal of Learning Analytics, 10(3) pp. 1–6.

Killian, Chad; Marttinen, Risto; Howley, Donal; Sargent, Julia and Jones, Emily (2023). ‘Knock, knock… Who’s there?’ ChatGPT and Artificial Intelligence-Powered Large Language Models: Reflections on Potential Impacts within Health and Physical Education Teacher Education. Journal of Teaching in Physical Education, 42(3) pp. 385–389.

Killian, Chad; Osterlie, Ove; Ferriz-Valero, Alberto; Garcia-Jaen, Miguel and Sargent, Julia (2023). A scoping review of flipped learning research conducted in K-12 and university physical education settings. In: Research Quarterly for Exercise and Sport, 94(Sup 1) A-84.

Kitto, Kirsty; Manly, Catherine A; Ferguson, Rebecca and Poquet, Oleksandra (2023). Towards more replicable content analysis for learning analytics. In: LAK23: 13th International Learning Analytics and Knowledge Conference (LAK2023), ACM, New York, NY pp. 303–314.

Korir, Maina; Slade, Sharon; Holmes, Wayne; Héliot, Yingfei and Rienties, Bart (2023). Investigating the dimensions of students’ privacy concern in the collection, use, and sharing of data for learning analytics. Computers in Human Behavior Reports, 9, article no. 100262.

Kukulska-Hulme, Agnes; Bossu, Carina; Charitonos, Koula; Coughlan, Tim; Deacon, Andrew; Deane, Nawaal; Ferguson, Rebecca; Herodotou, Christothea; Huang, Cheng-Wen; Mayisela, Tabisa; Rets, Irina; Sargent, Julia; Scanlon, Eileen; Small, Janet; Walji, Sukaina; Weller, Martin and Whitelock, Denise (2023). Innovating Pedagogy 2023: Open University Innovation Report 11.

Kukulska-Hulme, Agnes and Dawadi, Saraswati (2023). Socio-cultural practices affecting marginalised girls’ experiences of using technology for learning in low-income countries. In: CIES 2023. Comparative and International Education Society Conference, 14-22 Feb 2023, [Online].

Kukulska-Hulme, Agnes; Dawadi, Saraswati; Giri, Ram Ashish; Devkota, Kamal Raj; Khan, Rubina and Gaved, Mark (2023). Roles of Languages and Technology in Teaching in Marginalised Communities: Perspectives and Practices. Prima Educatione, 7 pp. 103–121.

Kukulska-Hulme, Agnes; Giri, Ram Ashish; Dawadi, Saraswati; Devkota, Kamal Raj and Gaved, Mark (2023). Languages and technologies in education at school and outside of school: Perspectives from young people in low-resource countries in Africa and Asia. Frontiers in Communication, 8, article no. 1081155.

Langdridge, Darren; McMullan, Rachel; Virhia, Jennika; Banks, Duncan; Charitonos, Koula; Giri, Santoshi; Olupot-Olupot, Peter and Vaidya, Abhinav (2023). Work-based learning interventions for antimicrobial stewardship: a systematic review.

Leedham, Maria; Tuck, Jackie; Shrestha, Prithvi; Therova, Dana and Ullmann, Thomas (2023). Student Writing and Assessment Practices: combining corpus linguistics and in-depth interviews to investigate assessment in a distance university context. In: Assessment in Higher Education, 22-23 Jun 2023, Manchester, UK.

Leedham, Maria; Tuck, Jackie; Shrestha, Prithvi; Therova, Dana and Ullmann, Thomas (2023). Student Writing and Assessment Practices: combining corpus linguistics and in-depth interviews to investigate written assessment in a distance university context. In: The twelfth international Corpus Linguistics conference (CL2023), 3-6 Jul 2023, Lancaster, UK..

Lewis, Tim; Rienties, Bart and Rets, Irina (2023). Communication, metacommunication and intercultural effectiveness in virtual exchange: The Evaluate project. In: Potolia, Anthippi and Derivry-Plard, Marine eds. Virtual Exchange for Intercultural Language Learning and Teaching: Fostering Communication for the Digital Age. Routledge Research in Language Education. London & New York: Routledge, pp. 133–155.

Lister, Kate; Andrews, Kyle; Buxton, Jo; Douce, Christopher and Seale, Jane (2023). Assessment, life circumstances, curriculum and skills: barriers and enablers to student mental wellbeing in distance learning. Frontiers in Psychology, 14, article no. 1076985.

Littlejohn, Allison; Charitonos, Koula; Goshtasbpour, Fereshte; Dawadi, Saraswati and McMullan, Rachel (2023). Addressing the persistent disconnect between learning and work: Using a Logic Model to support negotiations of diverse actors during the design of digital learning systems. Learning Letters, 1, article no. 7.

Littlejohn, Allison; Charitonos, Koula and Kaatrakoski, Heli (2023). Expanding healthcare practice: forms of meta-work generated when healthcare processes are digitalised. In: EARLI2023 Conference, 22-26 Aug 2023, Thessaloniki, Greece.

Mavrikis, Manolis; Milrad, Marcelo; Kynigos, Chronis; Grizioti, Marianthi; Herodotou, Christothea; Van Langenhove, Lieva; Strubbe, Katrien; Papavlasopoulou, Sofia; Girvan, Carina; Chalvatza, Filothei and Nikolaou, Maria-Stella (2023). Extending Design Thinking with Digital Technologies. In: 20th Biennial EARLI Conference for Research on Learning and Instruction, 22-26 Aug 2023, Thessaloniki, Greece.

Milrad, Marcelo; Herodotou, Christothea; Grizioti, Marianthi; Lincke, Alisa; Girvan, Carina; Papavlasopoulou, Sofia; Shrestha, Sagun and Zhang, Feiran (2023). Combining Design Thinking with Emerging Technologies in K-12 Education. In: Methodologies and Intelligent Systems for Technology Enhanced Learning, Workshops - 13th International Conference., Lecture Notes in Networks and Systems, Springer, Cham, pp. 15–27.

Nicolaou, Anna; Soule, Maria Victoria; Athanasiou, Androulla; Kakoulli Constantinou, Elis; Parmaxi, Antigoni; Fominykh, Mikhail; Perifanou, Maria; Economides, Anastasios; Pedro, Luís; Albó, Laia; Hernández-Leo, Davinia and Wild, Fridolin (2023). Doctoral Education in Technology-Enhanced Learning: The Perspective of PhD Candidates and Researchers. In: Learning and Collaboration Technologies (HCII 2023) (Zaphiris, Panayiotis and Ioannou, Andri eds.), Lecture Notes in Computer Science (LNCS, volume 14040), Springer, Cham, Switzerland, pp. 333–348.

Outhwaite, Laura A.; Early, Erin; Herodotou, Christothea and Van Herwegen, Jo (2023). Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis. British Journal of Educational Technology, 54 pp. 1292–1313.

Patel, Daksha; Parsley, Sally; Cannell, Pete and Havemann, Leo (2023). Practising open education. In: Amrane-Cooper, Linda; Baume, David; Brown, Stephen; Hatzipanagos, Stylianos; Powell, Philip; Sherman, Sarah and Tait, Alan eds. Online and Distance Education for a Connected World. London: UCL Press, pp. 293–319.

Payne, Helen; Cantwell, James and Bristow, Richard (2023). A student-staff partnership conducting research in higher education: An analysis of student and staff reflections. International Journal for Students As Partners, 7(1) pp. 96–109.

Pérez Cavana, Maria Luisa; Edwards, Chris and Luelmo del Castillo, Maria José (2023). Older language learners: 'always too late' vs 'never too late'. A mixed-methods approach. Widening Participation and Lifelong Learning, 25(2) pp. 88–113.

Perryman, Leigh-Anne (2023). Using imagery within a pedagogy of identity for online teaching and learning. In: EADTU ed. The Envisioning Report for Empowering Universities. 7th edition. EADTU, pp. 26–29.

Pitt, Rebecca (2023). Open Textbooks in Higher Education Teaching. In: Otto, Daniel; Scharnberg, Gianna; Kerres, Michael and Zawacki-Richter, Olaf eds. Distributed Learning Ecosystems: Concepts, Resources, and Repositories. Springer VA Wiesbaden, pp. 97–113.

Rets, Irina; Coughlan, Tim; Stickler, Ursula and Astruc, Lluïsa (2023). Accessibility of Open Educational Resources: how well are they suited for English learners? Open Learning: The Journal of Open and Distance Learning, 38(1) pp. 38–57.

Rets, Irina; Herodotou, Christothea and Gillespie, Anna (2023). Six Practical Recommendations Enabling Ethical Use of Predictive Learning Analytics in Distance Education. Journal of Learning Analytics, 10(1) pp. 149–167.

Rets, Irina; Kukulska-Hulme, Agnes; Bailey, Sara and FitzGerald, Elizabeth (2023). On the journey to impact: developing an impact strategy plan for the PRIME project. In: Social Sciences Impact Conference 2023, 20-21 Mar 2023, University of Oxford.

Rets, Irina; Rienties, Bart and Lewis, Tim (2023). Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange. ReCALL, 35(3) pp. 241–257.

Rienties, Bart; Balaban, Igor; Divjak, Blazenka; Grabar, Darko; Svetec, Barbi and Vondra, Petra (2023). Applying and translating learning design and analytics approaches across borders. In: Viberg, Olga and Grönlund, Åke eds. Practicable Learning Analytics. Advances in Analytics for Learning and Teaching. Cham: Springer, pp. 35–53.

Rienties, Bart; Calò, Francesca; Corcoran, Suz; Chandler, Kathy; FitzGerald, Elizabeth; Haslam, Daniel; Harris, Claire A.; Perryman, Leigh-Anne; Sargent, Julia; Suttle, Martin and Wahga, Aqueel (2023). How and with whom do educators learn in an online professional development microcredential. Social Sciences and Humanities Open, 8(1), article no. 100626.

Rienties, Bart; Divjak, Blazenka; Eichhorn, Michael; Iniesto, Francisco; Saunders-Smits, Gillian; Svetec, Barbi; Tillmann, Alexander and Zizak, Mirza (2023). Online professional development across institutions and borders. International Journal of Educational Technology in Higher Education, 20, article no. 30.

Rienties, Bart; Divjak, Blazenka; Iniesto, Francisco; Pazur Anicic, Katarina and Zizak, Mirza (2023). Online work-based learning: a systematic literature review. International Review of Education, 69 pp. 551–570.

Rienties, Bart; Ferguson, Rebecca; Gonda, Dalibor; Hajdin, Goran; Herodotou, Christothea; Iniesto, Francisco; Llorens Garcia, Ariadna; Muccini, Henry; Sargent, Julia; Virkus, Sirje and Isidori, Maria Vittoria (2023). Education 4.0 in higher education and computer science: A systematic review. Computer Applications in Engineering Education, 31(5) pp. 1339–1357.

Rizvi, Saman; Rienties, Bart; Rogaten, Jekaterina and Kizilcec, René F. (2023). Are MOOC learning designs culturally inclusive (enough)? Journal of Computer Assisted Learning [Early Access].

Roberts, Verena; Havemann, Leo and DeWaard, Helen (2023). Open learning designers on the margins. In: Jaffer, Tasneem; Govender, Shanali and Czerniewicz, Laura eds. Learning Design Voices. Cape Town: University of Cape Town, pp. 49–64.

Sargent, Julia (2023). Two Fields, Overlapping Messages: Investigating the Related Concepts of Leisure Studies and Physical Education. Quest, 75(4) pp. 295–309.

Sargent, Julia; Rienties, Bart; Perryman, Leigh-Anne and FitzGerald, Elizabeth (2023). Investigating the Views and Use of Stackable Microcredentials within a Postgraduate Certificate in Academic Practice. Journal of Interactive Media in Education, 2023(1)

Scanlon, Eileen (2023). Learning science at a distance: it can be done. In: 3rd International Conference on Educational Technology and Online Learning – ICETOL 2023: Full Paper Proceedings, 20-23 Jun 2023, Cunda, Ayvalık,Turkey, pp. 102–106.

Scanlon, Eileen; Herodotou, Christothea and McLeod, Kevin (2023). Community Citizen Inquiry: The Case of nQuire. In: Proceedings of the European Distance and eLearning Network Conference 2023, 18-20 Jun 2023, Dublin, pp. 357–362.

Sharples, Mike (2023). John Clark's Latin Verse Machine:19th Century Computational Creativity. IEEE Annals of the History of Computing, 45(1) pp. 31–42.

Sharples, Mike (2023). Towards social generative AI for education: theory, practices and ethics. Learning: Research and Practice, 9(2) pp. 159–167.

Sohrabi, Somaye; Ahmady, Soleiman; Khoshgoftar, Zohreh; Toofaninejad, Ehsan; Kalantarion, Masoumeh and Simpson, Ormond (2023). Identifying dimensions and components of student support system in virtual learning: A scoping review. Journal of Education and Health Promotion, 12, article no. 332.

Stagg, Adrian; Partridge, Helen; Bossu, Carina; Funk, Johanna and Nguyen, Linh (2023). Engaging with open educational practices: Mapping the landscape in Australian higher education. Australasian Journal of Educational Technology, 39(2)

Stevens, Charlotte and Douce, Christopher (2023). [Editorial] Perspectives on wellbeing, attainment and access. Open Learning: The Journal of Open, Distance and e-Learning, 38(2) pp. 99–101.

Tarafdar, Monideepa; Rets, Irina and Hu, Yang (2023). Can ICT enhance workplace inclusion? ICT-enabled workplace inclusion practices and a new agenda for inclusion research in Information Systems. The Journal of Strategic Information Systems, 32(2), article no. 101773.

Tegama, Natalie (2023). How do health professionals in a Kenyan health facility learn to tackle Antimicrobial Resistance? Doctor of Philosophy (PhD) thesis The Open University.

Tegama, Natalie (2023). Racialised capitalism, decoloniality and the university: an exploration of the colour line and colonial unreason in higher education. Frontiers in Sociology, 8, article no. 979579.

Tempelaar, D; Rienties, Bart; Giesbers, G and Nguyen, Quan (2023). Modelling Temporality in Person- and Variable-Centred Approaches. Journal of Learning Analytics, 10(2) pp. 51–67.

Tlili, Ahmed; Garzón, Juan; Salha, Soheil; Huang, Ronghuai; Xu, Ling; Burgos, Daniel; Denden, Mouna; Farrell, Orna; Farrow, Robert; Bozkurt, Aras; Amiel, Tel; McGreal, Rory; López-Serrano, Aída and Wiley, David (2023). Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis. International Journal of Educational Technology in Higher Education, 20, article no. 54.

Toosy, Fesal; Mehmood, Zarqa; Talib, Maria; Siddiqi, Hafsa; Herodotou, Christothea; Poslad, Stefan and Hamid, Khurram (2023). The Impact of Gender on Female Engineering Students. In: 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), 28 Nov - 01 Dec 2023, Auckland, New Zealand.

Ullmann, Thomas (2023). Trialling Generative AI for course content production.

Ullmann, Thomas and Durgam, Pradeep (2023). Approaches to understanding Asian, Black, and other ethnic minority students using big data.

Ullmann, Thomas and Edwards, Chris (2023). Understanding student experience feedback of ethnic minority students with learning analytics. In: 46th Computer and Learning Research Group Annual Conference (CALRG), 27-30 Jun 2023, Milton Keynes, UK.

Viberg, Olga and Kukulska-Hulme, Agnes (2023). Fostering Learners' Self-Regulation and Collaboration Skills and Strategies for Mobile Language Learning Beyond the Classroom. In: Reinders, Hayo; Lai, Chun and Sundqvist, Pia eds. The Routledge Handbook of Language Learning and Teaching Beyond the Classroom. Abingdon: Routledge, pp. 142–154.

Viberg, Olga; Kukulska-Hulme, Agnes and Peeters, Ward (2023). Affective Support for Self-Regulation in Mobile-Assisted Language Learning. International Journal of Mobile and Blended Learning, 15(2), article no. 26.

Weller, Martin (2023). Microcredentials: Why, what and how – Editorial. Journal of Interactive Media in Education, 2023(1), article no. 5.

Weller, Martin (2023). The Rise and Development of Digital Education. In: Zawacki-Richter, Olaf and Jung, Insung eds. Handbook of Open, Distance and Digital Education. Springer, pp. 75–91.

Whitelock, Denise (2023). Open and online learning: opportunities and challenges. Open Learning: The Journal of Open, Distance and e-Learning, 38(4) pp. 297–300.

Østerlie, Ove; Killian, Chad and Sargent, Julia (2023). Flipped Learning in Physical Education: Opportunities and Applications. Routledge Focus on Sport Pedagogy. Routledge.

Østerlie, Ove; Sargent, Julia; Killian, Chad; García-Jaén, Miguel; García-Martínez, Salvador and Ferriz Valero, Alberto (2023). Flipped learning in physical education: A scoping review. European Physical Education Review, 29(1) pp. 125–144.

2022To Top

Fominykh, Mikhail and Aristeidou, Maria eds. (2022). Proceedings of the Doctoral Consortium of Sixteenth European Conference on Technology Enhanced Learning co-located with the Sixteenth European Conference on Technology Enhanced Learning (EC-TEL 2021). CEUR Workshop Proceedings.

Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. (2022). Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. London: Routledge.

Alain, George (2022). An Interdisciplinary Design Process for Educational Technology Systems for Displaced War-Affected Children. Doctor of Philosophy (PhD) thesis The Open University.

Alrashidi, H.; Almujally, N.; Kadhum, M.; Ullmann, T. and Joy, M. (2022). Evaluating an Automated Analysis using Machine Learning and Natural Language Processing Approaches to Classify Computer Science Students' Reflective Writing. In: Pervasive Computing and Social Networking. Lecture Notes in Networks and Systems, vol 475 (Ranganathan, G.; Bestak, R. and Fernando, X. eds.), pp. 463–477.

Alrashidi, Huda; Almujally, Nouf; Kadhum, Methaq; Quqandi, Ebtihal; Ullmann, Thomas Daniel and Joy, Mike (2022). How to Assess Reflective Writing in Computer Science Education? A Critical Analysis. In: 2022 45th Jubilee International Convention on Information, Communication and Electronic Technology (MIPRO), IEEE pp. 677–682.

Anastasiou, Popi (2022). Using Digital Storytelling in Science: Meaning Making with Students aged 10-12 years old. Doctor of Philosophy (PhD) thesis The Open University.

Aristeidou, Maria (2022). Teachers’ initial views on Citizen Science in the classroom. In: C*Sci 22, 23-26 May 2022, Online, Citizen Science Association.

Aristeidou, Maria; Kouvara, Theodora; Karachristos, Christoforos; Spyropoulou, Natalia; Benavides-Lahnstein, Ana; Vulicevic, Bojana; Lacapelle, Alexis; Orphanoudakis, Theofanis and Batsi, Zoe (2022). Virtual Museum Tours for Schools: Teachers’ Experiences and Expectations. In: 2022 IEEE Global Engineering Education Conference (EDUCON) (Kallel, Ilhem; Kammoun, Habib M. and Hsari, Lobna eds.), 28-21 Mar 2022, Tunis, Tunisia, pp. 201–209.

Atenas, Javiera; Havemann, Leo; Cronin, Catherine; Rodés, Virginia; Lesko, Igor; Stacey, Paul; Feliu-Torruella, Maria; Buck, Ellen; Amiel, Tel; Orlic, Davor; Stefanelli, Cristina and Villar, Daniel (2022). Defining and developing 'enabling' Open Education policies in higher education.

Bates, A.W. (Tony) (2022). Teaching in a Digital Age: 3rd edition. Tony Bates Associates Ltd..

Benavides Lahnstein, A.; Ballard, H.; Ghadiri Khanaposhtani, M.; Lorke, J.; Herodotou, Christothea; Miller, A.; Pratt-Taweh, S.; Jennewein, J.; Aristeidou, Maria and Ismail, Nashwa (2022). Youth environmental science learning and agency: A unifying lens across community and citizen science settings. In: NARST International Conference, 27-30 Mar 2022, Vancouver, BC (online).

Boroowa, A. and Herodotou, C. (2022). Learning Analytics in Open and Distance Higher Education: The Case of the Open University UK. In: Prinsloo, P.; Slade, S. and Khalil, M. eds. Learning Analytics in Open and Distributed Learning. SpringerBriefs in Education. Singapore: Springer, pp. 46–62.

Bossu, Carina (2022). Understanding the impact of an online accredited HEA Fellowship scheme on students’ experiences. In: Teaching and Learning Conference 2022: Teaching in the spotlight: Where next for enhancing student success?, 5-7 Jul 2022, Newcastle, UK.

Bossu, Carina (2022). Fostering lifelong learning through professional development and recognition at the Open University UK. In: Tenth Pan-Commonwealth Forum on Open Learning (PCF10), 14-16 Sep 2022, Calgary, Canada, Commonwealth of Learning (COL).

Bossu, Carina and Iniesto, Francisco (2022). Equity, diversity and inclusion in a GO-GN project: Adopting participants’ recommendations. In: Open Education Conference #OER22, 26-28 Apr 2022, London - UK.

Bossu, Carina and Iniesto, Francisco (2022). Supporting Latin American researchers in Open Education through the Collega mentoring program. In: Open Education Global Conference 2022, 23-25 May 2022, Nantes, France.

Bossu, Carina; Sargent, Julia; Ismail, Nashwa and Wilson, Jane (2022). Achieving professional learning and improving students experience at the OU through Applaud. In: Computers and Learning Research Group (CALRG) conference 2022, 21-22 Jun 2022, Online.

Boyd, Lesley (2022). Using Technology-Enabled Learning Networks To Achieve Practical Improvement Outcomes In The UK Open University. Doctor of Philosophy (PhD) thesis The Open University.

Brasher, Andrew; Whitelock, Denise; Holmes, Wayne; Pozzi, Francesca; Persico, Donatella; Manganello, Flavio; Passarelli, Marcello and Sangrà, Albert (2022). Comparing the comparators: How should the quality of education offered by online universities be evaluated? European Journal of Education, 57(2) pp. 306–324.

Chandler, Kathryn (2022). Students' experiences of synchronous online tuition in health and social care. Doctor of Education (EdD) thesis The Open University.

Chandler, Kathy (2022). Students’ experiences of synchronous online tuition in health and social care. Research in Learning Technology, 30

Charitonos, Koula (2022). Opening spaces of learning: a sociomaterial investigation of object-based approaches with migrant youth in and beyond the heritage language classroom. In: Lytra, Vally; Ros i Solé, Cristina; Anderson, Jim and Macleroy, Vicky eds. Liberating Language Education. Bristol: Multilingual Matters, pp. 205–225.

Charitonos, Koula; Khalil, Betul; Bonfini-Hotlosz, Cindy; Webster, Ben; Tara, Ross; Salim, Ahmed; Abu Allan, Ekhlass; Badwi, Wajeeh and Aristorenas, Miki (2022). Researching communicative approaches to English language teaching using peer ethnographic method in Jordan’s refugee settings. In: Inter-agency Network for Education in Emergencies ed. Teachers in Crisis Contexts: Promising Practices in Teacher Professional Development, Management, and Well-being.

Charitonos, Koula and Littlejohn, Allison (2022). Professional Learning in healthcare settings in resource-limited environments: What are the tensions for professionals’ knowing and learning about antimicrobial resistance? Studies in Continuing Education, 44(3) pp. 475–492.

Chaudhari, Vasudha; Littlejohn, Allison and Cross, Simon (2022). Antecedents and consequences of uncertainties perceived by finance professionals. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. New York, USA: Routledge, pp. 237–249.

Ching-Chiang, Lay-Wah Carolina; Fernández-Cárdenas, Juan Manuel; Lotz, Nicole; González-Nieto, Noé Abraham; Gaved, Mark; Jones, Derek; Díaz de León, Alejandra and Machado, Rafael (2022). From Digital Divide to Digital Discovery: Re-thinking Online Learning and Interactions in Marginalized Communities. In: Abdelnour-Nocera, José; Makori, Elisha Ondieki; Robles-Flores, Jose Antonio and Bitso, Constance eds. Innovation Practices for Digital Transformation in the Global South: IFIP WG 13.8, 9.4, Invited Selection. IFIP Advances in Information and Communication Technology, 645. Springer, Cham, pp. 34–58.

Chua, Shi Min (2022). Navigating conflict between research ethics and online platform terms and conditions: a reflective account. Research Ethics, 18(1) pp. 39–50.

Chua, Shi Min (2022). Discourse practices in MOOC discussions: A corpus linguistic approach. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 76–88.

Chua, Shi-Min (2022). Compiling and analysing a large corpus of online discussions to explore users’ interactions. Applied Corpus Linguistics, 2(2), article no. 100017.

Colaiacomo, Silvia and Havemann, Leo (2022). IDEAS (Inspirations for Digital Engagement Activities) to support the teaching practice of early career academics. Postgraduate Pedagogies, 2(1) pp. 156–171.

Coughlan, Tim and Lister, Kate (2022). Creating Stories of Learning, for Learning: Exploring the Potential of Self-Narrative in Education with ‘Our Journey’. In: Proceedings of C&C '22: Creativity and Cognition, ACM pp. 526–531.

Cross, Simon; Aristeidou, Maria; Rossade, Klaus-Dieter; Wood, Carlton and Brasher, Andrew (2022). The impact of online exams on the quality of distance learners' exam and exam revision experience? perspectives from The Open University UK. In: Innovating Higher Education Conference 2022, 19-21 Oct 2022, Athens, Greece.

Cross, Simon; Charania, Amina; Wolfenden, Freda; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba (2022). Digital Badges for TPD at scale in the Global South: a framework for implementation and field study in Assam, India.

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2022). Taking in the complete picture: framing the use of 360-degree video for teacher education practice and research. Teaching and Teacher Education, 111, article no. 103597.

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2022). Spherical 360-degree video recording and viewing in educational research: a case-study from India. In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, Tünde eds. Handbook of Digital Higher Education. Elgar Handbooks in Education. Edward Elgar.

Cross, Simon; Wolfenden, Freda; Charania, Amina; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba (2022). Supporting practice-based teacher professional learning and assessment at scale in the Global South. In: INTED2022 Proceedings.

Dawadi, Saraswati (2022). High-Stakes Test Pressure and Anxiety in the Nepalese English as a Foreign Language (EFL) Learners. Journal of NELTA, 26(1-2) pp. 20–36.

Dawadi, Saraswati (2022). How we ensure participants’ voices are heard: Data collection methods.

Dawadi, Saraswati (2022). Challenges faced by researchers when working with marginalised people.

Dawadi, Saraswati and Kukulska-Hulme, Agnes (2022). Children’s use of technology for learning English. In: 41st International Annual TESOL France Colloquium, 18-20 Nov 2022, Paris, France.

Dawadi, Saraswati; Shrestha, Sagun; Haque, Safia and Giri, Ram Ashish (2022). Preparations for and practices of online education during the Covid‑19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies, 27(1) pp. 243–265.

Dawadi, Saraswati and Wolfenden, Freda (2022). Capacity building of school leaders on equity and inclusion in developing countries.

Divjak, Blazenka; Rienties, Bart; Iniesto, Francisco; Vondra, Petra and Zizak, Mirza (2022). Flipped Classrooms in Higher Education during the COVID-19 Pandemic: Findings and Future Research Recommendations. International Journal of Educational Technology in Higher Education, 19(1), article no. 9.

Edwards, Chris and Whitelock, Denise (2022). Was our pilot study successful? An approach when data are sparse. In: Proceedings of EDEN 2022, 20-22 Jun 2022, Tallinn, Estonia.

Edwards, Chris; Whitelock, Denise; Cross, Simon and Wild, Fridolin (2022). Towards autonomous, confident academic writing : supporting students in developing their writing through a stand alone online tool. In: AHE2022, 22-24 Jun 2022, Manchester, UK.

Edwards, Chris; Whitelock, Denise; Cross, Simon and Wild, Fridolin (2022). Developing automated ways to give essay writing feedback to students. In: INTED2022 Proceedings: 16th International Technology, Education and Development Conference (Chova, Luis Gómez; Martínez, Agustín López and Torres, Ignacio Candel eds.), INTED Proceedings, IATED Academy, Valencia, Spain, pp. 5446–5450.

Farrow, Robert; Baas, Marjon; Cardoso, Paula; Cox, Glenda; Czerwonogora, Ada; DeWaard, Helen; Essmiller, Kathy; Helton, Emily; Huth, Kate; Iniesto, Francisco; Johnson, Kathryn; Peramunugamage, Anuradha; Pitt, Rebecca; Sousa, Lorena; Vizgirda, Vidiminas and Weller, Martin (2022). GO-GN Research Review 2022.

Ferguson, Rebecca; Ochoa, Xavier and Kovanović, Vitomir (2022). Learning Analytics: Practitioners, Take Note. Journal of Learning Analytics, 9(3) pp. 1–7.

Foster, Stephen; Whitelock, Denise; Cross, Simon and Kear, Karen (2022). To what extent can graphical feedback from a ‘rainbow diagram’ help students develop coherence in their academic writing? PRISM, 4(1) pp. 41–55.

Gallastegi, Lore; Gaved, Mark; Woodward, Clare; Stutchbury, Kris and Henry, Fiona (2022). ICT Strengthening Partnership in Zambian schools. In: BAICE 2022: Partnerships in education: collaboration, co-operation and co-optation, 13-15 Sep 2022, Edinburgh, Scotland.

Galvan-Romero, Wendy (2022). The Role of Intelligent Personal Assistants in Migrant Learners’ Willingness to Communicate in English as a Second Language. In: CHI EA '22: Conference on Human Factors in Computing Systems Extended Abstracts, ACM, article no. 68.

Giri, Ram Ashish; Dawadi, Saraswati; Shrestha, Sagun and Haque, Saifa eds. (2022). Enhancement Approach: Success Stories of EFL Teachers from Bangladesh and Nepal. Online: BELTA and NELTA.

Goshtasbpour, Fereshte; Ferguson, Rebecca; Pitt, Rebecca; Cross, Simon and Whitelock, Denise (2022). Adapting OER: Addressing the Challenges of Reuse When Designing for HE Capacity Development. In: 21st European Conference on e-Learning (ECEL), 27-28 Oct 2022, Brighton, 21st European Conference on e-Learning (ECEL).

Goshtasbpour, Fereshte; Swinnerton, Bronwen J. and Pickering, James D. (2022). Twelve tips for engaging learners in online discussions. Medical Teacher, 44(3) pp. 244–248.

Grand, Ann; Davies, Sarah-Jane; Collins, Trevor and Scanlon, Eileen (2022). Alternative fieldwork, “real-world” communities. In: 11th eSTEeM Annual Conference Scholarship Success Stories – Innovation Through Community, 11-12 May 2022, Online.

Hall, Johanna; Herodotou, Christothea and Iacovides, Ioanna (2022). Measuring player creativity in digital entertainment games using the Creativity in Gaming Scale. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. London: Rutledge, pp. 158–170.

Heck, Tamara; Bossu, Carina and Swertz, Christian (2022). Digital and Open Scholarship - Creating Valuable Teaching in Post-Pandemic Times. In: European Conference of Educational Research (ECER) 2022 - ECER Plus, 1-10 Sep 2022, Online.

Hedges, Claire; Power, Tom; Dawadi, Saraswati; Rahman, Hafiz and Siddique, Nure Alam (2022). 3MPower PEER Researcher Workshop Report.

Herodotou, Christothea; Aristeidou, Maria; Scanlon, Eileen and Kelley, Simon (2022). Virtual Microscopes and online learning: Exploring the perceptions of 12 teachers about pedagogy. Open Learning: The Journal of Open, Distance and e-learning (Early access).

Herodotou, Christothea; Ismail, Nashwa; Aristeidou, Maria; Miller, Grant; I.Benavides Lahnstein, Ana; Ghadiri Khanaposhtani, Maryam; D.Robinson, Lucy and L. Ballard, Heidi (2022). Online Community and Citizen Science supports environmental science learning by young people. Computers and Education, 184, article no. 104515.

Herodotou, Christothea; Mangafa, Chrysoula and Srisontisuk, Pinsuda (2022). An Experimental Investigation of ‘Drill-and-Practice’
Mobile Apps and Young Children. International journal of interactive mobile technologies, 16(7)

Herodotou, Christothea; Twiner, Alison; Scanlon, Eileen; McLeod, Kevin and Seale, Jane (2022). From participants to creators: Considerations for community-led citizen science. In: Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (Chinn, C.; Tan, E.; Chan, C. and Kali, Y. eds.), International Society of the Learning Sciences, Hiroshima, Japan, pp. 11–18.

Hillaire, Garron; Rienties, Bart; Fenton-O’Creevy, Mark; Zdrahal, Zdenek and Tempelaar, Dirk (2022). Incorporating student opinion into opinion mining: A student-sourced sentiment analysis classifier. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 171–185.

Hilliard, Jake R. (2022). Students’ Emotional Experiences In Assessed, Online, Group Activities. Doctor of Philosophy (PhD) thesis The Open University.

Hlosta, Martin; Herodotou, Christothea; Papathoma, Tina; Gillespie, Anna and Bergamin, Per (2022). Predictive learning analytics in online education: A deeper understanding through explaining algorithmic errors. Computers and Education: Artificial Intelligence, 3, article no. 100108.

Howson, Oliver; Charlton, Patricia; Iniesto, Francisco and Holmes, Wayne (2022). INSPIRE: Fourth Industrial Revolution Teaching in the Classroom. In: SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2, ACM.

Howson, Oliver; Charlton, Patricia; Iniesto, Francisco and Holmes, Wayne (2022). INSPIRE: Fourth industrial revolution teaching in the classroom a multi-disciplinary collaboratively designed pilot project. In: EDULEARN22 Proceedings (Gómez Chova, Luis; López Martínez, Agustín and Lees, Joanna eds.), IATED Academy, Valencia, pp. 8604–8613.

Hu, Yang; Tarafdar, Monideepa; Alshehabi Al-Ani, Jabir; Rets, Irina; Hu, Shenggang; Denier, Nicole; Hughes, Karen D.; Konnikov, Alla and Ding, Lei (2022). Gendered STEM Workforce in the United Kingdom: The Role of Gender Bias in Job Advertising.

Iniesto, Francisco; Charitonos, Koula and Littlejohn, Allison (2022). A review of research with co-design methods in health education. Open Education Studies, 4 pp. 273–295.

Iniesto, Francisco; Ferguson, Rebecca; Weller, Martin; Farrow, Robert and Pitt, Rebecca (2022). Introducing a reflective framework for the assessment and recognition of microcredentials. Open Technology in Education, Society, and Scholarship Association (OTESSA) Journal, 2(2) pp. 1–24.

Iniesto, Francisco and Hillaire, Garron (2022). UDL and its implications in MOOC accessibility evaluation. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. Abingdon: Routledge, pp. 208–224.

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

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2022). Accessibility in MOOCs: the stakeholders’ perspectives. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open world learning: research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. London: Routledge, pp. 119–130.

Iniesto, Francisco; Pitt, Rebecca; Weller, Martin; Farrow, Robert; Cronin, Catherine; Funk, Johanna; Lambert, Sarah; Nerantzi, Chrissi; Paskevicius, Michael; Pete, Judith; Roberts, Verena; Rodes, Virginia and Vladimirschi, Viviane (2022). The GO-GN Fellowship reflections report.

Iniesto, Francisco; Rodrigo, Covadonga and Hillaire, Garron (2022). A Case Study to Explore a UDL Evaluation Framework Based on MOOCs. Applied Sciences, 13, article no. 476.

Ismail, Nashwa and Adams, Anne (2022). Enablers and Barriers of Integrating Game-Based Learning in Professional Development Programmes. In: Bernardes, Oscar; Amorim, Vanessa and Carrizo Moreira, António eds. Handbook of Research on Cross-Disciplinary Uses of Gamification in Organizations. IGI Global, pp. 507–532.

Jones, Matthew and Rienties, Bart (2022). Designing learning success and avoiding learning failure through learning analytics: the case of policing in England and Wales. Public Money and Management, 42(1) pp. 32–39.

Jordan, Katy and Goshtasbpour, Fereshte (2022). JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC. Journal of Interactive Media in Education(1) pp. 1–14.

Kaatrakoski, Heli; Charitonos, Koula and Littlejohn, Allison (2022). Professional learning as a response to societal challenges at this time of continuing struggle. In: Nordic-Baltic ISCAR, 14-16 Jun 2022, Helsinki, Finland.

Kaliisa, Rogers; Rienties, Bart; Mørch, Anders I. and Kluge, Anders (2022). Social Learning Analytics in Computer-Supported Collaborative Learning Environments: A Systematic Review of Empirical Studies. Computers and Education Open, article no. 100073.

Kbaier, Dhouha; Ismail, Nashwa; Farrell, Tracie and Kane, Annemarie (2022). Experience of Health Professionals with Misinformation and Its Impact on Their Job Practice: Qualitative Interview Study. JMIR formative research, 6(11), article no. e38794.

Kent, Carmel; Akanji, Abayomi; du Boulay, Benedict; Bashir, Ibrahim; Fikes, Thomas G.; Rodríguez De Jesús, Sue A.; Ramirez Hall, Alysha; Alvarado, Paul; Jones, Jennifer E.; Cukurova, Mutlu; Sher, Varshita; Blake, Canan; Fisher, Arthur; Greenwood, Juliet and Luckin, Rosemary (2022). Mind the Gap: From Typical LMS Traces to Learning to Learn Journeys. In: Trajkovski, Goran; Demeter, Marylee and Hayes, Heather eds. Applying Data Science and Learning Analytics Throughout a Learner’s Lifespan. IGI Global, pp. 1–26.

Kent, Carmel and du Boulay, Benedict (2022). AI for Learning. CRC Press, Routledge.

Kent, Carmel; du Boulay, Benedict and Cukurova, Mutlu (2022). Keeping the Parents outside the School Gate—A Critical Review. Education Sciences, 12(10), article no. 683.

Konnikov, Alla; Rets, Irina; Hughes, Karen D.; Alshehabi Al-Ani, Jabir; Denier, Nicole; Ding, Lei; Hu, Shenggang; Hu, Yang; Jiang, Bei; Kong, Linglong; Tarafdar, Monideepa and Yu, Dengdeng (2022). Responsible AI for labour market equality (BIAS). In: Hantrais, Linda ed. How to Manage International Multidisciplinary Research Projects. Cheltenham: Edward Elgar, pp. 75–87.

Korir, Maina; Slade, Sharon; Holmes, Wayne and Rienties, Bart (2022). Eliciting students' preferences for the use of their data for learning analytics: A crowdsourcing approach. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 144–156.

Korir, Maureen Maina (2022). An Investigation of Privacy and Utility Tensions in Learning Analytics. Doctor of Philosophy (PhD) thesis The Open University.

Kukulska-Hulme, Agnes; Bossu, Carina; Charitonos, Koula; Coughlan, Tim; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; Guitert, Montse; Herodotou, Christothea; Maina, Marcelo; Prieto-Blázquez, Josep; Rienties, Bart; Sangrà, Albert; Sargent, Julia; Scanlon, Eileen and Whitelock, Denise (2022). Innovating Pedagogy 2022: Open University Innovation Report 10.

Lister, Kate; Pearson, Victoria; Coughlan, Tim and Tessarolo, Felipe (2022). Inclusion in Uncertain Times: Changes in Practices, Perceptions, and Attitudes around Accessibility and Inclusive Practice in Higher Education. Education Sciences, 12(8), article no. 571.

Lister, Kate; Riva, Elena; Kukulska-Hulme, Agnes and Fox, Claudie (2022). Participatory digital approaches to embedding student wellbeing in higher education. Frontiers in Education, article no. 7:924868.

Luckin, R; Cukurova, M; Kent, Carmel and du Boulay, B (2022). Empowering educators to be AI-ready. Computers & Education, 3, article no. 100076.

Mercer, Ralph (2022). Investigating 'Habitus Of Technology' As A Framework To Better Understand Technologies Of Learning: A Causal Layered Analysis Of Two Perspectives. Doctor of Philosophy (PhD) thesis The Open University.

Mittelmeier, Jenna; Gunter, Ashley; Raghuram, Parvati and Rienties, Bart (2022). Migration intentions of international distance education students studying from a South African institution: unpacking potential brain drain. Globalisation, Societies and Education, 20(4) pp. 523–541.

Mohamud, Khadija; Buckler, Alison; Pitt, Beck and Twining, Peter (2022). Internet kiosks in Uganda: A window of opportunities? In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 131–143.

Mohamud, Khadija Amal (2022). Digital Technologies For Development: The Role Of Social And Cultural Structures In Influencing Experiences Of Low-Income Communities With Internet Kiosks In Uganda. Doctor of Philosophy (PhD) thesis The Open University.

Murphy, V. L.; Littlejohn, Allison and Rienties, Bart (2022). Learning from incidents: applying the 3-P model of workplace learning. Journal of Workplace Learning, 34(3) pp. 242–255.

Murphy, Victoria; Iniesto, Francisco and Scanlon, Eileen (2022). Higher Education’s Digitalisation: Past, Present, and Future. In: Kaplan, Andreas ed. Digital Transformation and Disruption of Higher Education. Cambridge University Press.

Ngatia, David; Kamonjo, Florence and Goshtasbpour, Fereshte (2022). Impact of online teaching capacity building programmes on online teaching: a case of University of Kabianga Kenya. In: Tenth Pan-Commonwealth Forum on Open Learning, 14-16 Sep 2022, Calgary.

Nguyen, Quan; Rienties, Bart and Whitelock, Denise (2022). Informing learning design in online education using learning analytics of student engagement. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. New York, USA: Routledge, pp. 189–207.

Nolan, Eimear; Rienties, Bart; Brady, Mairead and Heliot, YingFei (2022). Adjustments to pandemic enforced constraints: Insights from postgraduate students and educators’ transitions. International Journal of Educational and Life Transitions, 1(1), article no. 3.

Osterlie, Ove; Killian, Chad and Sargent, Julia (2022). Flipped Learning in Physical Education - Opportunities and Applications [oral presentation]. In: New Media Pedagogy: Research trends, methodological challenges and successful implementations, 10-12 Oct 2022, Online.

Papathoma, Tina; Littlejohn, Allison and Ferguson, Rebecca (2022). Enabling online learning: who are the educators? In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, Tünde eds. Handbook of Digital Higher Education. Elgar Handbooks in Education. Elgar, pp. 99–110.

Pitt, B.; Huynh, T. Q.; Gregson, J.; Seal, T.; Tran, H. H.; Nguyen, H. T.; Bui, T. N. T. and Nguyen, H. M. (2022). Readiness of Digital Transformation in Vietnamese Universities.

Poslad, Stefan; Irum, Tayyaba; Charlton, Patricia; Mumtaz, Rafia; Azam, Muhammad; Zaidi, Hassan; Herodotou, Christothea; Yu, Guangxia and Toosy, Fesal (2022). How IoT-Driven Citizen Science Coupled with Data Satisficing Can Promote Deep Citizen Science. Sensors, 22(9), article no. 3196.

Power, Tom; Rahman, Hafizur; Kukulska-Hulme, Agnes; Siddique, Nure Alam; Hedges, Claire and Dawadi, Saraswati (2022). 3MPower Inception Report. Mobile Learning for the Empowerment of Marginalised Mathematics Educators, Bangladesh.

Rako, S.; Šimić, D. and Rienties, B. (2022). Supporting self-regulated learning in a blended learning environment using prompts and learning analytics. In: CEUR Workshop Proceedings, Vol. 3292, pp. 66–71.

Rets, Irina; Astruc, Lluïsa; Coughlan, Tim and Stickler, Ursula (2022). Approaches to simplifying academic texts in English: English teachers’ views and practices. English for Specific Purposes, 68 pp. 31–46.

Rets, Irina; Stickler, Ursula; Coughlan, Tim and Astruc, Lluïsa (2022). Simplification of open educational resources in English: Its effect on text processing of English learners. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. London: Routledge, pp. 89–102.

Richardson, John T. E. (2022). The Legibility of Serif and Sans Serif Typefaces: Reading from Paper and Reading from Screens. SpringerBriefs in Education. Cham: Springer.

Rienties, Bart (2022). Implementing learning analytics at scale in an online world: lessons learned from the Open University UK. In: Liebowitz, J. ed. Online learning analytics. Abingdon: Taylor & Francis, pp. 57–78.

Rienties, Bart (2022). Powers and limitations of open world learning: Experiences from the field of education. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 13–26.

Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise (2022). Introduction to open world learning: Research, innovation and the challenges of high-quality education. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 1–12.

Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise (2022). Reflecting on the main findings and practical applications. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 264–272.

Rienties, Bart and Herodotou, Christothea (2022). Making sense of learning data at scale. In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, Tünde eds. Handbook for Digital Higher Education. Cheltenham: Edward Elgar Publishing, pp. 260–270.

Rienties, Bart; Lewis, Tim; O'Dowd, Robert; Rets, Irina and Rogaten, Jekaterina (2022). The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges. Computer Assisted Language Learning, 35(3) pp. 577–603.

Rienties, Bart and Rets, Irina (2022). The impact of virtual exchange on East-West social relations: lessons from a China-Portugal foreign language exchange. Journal of China Computer-Assisted Language Learning, 2(1) pp. 1–19.

Rizvi, Saman; Rienties, Bart; Rogaten, Jekaterina and Kizilcec, René (2022). Culturally adaptive learning design: A mixed-methods study of cross-cultural learning design preferences in MOOCs. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 103–115.

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

Rizvi, Saman Zehra (2022). Inclusiveness in Online Learning Designs: Geo-Cultural and Socioeconomic Perspectives. Doctor of Philosophy (PhD) thesis The Open University.

Robertson, Derek James (2022). Sociocultural Pedagogy and The Use of Digital Video in Higher Education. Doctor of Education (EdD) thesis The Open University.

Rodés, Virginia and Iniesto, Francisco (2022). Research in Open Education in Latin America: towards an agenda of collaboration between networks. In: 2021 XVI Latin American Conference on Learning Technologies (LACLO), 19-21 Oct 2021, Arequipa - Perú (Virtual), IEEE.

Sargent, Julia and Rienties, Bart (2022). Unpacking effective mentorship practices for early-career academics: a mixed methods study. International Journal of Mentoring and Coaching in Education, 11(2) pp. 232–244.

Scanlon, Eileen and Herodotou, Christothea (2022). Advancing the Democratization of Research: Citizen Science. In: L@S '22: Proceedings of the Ninth ACM Conference on Learning @ Scale, Association for Computing Machinery, New York, pp. 280–283.

Sharples, Mike (2022). Automated Essay Writing: An AIED Opinion. International Journal of Artificial Intelligence in Education, 32(4) pp. 1119–1126.

Shrestha, Sagun; Gnawali, Laxman and Laudari, Suman (2022). Issues of Participant Retention in an Online Course for English as a Foreign Language Teachers. International Journal of Research in English Education, 7(1) pp. 86–98.

Shrestha, Sagun; Haque, Saifa; Dawadi, Saraswati and Giri, Ram Ashish (2022). Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies(27) pp. 243–265.

Shrestha, Sagun; Laudari, Suman and Gnawali, Laxman (2022). Exploratory action research: experiences of Nepalese EFL teachers. ELT Journal, article no. ccac029.

Smalley, Alexander; White, Mathew; Ripley, Rebecca; Atack, Timothy X; Lomas, Eliza; Sharples, Mike; Coates, Peter; Groom, Nick; Grand, Ann; Heneberry, Ailish; Fleming, Lora and Depledge, Michael (2022). Forest 404: Using a BBC drama series to explore the impact of nature’s changing soundscapes on human wellbeing and behavior. Global Environmental Change, 74, article no. 102497.

Srisontisuk, Pinsuda (2022). Cooperation and Young Children’s Use of Mobile Touch Screen Technology. Doctor of Philosophy (PhD) thesis The Open University.

Srisontisuk, Pinsuda (2022). Practitioner's perspective on young children's use of mobile technology. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 225–236.

Stevens, Charlotte and Douce, Christopher (2022). Editorial: ODL research in Iran, language learning and open courseware. Open Learning: The Journal of Open, Distance and e-Learning, 37(4) pp. 309–311.

Stracke, Christian C.; Burgos, Daniel; Santos-Hermosa, Gema; Bozkurt, Aras; Sharmer, Ramesh C.; Cassafieres, Cécile Swiatek; Inamorato dos Santos, Andreia; Mason, Jonathon; Ossiannilsson, Ebba; Shon, Jin Gon; Wan, Marian; Obiageli Agbu, Jane-Frances; Farrow, Robert; Karakaya, Özlem; Neranzti, Chrissi; Ramírez-Montoya, María Soledad; Conole, Grainne; Cox, Glenda and Truong, Vi (2022). Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education. Sustainability, 14(3), article no. 1876.

Stracke, Christian M.; Sharma, Ramesh Chander; Bozkurt, Aras; Burgos, Daniel; Swiatek Cassafieres, Cécile; Inamorato dos Santos, Andreia; Mason, Jon; Ossiannilsson, Ebba; Santos-Hermosa, Gema; Shon, Jin Gon; Wan, Marian; Agbu, Jane-Frances Obiageli; Farrow, Robert; Karakaya, Özlem; Nerantzi, Chrissi; Ramírez-Montoya, María Soledad; Conole, Grainne; Truong, Vi and Cox, Glenda (2022). Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance. The International Review of Research in Open and Distributed Learning, 23(4)

Stutchbury, Kris; Gallastegi, Lore; Woodward, Clare and Gaved, Mark (2022). School-based Continuing Professional Development: the Role of School Leaders. In: Pan Commonwealth Forum 10, 14-16 Sep 2022, Calgary, Canada, Commonwealth of Learning (COL).

Tarafdar, Monideepa; Rets, Irina and Hu, Yang (2022). Can ICT enhance workplace inclusion? The role of ICT-enabled inclusion practices. In: ECIS 2022 Research-in-Progress Papers, article no. 33.

Tessarolo, Felipe; Aristeidou, Maria and Coughlan, Emily (2022). From face-to-face environments to distance learning universities: the transition period of first-year students. In: 8th International Conference on Higher Education Advances (HEAd’22), Universitat Politecnica de Valencia, Valencia pp. 917–924.

Tipping, Sarah; Murphy, Vicky; Yeates, Nicola; Montoro, Carlos; Ismail, Gihan and Ismail, Nashwa (2022). Migrant health worker deaths during Covid-19: a methodological exploration and initial estimates.

Toosy, Fesal; Arif, Arslan; Ahmad, Ali; Herodotou, Christothea; Poslad, Stefan and Hamid, Khurram (2022). How do Final Year Projects of Engineering Students Relate to Myer-Briggs Type Indicator Assessment? In: 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), IEEE pp. 684–687.

Toosy, Fesal; Raza, Farah Naz; Zafar, Maria; Zaheer, Ayesha and Herodotou, Christothea (2022). On Gender Disparity in Engineering Academia. In: 2022 IEEE Frontiers in Education Conference (FIE), IEEE.

Twiner, Alison; Littleton, Karen; Lucassen, Mathijs; Tatlow-Golden, Mimi and Whitelock, Denise (2022). Alphabetical literacy does not have to be a barrier to engagement and learning: Supporting children’s understanding through talk, digital technologies and dance. In: Cambridge Assessment International Education Symposium on Educational Dialogues in Multilingual Classrooms, 22 Mar 2022, Online.

Tynan, Belinda; Bossu, Carina and Leitch, Shona (2022). Academic Professional Development to Support Mixed Modalities. In: Zawacki-Richter, Olaf and Jung, Insung eds. Handbook of Open, Distance and Digital Education. Singapore: Springer.

Vaillancourt-Laflamme, Catherine; Pillinger, Jane; Yeates, Nicola; Gencianos, Genevieve; Ismail, Gihan; Ismail, Nashwa and Montoro, Carlos (2022). Impacts of Covid-19 on migrant health workers: a review of evidence and implications for health care provision.

Vogiatzis, Dimitrios; Charitonos, Koula; Giaxoglou, Korina and Lewis, Tim (2022). Can WhatsApp facilitate interaction? A case study of adult language learning. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 44–62.

Weiser, O.; Kalman, Y.M.; Kent, Carmel and Ravid, G. (2022). 65 Competencies: Which Ones Should Your Data Analytics Experts Have? Communications of the ACM, 65(3) pp. 58–66.

Weller, M.; Pitt, B.; Iniesto, F.; Farrow, R. and Bossu, C. (2022). Annual Review 2022.

Weller, Martin (2022). Metaphors of Ed Tech. Issues in Distance Education. Canada: Athabasca University Press.

Weller, Martin (2022). The UK Open University COVID Response: A Sector Case Study. OTESSA Journal, 2(1) pp. 1–13.

Weller, Martin (2022). The Rise and Development of Digital Education. In: Zawacki-Richter, Olaf and Jung, Insung eds. Handbook of Open, Distance and Digital Education. Singapore: Springer, pp. 1–17.

Whitelock, Denise (2022). Deliberations about digital learning: finding a way forward. Open Learning: The Journal of Open, Distance and e-Learning, 37(3) pp. 215–218.

Wolfenden, Freda; Cooper, Deborah; Dawadi, Saraswati; Mazeed, Zahid; Ibrahimi, Munir and Shrestha, Sushil (2022). Promoting Inclusion at Scale with School Leader Network Communities Supported by Open Resources: Researching Participant Needs and Priorities. In: PCF 10 Conference, 14-16 Sep 2022, Canada, Commonwealth of Learning (COL).

Woodward, Clare; Gaved, Mark; Hanson, Rachel; Gallastegi, Lore and Stutchbury, Kris (2022). Internet not available! Using offline networked learning to enhance teachers’ school-based continuing professional development in Zambia. In: Tenth Pan-Commonwealth Forum on Open Learning, 14-16 Sep 2022, Calgary, Canada.

Yeates, Nicola; Pillinger, Jane; Gencianos, Genevieve; Vaillancourt-Laflamme, Catherine; Ismail, Nashwa; Montoro, Carlos and Ismail, Gihan (2022). Policy responses to address risks of harm to migrant health care workers in times of COVID-19.

Østerlie, Ove; Sargent, Julia and Killian, Chad (2022). Editorial: Digital technology in physical education – pedagogical approaches. Frontiers in Education, 7, article no. 1095881.

2021To Top

ed. (2021). How COVID-19 Impacted Learning Experiences. ICEQ Student Voice Conference.

Hitchcock, Colleen, Vance-Chalcraft, Heather and Aristeidou, Maria. eds. (2021) Citizen Science in Higher Education. Citizen Science: Theory and Practice [Special Collection].

Laxman, Gnawali; Laudari, Suman and Shrestha, Sagun eds. (2021). Exploratory Action Research: Stories of Nepalese EFL Teachers. Kathmandu: Nepal English Language Teachers' Association.

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

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

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

Adams, Anne; FitzGerald, Elizabeth; Sargent, Julia; Bektik, Duygu; Ismail, Nashwa; Bossu, Carina and Clough, Gill (2021). The CPD2 Change Cycle: Enabling development for Online Higher Education. In: CALRG 2021 Online Conference, 15-16 Jun 2021, Online.

Adhikari, Bal Ram and Shrestha, Sagun (2021). Translation during the COVID-19 pandemic in Nepal: Performance without recognition. Bridge: Trends and traditions in translation and interpreting studies, 2(2) pp. 4–28.

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

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

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

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

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

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

Aristeidou, Maria; Ferguson, Rebecca; Perryman, Leigh-Anne and Tegama, Natalie (2021). The Roles and Value of Citizen Science: Perceptions of Professional Educators Enrolled on a Postgraduate Course. Citizen Science: Theory and Practice, 6(1), article no. 24.

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

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

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

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

Beavers, Sian and Warnecke, Sylvia (2021). Audience perceptions of historical authenticity in visual media. In: Alvestad, Karl and Houghton, Robert eds. The Middle Ages in Modern Culture: History and Authenticity in Contemporary Medievalism. London: Bloomsbury Academic, pp. 74–89.

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

Bossu, Carina; Cuffe, Paige and Refaat, Malik (2021). Working and writing in the presence of a peer in an online space: facilitating submissions to achieve HEA accreditation? In: ALT Annual Conference: Shared Experience, Different Perspectives, 7-9 Sep 2021, UK/Online, Association for Learning Technologies.

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

Bossu, Carina; Sargent, Julia; Ismail, Nashwa and Wilson, Jane (2021). Understanding the impact of Applaud on learning and teaching across the Open University.

Bossu, Carina and Vladimirschi, Viviane (2021). DEI Project in Latin America: Plan and preliminary findings.

Bossu, Carina and Vladimirschi, Viviane (2021). Links between Open Education and DEI – findings from a Latin American study. In: OER21 xDomains Conference, 21-22 Apr 2021, Online.

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

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

Charania, Amina; Wolfenden, Freda; Sarkar, Durba; Cross, Simon; Sen, Sohini and Adinolfi, Lina (2021). Teacher Motivation and Aspiration for Online Mentoring their Fellow Teachers in the COVID Lockdown Period. In: SITE Interactive 2021, 26-28 Oct 2021, Online.

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

Charitonos, Koula; Hoggart, Lesley; Jones, Rebecca; Keogh, Peter and Scott, Ellen (2021). Principles in practice. Co-creation of Learning in complex and challenging environments. Discussion Guide and Toolkit.

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

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

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

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

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

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

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

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

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

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

Cukurova, Mutlu; Kent, Carmel and Akanji, Abayomi (2021). Identifying tertiary level educators' needs and understanding of the collaboration process analytics. EdArXiv Preprints

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

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

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

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

Farrow, Robert; Ferguson, Rebecca; Weller, Martin; Pitt, Rebecca; Sanzgiri, Janesh and Habib, Mustafa (2021). Assessment and Recognition of MOOCs: The State of the Art. Journal of Innovation in Polytechnic Education, 3(1) pp. 15–26.

Farrow, Robert; Iniesto, Francisco; Weller, Martin; Pitt, Rebecca; Algers, Anne; Bozkurt, Aras; Cox, Glenda; Czerwonogora, Ada; Elias, Tanya; Essmiller, Kathy; Funk, Johanna; Lambert, Sarah; Mittelmeier, Jenna; Nagashima, Tomo; Rabin, Eyal; Rets, Irina; Spica, Elizabeth; Vladimirschi, Viviane and Witthaus, Gabi (2021). GO-GN Guide to Conceptual Frameworks.

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

Hall, Johanna; Gaved, Mark and Sargent, Julia (2021). Participatory Research Approaches in Times of Covid-19: A Narrative Literature Review. International Journal of Qualitative Methods, 20

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

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

Havemann, Leo; Atenas, Javiera and Nascimbeni, Fabio (2021). A tale of two OEPs? Looking at open educational practices from a policy viewpoint. In: OERxDomains21, 19-27 Apr 2021, Online.

Havemann, Leo and Roberts, Verena (2021). Pivoting Open? Pandemic Pedagogy and the Search for Openness in the Viral Learning Environment. Journal of Interactive Media in Education, 2021(1), article no. 27.

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

Herodotou, Christothea; Fox, Kate and Scanlon, Eileen (2021). Evaluation of the new version of the Virtual Microscope (VM) with OU student [eSTEeM funded project].

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

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

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

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

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

Hitchcock, Colleen; Vance-Chalcraft, Heather and Aristeidou, Maria (2021). Citizen Science in Higher Education. Citizen Science: Theory and Practice, 6(1), article no. 22.

Hlosta, Martin; Herodotou, Christothea; Fernandez, Miriam and Bayer, Vaclav (2021). Impact of Predictive Learning Analytics on Course Awarding Gap of Disadvantaged students in STEM. In: Artificial Intelligence in Education: 22nd International Conference, AIED 2021, Utrecht, the Netherlands, June 14-18, 2021, Proceedings, Part II (Roll, Ido; McNamara, Danielle; Sosnovsky, Sergey; Luckin, Rose and Dimitrova, Vania eds.), Lecture Notes in Artificial Intelligence, Springer, Cham, pp. 190–195.

Huang, Xinyu and Wild, Fridolin (2021). A new metric scale for measuring trust towards holographic intelligent agents. In: Proceedings of the 34th British HCI Workshop and Doctoral Consortium 2021, BCS Learning and Development Ltd.

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

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

Iniesto, Francisco (2021). Models and Guidelines for Assessment and Recognition of MOOCs and microcredentials. EMC-LM Project deliverable 4.2.

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

Iniesto, Francisco and Holmes, Wayne (2021). INSPIRE Fourth Industrial Revolution Teaching in the Classroom: Project report.

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

Iniesto, Francisco; Sargent, Julia; Rienties, Bart; Llorens, Ariadna; Adam, Araceli; Herodotou, Christothea; Ferguson, Rebecca and Muccini, Henry (2021). When industry meets Education 4.0: What do Computer Science companies need from Higher Education? In: TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality, International Conference Proceeding Series (ICPS), Association for Computing Machinery, New York, USA, pp. 367–372.

Iniesto, Francisco; Tabuenca, Bernardo; Rodrigo, Covadonga and Tovar, Edmundo (2021). Challenges to Achieving a More Inclusive and Sustainable Open Education. Journal of Interactive Media in Education, 2021(1), article no. 28.

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

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

Kaatrakoski, Heli; Littlejohn, Allison and Charitonos, Koula (2021). Antimicrobial resistance challenging professional learning in three LMICs. Journal of Workplace Learning, 33(6) pp. 446–459.

Kaliisa, Rogers; Gillespie, Anna; Herodotou, Christothea; Kluge, Anders and Rienties, Bart (2021). Teachers’ Perspectives on the Promises, Needs and Challenges of Learning Analytics Dashboards: Insights from Institutions Offering Blended and Distance Learning. In: Sahin, Muhittin and Dirk, Ifenthaler eds. Visualizations and Dashboards for Learning Analytics. Advances in Analytics for Learning and Teaching. Cham: Springer, pp. 351–370.

Kent, Carmel; Chaudhry, M. A.; Cukurova, M.; Bashir, I.; Pickard, H.; Jenkins, C.; Du Boulay, B. and Luckin, R. (2021). On how Unsupervised Machine Learning Can Shape Minds: a Brief Overview. A poster. In: International Learning Analytics and Knowledge Conference (LAK 2021), Apr 2021, Online.

Kent, Carmel; Chaudhry, Muhammad Ali; Cukurova, Mutlu; Bashir, Ibrahim; Pickard, Hannah; Jenkins, Chris; du Boulay, Benedict; Moeini, Anissa and Luckin, Rosemary (2021). Machine learning models and their development process as learning affordances for humans. In: Artificial Intelligence in Education. AIED 2021., Lecture Notes in Computer Science, Springer.

Kuhn, Caroline; Havemann, Leo and Atenas, Javiera (2021). Understanding Data: Praxis and Politics [webinar]. In: Bath Spa University, School of Education Research Seminar, 22 Oct 2021, Bath / online, Bath Spa University.

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

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

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

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

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

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

Law, Effie L-C.; Thanydait, Santawat; Heintz, Matthias; Campbell, Abey and Wild, Fridolin (2021). Beyond Questionnaires: Innovative Approaches to Evaluating Mixed Reality. In: Proceedings of the 34th British HCI Workshop and Doctoral Consortium 2021, BCS Learning and Development Ltd.

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

Littlejohn, Allison; Hood, Nina; Rehm, Martin; McGill, Lou; Rienties, Bart and Highton, Melissa (2021). Learning to become an online editor: the editathon as a learning environment. Interactive Learning Environments, 29(8) pp. 1258–1271.

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

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

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

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

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

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

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

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

Rets, Irina and Rienties, Bart (2021). Virtual exchange: supporting online collaboration to benefit all learners.

Rets, Irina and Rogaten, Jekaterina (2021). To simplify or not? Facilitating English L2 users’ comprehension and processing of Open Educational Resources in English using text simplification. Journal of Computer Assisted Learning, 37(3) pp. 705–717.

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

Richardson, John T. E. (2021). Muriel Bristol Roach: A corrigendum. Significance, 18(6) pp. 46–47.

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

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

Rodrigo, Covadonga and Iniesto, Francisco (2021). AIED: raising awareness on risks of biases in sexism and discrimination. In: Ubachs, George ed. The Envisioning Report for Empowering Universities.

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

Sargent, Julia and Calderón, Antonio (2021). Technology enhanced learning in physical education? A critical review of the literature. Journal of Teaching in Physical Education, 41(4) pp. 689–709.

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

Sargent, Julia and Casey, Ashley (2021). Using digital technologies to enhance your teaching of physical education. In: Capel, Susan; Cliff, Joanne and Lawrence, Julia eds. A practical guide to teaching physical education in the secondary school, Volume 3rd ed. London: Routledge.

Sargent, Julia and Lynch, Shrehan (2021). ‘None of my other teachers know my face/emotions/thoughts’: Digital technology and democratic assessment practices in higher education physical education. Technology, Pedagogy and Education, 30(5) pp. 693–705.

Savasci, Merve and Rets, Irina (2021). “As the Twig is bent, so is the Tree Inclined”: Research engagement among pre-service EFL teachers. The Journal of Language Teaching and Learning, 11(2) pp. 114–137.

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

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

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

Shrestha, Sagun and Gnawali, Laxman (2021). Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review. IAFOR Journal of Education, 9(2) pp. 163–181.

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

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

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

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

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

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

Toetenel, Lisette and Rienties, Bart (2021). The Virtuous Circle of Learning Design and Learning Analytics to Develop Student Centred Online Education. In: Klemenčič, Manja and Hoidn, Sabine eds. Routledge International Handbook on Student-Centred Learning and Teaching in Higher Education. Routledge.

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

Ullmann, Thomas and Rienties, Bart (2021). Using text analytics to understand open-ended student comments at scale: Insights from four case studies. In: Shah, Mahsood; Richardson, John T. E.; Pabel, Anja and Oliver, Beverley eds. Assessing and Enhancing Student Experience in Higher Education. Cham: Palgrave Macmillan, pp. 211–233.

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

Weller, Martin; Pitt, Rebecca; Iniesto, Francisco; Farrow, Robert; Bossu, Carina and Vladimirschi, Viviane (2021). GO-GN Annual Review 2021.

Whitelock, Denise; Herodotou, Christothea; Cross, Simon and Scanlon, Eileen (2021). [Editorial] Open voices on COVID-19: covid challenges and opportunities driving the research agenda. Open Learning: The Journal of Open, Distance and e-Learning, 36(3) pp. 201–211.

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

Wright, Robin; Bossu, Carina; Padgett, Luke and Whitehead, Derek (2021). Open education licensing: effective open licensing policy and practice for Australian universities.

Zhang, Jingjing; Gao, Ming; Holmes, Wayne; Mavrikis, Manolis and Ma, Ning (2021). Interaction patterns in exploratory learning environments for mathematics: a sequential analysis of feedback and external representations in Chinese schools. Interactive Learning Environments, 29(7) pp. 1211–1228.

2020To Top

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

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

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

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

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

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

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

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

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

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

Berendt, Betina; Littlejohn, Allison and Blakemore, Mike (2020). AI in Education: learner choice and fundamental rights. Learning, Media and Technology, 45(3) pp. 312–324.

Berry, Leon; Rienties, Bart; Littlejohn, Allison and Sastry, Venkat (2020). A quasi-experimental study to explore the impact of PAR on becoming an Agile Warrior. Military Psychology, 32(2) pp. 198–211.

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

Bossu, Carina and Vladimirschi, Viviane (2020). Diversity, Equity and Inclusion in Latin America in the Context of an Open Education Initiative. In: Open Education Global Conference 2020, 16-20 Nov 2020, Online.

Bruckermann, T; Lorke, J; Rafolt, S; Scheuch, M; Aristeidou, Maria; Ballard, H; Bardy-Durchhalter, M; Carli, E; Herodotou, Christothea; Kelemen-Finan, J; Robinson, L; Swanson, R; Winter, S and Kapelari, S (2020). Learning Opportunities and Outcomes in Citizen Science: A Heuristic Model for Design and Evaluation. In: Electronic Proceedings of the ESERA 2019 Conference. The Beauty and Pleasure of Understanding: Engaging With Contemporary Challenges Through Science Education (Levrini, O and Tasquier, G eds.), University of Bologna, pp. 889–898.

Charitonos, Koula; Albuerne-Rodriguez, Carolina; Witthaus, Gabi and Bossu, Carina (2020). Advancing Social Justice for Asylum Seekers and Refugees in the UK: an Open Education approach to strengthening capacity through Refugee Action’s Frontline Immigration Advice Project. Journal of Interactive Media in Education, 2020(1), article no. 11.

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

Clough, Gill and Adams, Anne (2020). Evidence Cafes: Overcoming conflicting motivations and timings. Research for All, 4(2) pp. 145–149.

Comas-Quinn, Anna (2020). Experiences of Online Volunteer Translation and Implications for Translation Education. Doctor of Education (EdD) thesis The Open University.

Coughlan, Tim (2020). The use of open data as a material for learning. Educational Technology Research and Development, 68(1) pp. 383–411.

Coughlan, Tim; Lister, Kate and Lucassen, Mathijs (2020). Development and evaluation of the Our Journey platform through the ‘Linked Journeys’ project.

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

Cukurova, Mutlu; Luckin, Rosemary and Kent, Carmel (2020). Impact of an Artificial Intelligence Research Frame on the Perceived Credibility of Educational Research Evidence. International Journal of Artificial Intelligence in Education, 30(2) pp. 205–235.

Dawadi, Saraswati (2020). Parental Involvement in National EFL Test Preparation. RELC Journal, 51(3) pp. 427–439.

Dawadi, Saraswati (2020). High-stakes test impact on student motivation to learn. European Journal of Educational & Social Sciences, 5(2) pp. 59–71.

Dawadi, Saraswati; Giri, Ram Ashish and Simkhada, Padam (2020). Impact of COVID-19 on the education sector in Nepal: Challenges and coping strategies. Advance: a SAGE preprints community

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

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

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

Ebner, Martin; Schön, Sandra; Atenas, Javiera; Havemann, Leo; Nascimbeni, Fabio and Neumann, Jan L (2020). Ressourcen und Werkzeuge für die Entwicklung einer OER-Policy an Hochschulen.
[Resources and tools for developing an OER policy in institutions of higher education].

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

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

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

Farrow, Robert and Mathers, Bryan (2020). Conceptualising Research Methodology for Doctoral Researchers in Open Education (with penguins). International Journal of Management and Applied Research, 7(3) pp. 349–359.

Farrow, Robert; Pitt, Rebecca and Weller, Martin (2020). Open Textbooks as an innovation route for open science pedagogy. Education for Information, 36(3) pp. 227–245.

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

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

Fominykh, Mikhail; Wild, Fridolin; Klamma, Ralf; Billinghurst, Mark; Costiner, Lisandra S.; Karsakov, Andrey; Mangina, Eleni; Molka-Danielsen, Judith; Pollock, Ian; Preda, Marius and Smolic, Aljosa (2020). Model Augmented Reality Curriculum. In: ITiCSE-WGR '20: Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education, ACM.

Fox, Alison; Charitonos, Koula; Baker, Sally; Moser-Mercer, Barbara and Jack, Victoria (2020). Ethics-in-practice in fragile contexts: research in education for displaced persons, refugees and asylum seekers. British Educational Research Journal, 46(4) pp. 829–847.

Fullagar, Simone; Petris, Sandra; Sargent, Julia; Allen, Stephanie; Aktar, Muhsina and Ozakinci, Gozde (2020). Action research with parkrun UK volunteer organisers to develop inclusive strategies. Health Promotion International, 35(5) pp. 1199–1209.

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

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

Gregson, Jon; Pitt, Beck and Seal, Timothy (2020). TIDE Digital Strategy Report.

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

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Player conceptualizations of creativity in digital entertainment games. Convergence: The International Journal of Research into New Media Technologies, 26(5-6) pp. 1226–1247.

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

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

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

Havemann, Leo; Atenas, Javiera and Neumann, Jan (2020). The Open Education policy registry: An open benchlearning tool. In: OER20: The care in openness, 1-2 Apr 2020, Online.

Heliot, YingFei; Mittelmeier, Jenna and Rienties, Bart (2020). Developing learning relationships in intercultural and multi-disciplinary environments: A mixed method investigation of management students’ experiences. Studies in Higher Education, 45(11) pp. 2356–2370.

Hempel-Jorgensen, Amelia; Swann, Joan; Plowright-Pepper, Linda; Cremin, Teresa; Safford, Kimberly; Mittelmeier, Jenna and Canning, Natalie (2020). Evaluation of Hackney Learning Trust's Reading Programmes.

Herodotou, Christothea; Muirhead, Dave K.; Aristeidou, Maria; Hole, Malcolm J.; Kelley, Simon; Scanlon, Eileen and Duffy, Marcus (2020). Blended and online learning: A comparative study of virtual microscopy in Higher Education. Interactive Learning Environments, 28(6) pp. 713–728.

Herodotou, Christothea; Rienties, Bart; Hlosta, Martin; Boroowa, Avinash; Mangafa, Chrysoula and Zdrahal, Zdenek (2020). The scalable implementation of predictive learning analytics at a distance learning university: Insights from a longitudinal case study. Internet and Higher Education, 45, article no. 100725.

Herodotou, Christothea; Aristeidou, Maria; Miller, Grant; Ballard, Heidi and Robinson, Lucy (2020). What Do We Know about Young Volunteers? An Exploratory Study of Participation in Zooniverse. Citizen Science: Theory and Practice, 5(1) pp. 1–14.

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

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

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

Herodotou, Christothea; Papathoma, Tina; Aristeidou, Maria; Miller, Grant; Ghadiri, Maryam; Lorke, Julia and Ballard, Heidi (2020). What do young volunteers learn from participation in online crowdsourced citizen science? Environmental science learning through Zooniverse. In: ECSA conference 2020, 7-10 Sep 2020, Trieste, Italy.

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

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

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

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

Iniesto, Francisco (2020). [Book Review] Open education: from OERs to MOOCs, edited by Mohamed Jemni and Mohamed Koutheair Khribi, Springer, 2016. Open Learning: The Journal of Open, Distance and e-Learning, 35(2) pp. 196–198.

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

Iniesto, Francisco; Coughlan, Tim; Lister, Kate and Holmes, Wayne (2020). Designing an Assistant for the Disclosure and Management of Information about Needs and Support: the ADMINS project. In: ASSETS '20: The 22nd International ACM SIGACCESS Conference on Computers and Accessibility, pp. 1–4.

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

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

Kent, Carmel and Cukurova, Mutlu (2020). Investigating Collaboration as a Process with Theory-driven Learning Analytics. Journal of Learning Analytics, 7(1) pp. 59–71.

Kent, Carmel and Rechavi, Amit (2020). Content-Structure Proxies for Remote Interactive Learning. In: Content Meets Structure - Integrating Different Perspectives on Social Networks (CoMeS), 28-30 Sep 2020, Heidelberg, Germany.

Kent, Carmel and Rechavi, Amit (2020). Deconstructing Online Social Learning: Network Analysis of the Creation, Consumption and Organization Types of Interaction. International Journal of Research & Method in Education, 43(1) pp. 16–37.

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

Koseoglu, Suzan; Bozkurt, Aras and Havemann, Leo (2020). [ODLAA launch webinar] Critical questions for open educational practices - Distance Education 41 (2) 2020 (Special Issue).

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

Kukulska-Hulme, Agnes (2020). Intelligent Assistants in Education: Capabilities and Limitations. In: 19th World Conference on Mobile, Blended and Seamless Learning (mLearn2020), mLearn Conference Proceedings, International Association for Mobile Learning, pp. 123–124.

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

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

Kukulska-Hulme, Agnes and Lee, Helen (2020). Intelligent assistants in language learning: an analysis of features and limitations. In: CALL for Widening Participation: Short Papers from EUROCALL 2020 (Frederiksen, Karen-Margrete; Larsen, Sanne; Bradley, Linda and Thouësny, Sylvie eds.), Research-publishing.net, pp. 172–176.

Lister, Kate; Coughlan, Tim; Iniesto, Francisco; Freear, Nick and Devine, Peter (2020). Accessible Conversational User Interfaces: Considerations for design. In: W4A '20: Proceedings of the 17th International Web for All Conference, article no. 5.

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Disability’ or ‘Additional study needs’? Identifying students’ language preferences in disability-related communications. European Journal of Special Needs Education, 35(5) pp. 620–635.

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

Lynch, Shrehan and Sargent, Julia (2020). Using the meaningful physical education features as a lens to view student experiences of democratic pedagogy in higher education. Physical Education and Sport Pedagogy, 25(6) pp. 629–642.

Masneri, Stefano; Dominguez, Ana; Wild, Fridolin; Pronk, Jeroen; Heintz, Matthias; Tiede, Jennifer; Nistor, Adina; Chiazzese, Giuseppe and Mangina, Eleni (2020). Work-in-progress—ARETE - An Interactive Educational System using Augmented Reality. In: 2020 6th International Conference of the Immersive Learning Research Network (iLRN), IEEE, pp. 283–286.

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

McFaul, Hugh; FitzGerald, Elizabeth; Ryan, Francine and Byrne, David (2020). A mobile app for public legal education: a case study of co-designing with students. Research in Learning Technology, 28, article no. 2434.

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

Neumann, Michelle and Herodotou, Christothea (2020). Evaluating YouTube videos for young children. Education and Information Technologies, 25(5) pp. 4459–4475.

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

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

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

Nguyen, Quan; Rienties, Bart and Whitelock, Denise (2020). A Mixed-Method Study of How Instructors Design for Learning in Online and Distance Education. Journal of Learning Analytics, 7(3) pp. 64–78.

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

Papathoma, Tina; Ferguson, Rebecca; Iniesto, Francisco; Rets, Irina; Vogiatzis, Dimitrios and Murphy, Victoria (2020). Guidance on how Learning at Scale can be made more accessible. In: Proceedings of the Seventh ACM Conference on Learning@ Scale, Aug 12-14, Georgia Tech, Atlanta, GA, pp. 289–292.

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

Perryman, Leigh-Anne (2020). Evaluating MOOCs' Long-Term Impact: A Theory of Change Approach. In: Mishra, Sanjaya and Panda, Santosh eds. Technology-Enabled Learning: Policy, Pedagogy and Practice. Perspectives on Open and Distance Learning. Vancouver, Canada: Commonwealth of Learning, pp. 143–164.

Pitt, Rebecca; Jordan, Katy; de los Arcos, Beatriz; Farrow, Robert and Weller, Martin (2020). Supporting open educational practices through open textbooks. Distance Education, 41(2) pp. 303–318.

Pratt-Taweh, S.; Jennewein, J.N.; Miller, A.E.; Robinson, L.D.; Burton, V; Ballard, H.L.; Ghadiri Khanaposhtani, M.; Lorke, J.; Wardlaw, J; Higgins, L.M.; Young, A.N.; Johnson, R.F.; Herodotou, Christothea; Aristeidou, Maria; Miller, G.; Sanghera, H.; Benavides-Lahnstein, A.I. and Ismail, N. (2020). Perspectives on a researcher-practitioner partnership: Our role as practitioner researchers studying youth learning through participation in NHM-led citizen science. In: European Citizen Science Association, 9-11 Sep 2020, Trieste, Italy.

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

Raffaghelli, Juliana; Atenas, Javiera and Havemann, Leo (2020). Open Data as driver of critical data literacies in Higher Education. In: OER20: The care in openness, 1-2 Apr 2020, Online.

Rets, Irina (2020). What if ‘eye’ find it too difficult? English L2 users’ response to text simplification. In: SIG27: Sharpening the facets of online measures: Research at the cutting edge, 14 Dec - 16 Dec 2020, [Online].

Rets, Irina; Rienties, Bart and Lewis, Timothy (2020). Transforming pre-service teacher education through Virtual Exchange: a mixed-method analysis of perceived TPACK development. Interactive Learning Environments, 31(3) pp. 1229–1241.

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

Rienties, Bart; Olney, Tom; Nichols, Mark and Herodotou, Christothea (2020). Effective usage of Learning Analytics: What do practitioners want and where should distance learning institutions be going? Open Learning: The Journal of Open, Distance and e-learning, 35(2) pp. 178–195.

Rienties, Bart and Hosein, Anesa (2020). Complex Transitions of Early Career Academics (ECA): A Mixed Method Study of With Whom ECA Develop and Maintain New Networks. Frontiers in Education, 5, article no. 137.

Rienties, Bart; Køhler Simonsen, Henrik and Herodotou, Christothea (2020). Defining the boundaries between Artificial Intelligence in Education, Computer-Supported Collaborative Learning, Educational Data Mining, and Learning Analytics: A Need for Coherence. Frontiers in Education, 5, article no. 128.

Rizvi, Saman; Rienties, Bart; Rogaten, Jekaterina and Kizilcec, René F. (2020). Investigating Variation in Learning Processes in a FutureLearn MOOC. Journal of Computing in Higher Education pp. 162–181.

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

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

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

Sargent, Julia (2020). [Book Review] Debates in physical education. Curriculum Studies in Health and Physical Education, 11(3) pp. 282–284.

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

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

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

Secretan, Joshua; Wild, Fridolin and Guest, William (2020). Learning Analytics in Augmented Reality. In: Proceedings of 2019 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), IEEE Asia Pacific, Singapore, article no. 20073739.

Sher, Noa; Kent, Carmel and Rafaeli, Sheizaf (2020). How ‘Networked’ are Online Collaborative Concept-Maps? Introducing Metrics for Quantifying and Comparing the ‘Networkedness’ of Collaboratively Constructed Content. Education Sciences, 10(10), article no. 267.

Sher, Noa; Kent, Carmel and Rafaeli, Sheizf (2020). Creativity is Connecting Things: The Role of Network Topology in Fostering Collective Creativity in Multi-Participant Asynchronous Online Discussions. In: Proceedings of the 53rd Annual Hawaii International Conference on System Sciences (Bui, Tung X. ed.), HICSS Conference Office, University of Hawaii at Manoa, Honolulu, Hawaii.

Tempelaar, D.; Rienties, Bart and Nguyen, Quan (2020). Individual differences in the preference for worked examples: lessons from an application of dispositional learning analytics. Applied Cognitive Psychology, 34(4) pp. 890–905.

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

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

Tempelaar, Dirk T.; Rienties, Bart and Nguyen, Quan (2020). Feedback Preferences of Students Learning in a Blended Environment: Worked Examples, Tutored and Untutored Problem-Solving. In: Computer Supported Education. CSEDU 2019. Communications in Computer and Information Science, vol 1220 (Lane, H. C.; Zvacek, S. and Uhomoibhi, J. eds.), pp. 51–70.

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

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

Viberg, Olga; Wasson, Barbara and Kukulska-Hulme, Agnes (2020). Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework. Australasian Journal of Educational Technology, 36(6) pp. 34–52.

Wardlaw, J.; Ballard, H.; Robinson, L.; Johnson, R.; Young, A.; Higgins, L.; Herodotou, Christothea; Lorke, J.; Ghadiri Khanaposhtani, M.; Miller, G.; Pratt-Taweh, S.; Jennewein, J.; Aristeidou, Maria; Burton, V; Papathoma, T. and Miller, G. (2020). Partnering science education research and citizen science practice: lessons from using a design-based research approach in the informal learning setting of natural history museums. In: ECSA conference 2020, 7-10 Sep 2020, Trieste, Italy.

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

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

Weller, Martin; Pitt, Rebecca; Iniesto, Francisco and Farrow, Robert (2020). GO-GN Annual Review 2020.

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

Wild, Fridolin; Perey, Christine; Hensen, Benedikt and Klamma, Ralf (2020). IEEE Standard for Augmented Reality Learning Experience Models. In: 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), IEEE.

Wolfenden, Freda; Adinolfi, Lina and Cross, Simon (2020). Exploring open digital badges in teacher education: a case study from India. Journal of Learning for Development - JL4D, 7(1) pp. 108–115.

Xue, Lina; Rienties, Bart; Van Petegem, Wim and Van Wieringen, Astrid (2020). Learning relations of knowledge transfer (KT) and knowledge integration (KI) of doctoral students during online interdisciplinary training: an exploratory study. Higher Education Research & Development, 39(6) pp. 1290–1307.

2019To Top

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

Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. (2019). Mixed Methods Social Network Analysis: Theories and Methodologies in Learning and Education. London: Routledge.

Littlejohn, Allison; Jaidmark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke eds. (2019). Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. Research in Networked Learning. Cham: Springer.

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

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

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

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

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

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

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

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

Bossu, Carina (2019). Getting Recognised: Accrediting and Promoting Professional Learning in Distance Education. In: 28th ICDE World Conference on Online Learning, 3-7 Nov 2019, Dublin, Ireland.

Bossu, Carina; Pete, Judith; Prinsloo, Paul and Agbu, Jane-Frances (2019). How to Tame a Dragon: Scoping Diversity, Inclusion and Equity in the Context of an OER Project. In: Ninth Pan-Commonwealth Forum (PCF9) on Open Learning, 9-12 Sep 2019, Edinburgh, Scotland, UK.

Boulton, Chris A.; Hughes, Emily; Kent, Carmel; Smith, Joanne R. and Williams, Hywel T. P. (2019). Student engagement and wellbeing over time at a higher education institution. PLoS ONE, 14(11), article no. e0225770.

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

Charitonos, Koula; Witthaus, Gabi; Kukulska-Hulme, Agnes and Anastopoulou, Stamatina (2019). Evaluation of the Frontline Immigration Advice Project.

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

Charitonos, Koula (2019). Crossing over settings, practices and experiences: connecting learning in museums and classrooms. In: Looi, Chee-Kit; Wong, Lung-Hsiang; Glahn, Christian and Cai, Su eds. Seamless Learning: Perspectives, Challenges and Opportunities. Springer, pp. 111–137.

Charitonos, Koula and Littlejohn, Allison (2019). Ways of working in uncertain times: a Teaching and Learning Framework development within a large-scale transformation programme on digital innovation in Higher Education. In: CSCL2019 Workshop “Theories and Methods for Researching Interdisciplinary Learning”, 17-21 Jun 2019, Lyon, France.

Charitonos, Koula; Littlejohn, Allison; Kaatrakoski, Heli; Fox, Alison; Chaudhari, Vasudha; Seal, Timothy and Tegama, Natalie (2019). Technology-supported Capacity Building on AMR Surveillance: Findings from the Pilot Phase.

Charitonos, Koula; Littlejohn, Allison and Seal, Timothy (2019). Emerging directions in research on laboratory capacity strengthening for drug resistant infections in low-and-middle-income countries. In: EARLI 2019, 12-16 Aug 2019, Aachen, Germany.

Chaudhari, Vasudha; Murphy, Vicky and Littlejohn, Allison (2019). The Educational Intelligent Economy – Lifelong Learning – A vision for the future. In: Jules, Tavis D. and Salajan, Florin D. eds. The Educational Intelligent Economy: Artificial Intelligence, Machine Learning and the Internet of Things in Education. International Perspectives on Education and Society, 38. Emerald, pp. 109–126.

Clow, Doug; Coughlan, Tim; Cross, Simon; Edwards, Chris; Gaved, Mark; Herodotou, Christothea; Nguyen, Quan; Rienties, Bart; Thorne, Sam and Ullmann, Thomas (2019). Scholarly insight Winter 2019: a Data wrangler perspective.

Cortinovis, Renato Mario; Mikroyannidis, Alexander; Domingue, John; Mulholland, Paul and Farrow, Robert (2019). Supporting the discoverability of open educational resources. Education and Information Technologies, 24(5) pp. 3129–3161.

Coughlan, Tim and Goff, Jenny (2019). Creating Open Online Courses with Learner Representative Partners to Widen Participation in Higher Education. Journal of Learning for Development - JL4D, 6(2) pp. 143–159.

Coughlan, Tim; Lister, Kate and Freear, Nick (2019). Our Journey: Designing and utilising a tool to support students to represent their study journeys. In: Proceedings of the 13th Annual International Technology, Education and Development Conference (INTED) 2019 pp. 3140–3147.

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Foundations. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 51–73.

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Futures. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 75–91.

Coughlan, Tim; Pitt, Beck and Farrow, Rob (2019). Forms of Innovation Inspired by Open Educational Resources: A Post-Project Analysis. Open Learning: The Journal of Open, Distance and e-learning, 34(2) pp. 156–175.

Cross, Simon (2019). How handheld devices transform, augment and reinforce university students' study habits: emerging themes from a three-year study. In: EDULEARN19 Proceedings pp. 6028–6034.

Cross, Simon (2019). Using VLEs to offer higher education students choice and differentiation in learning activities: Micro-pathway Learning Design implementation and opportunities. In: European Conference on e-Learning, ACPI.

Cross, Simon; Adinolfi, Lina and Wolfenden, Freda (2019). TESS-India: An approach to supporting teacher development and improving classroom practice.

Cross, Simon; Sharples, Mike; Healing, Graham and Ellis, Jim (2019). Distance Learners’ Use of Handheld Technologies: Mobile Learning Activity, Changing Study Habits, and the ‘Place’ of Anywhere Learning. International Review of Research in Open and Distributed Learning, 20(2) pp. 223–241.

Cukurova, Mutlu; Kent, Carmel and Luckin, Rosemary (2019). Artificial intelligence and multimodal data in the service of human decision-making: A case study in debate tutoring. British Journal of Educational Technology, 50(6) pp. 3032–3046.

Cukurova, Mutlu; Kent, Carmel and Luckin, Rosemary (2019). The value of multimodal data in classification of social and emotional aspects of tutoring. In: International Conference on Artificial Intelligence in Education -- AIED 2019: Artificial Intelligence in Education, 25-29 Jun 2019, Chicago, IL, Springer, pp. 46–51.

Dalsgaard, Annette; Chaudhari, Vasudha and Littlejohn, Allison (2019). Professional learning in open networks: How midwives self-regulate their learning in Massive Open Online Courses. In: Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke eds. Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. Research in Networked Learning. Springer, pp. 15–36.

Dawadi, Saraswati (2019). Effects of task repetition on EFL oral performance. ITL - International Journal of Applied Linguistics, 170(1) pp. 3–23.

Dawadi, Saraswati (2019). Roles of Planning and Tasks in EFL Performance. TESL-EJ, 24(2), article no. 8.

Dawadi, Saraswati (2019). Students’ and parents’ attitudes towards the SEE English test. Journal of NELTA, 24(1-2) pp. 1–16.

de Waard, I. and Kukulska-Hulme, A. (2019). Learners Self-directing Learning in FutureLearn MOOCs: A Learner-Centered Study. In: Transforming Learning with Meaningful Technologies. EC-TEL 2019. (Scheffel, M; Broisin, J; Pammer-Schindler, V; Ioannou, A and Schneider, J eds.), Lecture Notes in Computer Science, Vol 11722, Springer, Cham, pp. 127–141.

Edwards, Chris and Gaved, Mark (2019). Analysing student study choices to qualification: which study routes are best? In: ALT Annual Conference 2019, 3-5 Sep 2019, Edinburgh.

Edwards, Chris; Whitelock, Denise; Brouns, Francis; Rodríguez, M. Elena; Okada, Alexandra; Baneres, David and Holmes, Wayne (2019). An embedded approach to plagiarism detection using the TeSLA e-authentication system. In: TEA 2018 Technology Enhanced Assessment Conference, 10-11 Dec 2018, Amsterdam, the Netherlands.

Edwards, Chris; Whitelock, Denise and Okada, Alexandra (2019). Did you really do this? E-authentication raising confidence in e-assessment. In: 9th Pan-Commonwealth Forum on Open Learning - Innovations for Quality Education and Lifelong Learning (PCF9), 9-12 Sep 2019, Edinburgh, Scotland.

Farrow, Robert (2019). Rethinking the role of the academy: cognitive authority in the age of post-truth. Teaching in Higher Education, 24(3) pp. 272–287.

Farrow, Robert (2019). Massive Open Online Courses for Employability, Innovation and Entrepreneurship: a Rapid Assessment of Evidence.

Farrow, Robert (2019). [Book review] The cynical educator. British Journal of Educational Studies, 67(1) pp. 134–136.

Farrow, Robert (2019). Bringing Learning to Life: Evaluation of Everyday Skills in maths and English. In: Open Education 2019, 30 Oct 2019-1 Nov 2019, Phoenix, AZ.

Ferguson, Rebecca (2019). [Book Review] Reconceptualising learning in the digital age: The [un]democratising potential of MOOCs by Allison Littlejohn and Nina Hood, Springer, 2018. Postdigital Science and Education, 1(2) pp. 569–572.

Ferguson, Rebecca (2019). Pedagogical Innovations for Technology-Enabled Learning.

Ferguson, Rebecca (2019). Ethical Challenges for Learning Analytics. Journal of Learning Analytics, 6(3) pp. 25–30.

Ferguson, Rebecca (2019). Teaching and Learning at Scale: Futures. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity Press, pp. 33–50.

Ferguson, Rebecca; Clow, Doug; Griffiths, Dai and Brasher, Andrew (2019). Moving Forward with Learning Analytics: Expert Views. Journal of Learning Analytics, 6(3) pp. 43–59.

Ferguson, Rebecca; Coughlan, Tim; Egelandsdal, Kjetil; Gaved, Mark; Herodotou, Christothea; Hillaire, Garron; Jones, Derek; Jowers, Iestyn; Kukulska-Hulme, Agnes; McAndrew, Patrick; Misiejuk, Kamila; Ness, Ingun Johanna; Rienties, Bart; Scanlon, Eileen; Sharples, Mike; Wasson, Barbara; Weller, Martin and Whitelock, Denise (2019). Innovating Pedagogy 2019: Open University Innovation Report 7.

Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. (2019). Educational visions: The lessons from 40 years of innovation. London: Ubiquity Press.

FitzGerald, Elizabeth; Adams, Anne; Bektik, Duygu; Bossu, Carina; Clough, Gill; Ismail, Nashwa and Sargent, Julia (2019). Tools and Technologies for Advancing Professional Development. In: CALRG Annual Conference 2019, 17-18 Jun 2019, The Open University, Milton Keynes.

Froehlich, Dominik; Rehm, Martin and Rienties, Bart (2019). Reviewing mixed methods approaches using Social Network Analysis for learning and education. In: Peña-Ayala, A. ed. Educational Networking: A Novel Discipline for Improved Learning Based on Social Networks. Lecture Notes in Social Networks. Heidelberg: Springer.

Gaved, Mark; Calderón Lüning, Elizabeth; Unteidig, Andreas; Davies, Gareth and Stevens, James (2019). Power, roles and adding value: reflecting on the challenges of bridging across research and action on an international community networking project. In: Proceedings of the 17th CIRN Conference 2019, Monash University, Prato, Italy.

Goshtasbpour, Fereshte (2019). Exploring Instructor Contributions to Discussions in Massive Open Online Courses (MOOCs). Doctor of Philosophy (PhD) thesis University of Leeds.

Goshtasbpour, Fereshte (2019). Exploring instructors’ contributions to Massive Open Online Courses.

Gregson, Jon; Pitt, Rebecca and Seal, Timothy (2019). Developing a Digital Strategy for Distance Education in Myanmar. In: Pan-Commonwealth Forum 9 (PCF9), 2019, Commonwealth of Learning.

Harris, Alma; Jones, Michelle; Ismail, Nashwa and Nguyen, Dong (2019). Middle leaders and middle leadership in schools: exploring the knowledge base (2003–2017). School Leadership & Management, 39(3-4) pp. 255–277.

Havemann, Leo (2019). Researching the registry: establishing an open education policy dataset. In: OEGlobal 2019, 26-28 Nov 2019, Milan.

Havemann, Leo; Charles, Elizabeth; Sherman, Sarah; Rodgers, Scott and Barros, Joana (2019). A multitude of modes: considering ‘blended learning’ in context. In: CDE RIDE conference 2019, 15 Mar 2019, London.

Havemann, Leo; Neumann, Jan and Atenas, Javiera (2019). Fostering policy making in Open Education: The OER policy registry. In: ALT Online Winter Conference 2019, 11-12 Dec 2019, Online.

Herodotou, Christothea; Hlosta, Martin; Boroowa, Avinash; Rienties, Bart; Zdrahal, Zdenek and Mangafa, Chrysoula (2019). Empowering online teachers through predictive learning analytics. British Journal of Educational Technology, 50(6) pp. 3064–3079.

Herodotou, Christothea; Rienties, Bart; Boroowa, Avinash; Zdrahal, Zdenek and Hlosta, Martin (2019). A large-scale implementation of Predictive Learning Analytics in Higher Education: the teachers' role and perspective. Educational Technology Research and Development, 67(5) pp. 1273–1306.

Herodotou, Christothea; Rienties, Bart; Verdin, Barry and Boroowa, Avinash (2019). Predictive learning analytics ‘at scale’: Guidelines to successful implementation in Higher Education based on the case of the Open University UK. Journal of Learning Analytics, 6(1) pp. 85–95.

Herodotou, Christothea; Scanlon, Eileen and Whitelock, Denise (2019). STEM Learning: Futures. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational Visions: Lessons from 40 years of innovation. London: Ubiquity Press, pp. 139–150.

Herodotou, Christothea; Sharples, Mike; Gaved, Mark; Kukulska-Hulme, Agnes; Rienties, Bart; Scanlon, Eileen and Whitelock, Denise (2019). Innovative Pedagogies of the Future: An Evidence-Based Selection. Frontiers in Education, 4, article no. 113.

Hillaire, Garron; Iniesto, Francisco and Rienties, Bart (2019). Humanising Text-to-Speech Through Emotional Expression in Online Courses. Journal of Interactive Media in Education, 1, article no. 12.

Holmes, Wayne and Anastopoulou, Stamatina (2019). What do students at distance universities think about AI? In: Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale - L@S '19, ACM Press, New York, NY, USA, article no. 45.

Holmes, Wayne; Bektik, Duygu; Woolf, Beverly and Luckin, Rose (2019). Ethics in AIED: Who cares? In: 20th International Conference on Artificial Intelligence in Education (AIED'19), 25-29 Jun 2019, Chicago.

Holmes, Wayne; Bialik, Maya and Fadel, Charles (2019). Artificial Intelligence In Education: Promises and Implications for Teaching and Learning. Boston, MA: Center for Curriculum Redesign.

Holmes, Wayne; Iniesto, Francisco; Sharples, Mike and Scanlon, Eileen (2019). ETHICS in AIED: Who Cares? An EC-TEL workshop. In: EC-TEL 2019 Fourteenth European Conference on Technology Enhanced Learning, 16-19 Sep 2019, Delft (Netherlands).

Holmes, Wayne; Nguyen, Quan; Zhang, Jingjing; Mavrikis, Manolis and Rienties, Bart (2019). Learning analytics for learning design in online distance learning. Distance Education, 40(3) pp. 309–329.

Iacovides, Ioanna; Cox, Anna; Furniss, Dominic; Stawarz, Katarzyna; Jennett, Charlene and Adams, Anne (2019). Supporting engagement in research through a game design competition. Research for All, 3(1) pp. 25–41.

Iniesto, Francisco (2019). [Book Review] Reconceptualising Learning in the Digital Age: The [Un] democratising Potential of MOOCs by A. Littlejohn and N. Hood (2018), Springer. Journal of Interactive Media in Education, 2019(1), article no. 6.

Iniesto, Francisco (2019). Designing accessible Massive Open Online Courses (MOOCs): the stakeholders perspective. In: BERA Annual Conference 2019, 10-12 Sep 2019, University of Manchester.

Iniesto, Francisco (2019). Understanding the design of MOOCs for ESL learners: language as an enabler or barrier to learning. In: International Conference: MOOCs, language learning and mobility, 25-26 Oct 2019, Milton Keynes.

Iniesto, Francisco (2019). [Book review] Innovando la docencia desde la formación del profesorado. Propuestas y realidades. Ed. by Carlos Monge López and Patricia Gómez Hernández. Innovación Educativa(29) pp. 199–200.

Iniesto, Francisco; Hillaire, Garron and Mittelmeier, Jenna (2019). [Editorial] Special Collection on Doctoral Research: Learning in an Open World. Journal of Interactive Media in Education, 2019(1), article no. 8.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2019). Auditing the accessibility of MOOCs: a four-component approach. In: EC-TEL 2019: Transforming Learning with Meaningful Technologies, Springer, 11722 pp. 650–654.

Iniesto, Francisco and Rodrigo, Covadonga (2019). YourMOOC4all: a recommender system for MOOCs based on collaborative filtering implementing UDL. In: EC-TEL 2019: Transforming Learning with Meaningful Technologies, Springer, 11722 pp. 746–750.

Iniesto, Francisco; Rodrigo, Covadonga and Hillaire, Garron (2019). Applying UDL Principles in an Inclusive Design Project Based on MOOCs Reviews. In: Gronseth, Susie and Dalton, Elizabeth Dalton eds. Universal access through inclusive instructional design: International perspectives on UDL. New York: Routledge, pp. 197–207.

Ismail, Nashwa and Kinchin, Gary (2019). Can Online Collaborative Works Offer a Solution to the Over Crowded Classes in Egyptian Universities? International Journal of Management and Applied Research, 6(2) pp. 48–67.

Ismail, Nashwa; Thammajinda, On-Anong and Thongpanya, Ubon (2019). Identifying Game Variables from Students' Surveys for Prototyping Game for Learning. In: International Journal of Educational and Pedagogical Sciences, 13(5).

Johnson Drew, Liz and Havemann, Leo (2019). They’re Not Going to Give it to You. In: OER19: Recentering Open, 10-11 Apr 2019, National University of Ireland, Galway.

Jones, Ann; Rienties, Bart and Blake, Canan (2019). Evidence-based Learning: Foundations. In: Ferguson, Amy; Jones, Ann and Scanlon, Eileen eds. Educational Visions: The lessons from 40 years of innovation. London: Ubiquity Press, pp. 93–108.

Jones, Ann; Scanlon, Eileen and Ferguson, Rebecca (2019). Introduction. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational Visions: Lessons from 40 years of innovation. London: Ubiquity Press, pp. 1–12.

Jordan, Katy (2019). From Social Networks to Publishing Platforms: A Review of the History and Scholarship of Academic Social Network Sites. Frontiers in Education, 6, article no. 5.

Jordan, Katy (2019). Separating and merging professional and personal selves online: the structure and processes which shape academics’ ego-networks on academic social networking sites and Twitter. Journal of the Association for Information Science and Technology, 70(8) pp. 830–842.

Jordan, Katy (2019). From finding a niche to circumventing institutional constraints: Examining the links between academics’ online networking, institutional roles, and identity-trajectory. The International Review of Research in Open and Distributed Learning, 20(2) pp. 96–112.

Kali, Yael; Tabak, Iris; Ben-Zvi, Dani; Hoadley, Christopher; Abramsky, Hava; Angel, Dror; Aridor, Keren; Atias, Osnat; Baram-Tsabari, Ayelet; Benichou, Maya; Golan, Oren; Golumbic, Yaela N.; Hod, Yotam; Kent, Carmel; Kidron, Adi; Manor, Hana; Mishol-Shauli, Nakhi; Pion, Carmit; Rafaeli, Sheizaf; Rechavi, Amit; Shacham, Maika; Schejter, Amit; Tirosh, Noam; Weiss, Patrice L. and Zuckerman, Oren (2019). A wide lens on learning in a networked society: What can we learn by synthesizing multiple research perspectives? In: Computer-Supported Collaborative Learning Conference, CSCL 2019, 17-21 Jun 2019, Lyon, France.

Kear, Karen; Smith, Andrew; Donelan, Helen; Mikroyannidis, Alexander; Jones, Allan; Rosewell, Jonathan; Wermelinger, Michel; Connolly, Teresa; Sanders, Chris; Peasgood, Alice; Williams, Judith; Moss, Nicky and Third, Allan (2019). An Open Networking Lab for practical open education. In: OER19: Recentering Open, 10-11 Apr 2019, National University of Ireland, Galway.

Kent, Carmel; Rechavi, A. and Rafaeli, S. (2019). Networked Learning Analytics: A Theoretically Informed Methodology for Analytics of Collaborative Learning. In: Kali, Y.; Baram-Tsabary, A. and Schejter, A. eds. Learning In a Networked Society. Computer-Supported Collaborative Learning Series, 17. Cham: Springer, pp. 145–175.

Kent, Carmel; Rechavi, Amit and Rafaeli, Sheizaf (2019). The Relationship Between Offline Social Capital and Online Learning Interactions. International Journal of Communication, 13 pp. 1186–1211.

Kent, Carmel; Rechavi, Amit and Rafaeli, Sheizaf (2019). A theoretically informed methodology for analytics of collaborative learning - A poster. In: CSCL 2019, 17-21 Jun 2019, Lyon, France.

Korir, Maina; Mittelmeier, Jenna and Rienties, Bart C. (2019). Is Mixed Methods Social Network Analysis Ethical? In: Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. Mixed Methods Approaches to Social Network Analysis. Routledge.

Kruger, M.; Aal, K.; Bustamante, A.; Tachtler, F.M.; Talhouk, R.; Fisher, K.; Yafi, E.; Charitonos, Koula and Wulf, V. (2019). Technology at/of the border: a workshop about stories and experiences. In: ACM Communities & Technologies 2019, 3-4 Jun 2019, Vienna, pp. 336–342.

Kuhn, Caroline; Havemann, Leo; Kozeoglu, Suzan; Bozkurt, Aras and Watling, Sue (2019). Recentering open for those at the margins: three lenses on lurking. In: OER19: Recentering Open, 10-11 Apr 2019, Galway, Ireland.

Kukulska-Hulme, Agnes (2019). Mobile Language Learning Innovation Inspired by Migrants. Journal of Learning for Development - JL4D, 6(2) pp. 116–129.

Kukulska-Hulme, Agnes (2019). Intelligent assistants in language learning: friends or foes? In: Proceedings of World Conference on Mobile and Contextual Learning 2019 (Glahn, Christian; Power, Rob and Tan, Esther eds.), IAmLearn: World Conference on Mobile and Contextual Learning, LearnTechLib, pp. 127–131.

Kukulska-Hulme, Agnes (2019). Assistance for Mobile Language Learners. In: Proceedings of 10th International Conference on e-Learning (Trebinjac, Bojana and Jovanović, Slobodan eds.), Belgrade Metropolitan University, Belgrade, pp. 9–11.

Kukulska-Hulme, Agnes and Traxler, John (2019). Design principles for learning with mobile devices. In: Beetham, Helen and Sharpe, Rhona eds. Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. 3rd edition. Routledge, pp. 181–196.

Lee, Helen; Hampel, Regine and Kukulska-Hulme, Agnes (2019). Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices. System, 81 pp. 26–38.

Lister, Katharine; McPherson, Elaine; Coughlan, Tim; Gallen, Anne-Marie and Pearson, Victoria (2019). Towards Inclusive Language: Exploring student-led approaches to talking about disability-related study needs. In: Proceedings of the 12th annual International Conference of Education, Research and Innovation (ICERI 2019), IATED pp. 1444–1453.

Littlejohn, Allison; Charitonos, Koula and Kaatrakoski, Heli (2019). The Role of Professional Learning in Addressing Global Challenges: Tensions and Innovations Associated With AMR. Frontiers in Education, 4, article no. 112.

Littlejohn, Allison; Charitonos, Koula; Kaatrakoski, Heli and Seal, Timothy (2019). Professional Learning to Tackle Global Development Challenges. In: Pan-commonwealth Forum 2019, 9-12 Sep 2019, Edinburgh.

Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke (2019). Networked Professional Learning: An Introduction. In: Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke eds. Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. Research in Networked Learning. Springer, pp. 1–11.

Lorke, Julia; Ballard, Heidi L.; Aristeidou, Maria; Herodotou, Christothea; Ghadiri, Maryam; Swanson, Rebecca D. and Robinson, Lucy D. (2019). “Don’t step on the volcanoes!” – Developing Environmental Science Agency through participation in Museum-Led Citizen Science Projects. In: The beauty and pleasure of understanding: engaging with contemporary challenges through science education (Proceeding of ESERA 2019), 26-30 Aug 2019, Bologna, Italy.

Madge, Clare; Breines, Markus Roos; Dalu, Mwazvita Tapiwa Beatrice; Gunter, Ashley; Mittelmeier, Jenna; Prinsloo, Paul and Raghuram, Parvati (2019). WhatsApp use among African international distance education (IDE) students: transferring, translating and transforming educational experiences. Learning, Media and Technology, 44(3) pp. 267–282.

Martins, Maria João; Reis Marques, Tiago; Laíns, Inês; Leal, Inês; Pessanha, Inês; Brochado, Bruno; Oliveira Santos, Manuel; Pinto Teixeira, Pedro; Fernandes, Diogo Hipólito; Silva, João Carlos; Sampaio, Filipa Almeida; Brandão, Mariana; Morais, Inês; Laranjinha, Inês; Teixeira, Nelson; Fernandes, Tiago; Carneiro, Diogo; Calvão, Joana; Pratas, Miguel; Palmela, Carolina; Lima, António; Pires, Guilherme; Reis, Joel; Raimundo, Miguel; Afonso, Raquel Rocha; Costa e Silva, Miguel; Quintas, Catarina; Rodrigues, Tiago M.; Coelho, Nuno Henriques; Ramos, Sónia Afonso; Policiano, Catarina; Rato, Catarina; Faria, Daniel Candeias; Lopes, Alice; Rodrigues, Joana Ramos; Ferreira, Afonso Nunes; Costeira, Filipa de Sousa; Marques, Renata; Cordeiro, Hugo and Richardson, John T. E. (2019). The National Student Survey: validation in Portuguese medical students. Assessment & Evaluation in Higher Education, 44(1) pp. 66–79.

Mittelmeier, Jenna; Rienties, Bart; Rogaten, Jekaterina; Gunter, Ashley and Raghuram, Parvati (2019). Internationalisation at a Distance and at Home: Academic and social adjustment in a South African distance learning context. International Journal of Intercultural Relations, 72 pp. 1–12.

Mittelmeier, Jenna; Rogaten, Jekaterina; Sachikonye, Mwazvita; Gunter, Ashley; Prinsloo, Paul and Rienties, Bart (2019). Understanding the adjustment of first-year distance education students in South Africa: Factors that impact students' experiences. The International Review of Research in Open and Distributed Learning, 20(3)

Mohan, Giles; Taylor, Faye and Charitonos, Koula (2019). Online, Blended and Distance Learning for Education in Fragile Contexts. In: PanCommonwealth Forum PCF9, 9-12 Sep 2019, Edinburgh.

Murphy, Victoria; Littlejohn, Allison and Rienties, Bart C. (2019). Social network analysis and activity theory: A symbiotic relationship. In: Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. Mixed methods social network analysis: Theories and methodologies in learning and education. London, United Kingdom: Routledge, pp. 113–125.

Murphy, Victoria L.; Littlejohn, Allison; Rienties, Bart and King, Stuart (2019). Reflecting on incidents: Barriers and tactics. Petroleum Review pp. 30–31.

Öbeg, Lena-Maria; Nyströ, Christina Amcoff; Littlejohn, Allison and Vrieling-Teunter, Emmy (2019). Communities of Inquiry in crisis management exercises. In: Littlejohn, Allison; Jaidmark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke eds. Networked Professional Learning Emerging and Equitable Discourses for Professional Development. Research in Networked Learning. Springer, pp. 55–68.

Okada, Alexandra; Noguera, Ingrid; Aleksieva, Lyubka; Rozeva, Anna; Kocdar, Serpil; Brouns, Francis; Whitelock, Denise and Guerrero-Roldán, Ana-Elena (2019). Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education. British Journal of Educational Technology, 50(6) pp. 3264–3282.

Okada, Alexandra and Whitelock, Denise (2019). Academic Integrity through e-authentication and authorship verification for e-assessment: impact study. In: 7th International Assessment in Higher Education Conference, 2 Jul 2019, Manchester UK.

Okada, Alexandra and Whitelock, Denise (2019). An Evaluation Methodology Applied to Trust-Based Adapted Systems for e-Assessment: Connecting Responsible Research and Innovation with a Human-Centred Design Approach. In: Besora, David; Guerrero Roldán, Ana Elena and Rodríguez González, M. Elena eds. Engineering Data-Driven Adaptive Trust-based e-Assessment System: Challenges and Infrastructure Solutions. Lecture Notes on Data Engineering and Communications Technologies, 34. Springer, pp. 239–265.

Okada, Alexandra; Whitelock, Denise; Holmes, Wayne and Edwards, Chris (2019). e-Authentication for online assessment: A mixed-method study. British Journal of Educational Technology, 50(2) pp. 861–875.

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

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

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

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

Perryman, Leigh-Anne (2019). Evaluating Long-term MOOC Impact: A Case Study of TEL MOOC. In: Pan-Commonwealth Forum 9 (PCF9), 2019, 9-12 Sep 2019, Edinburgh, Commonwealth of Learning.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Sher, N.; Rafaeli, S. and Kent, Carmel (2019). Linking as collective thinking? Participant content linking as a means of organizing knowledge meaningfully in online discussions. In: TMS 2019 - Technology, Mind and Society, 3-5 Oct 2019, Washington, DC.

Shrestha, Sagun (2019). A SUCCESS STORY CONFERENCE: WHAT, WHY AND HOW? ELTED, 22 pp. 60–65.

Shrestha, Sagun and Harrison, Tilly (2019). Using Machinima as Teaching and Learning Materials: A Nepalese Case Study. International Journal of Computer-Assisted Language Learning and Teaching, 9(2) pp. 37–52.

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

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

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

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

Traxler, John; Timothy, Read; Kukulska-Hulme, Agnes and Barcena, Elena (2019). Paradoxical paradigm proposals - Learning languages in mobile societies. Argentinian Journal of Applied Linguistics (AJAL), 7(2) pp. 89–109.

Twiner, Alison; Coffin, Caroline; Littleton, Karen and Whitelock, Denise (2019). New approach to educational interaction: Sociocultural discourse analysis meets multimodal
analysis. In: European Association for Research on Learning and Instruction, 12-16 Aug 2019, Aachen, Germany.

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

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

Ullmann, Thomas Daniel (2019). Automated Analysis of Reflection in Writing: Validating Machine Learning Approaches. International Journal of Artificial Intelligence in Education, 29(2) pp. 217–257.

Weiser, Orli; Kalman, Yoram M.; Kent, Carmel and Ravid, Gilad (2019). Who is a data analyst? academia vs. industry. In: ILAIS 2019 SCE - 13th annual Israel Association for Information Systems conference, 24 Jun 2019, Tel Aviv University, Coller School of Management.

Weller, Martin; Farrow, Robert and Pitt, Rebecca (2019). GO-GN: Lessons in Building an Open Research Community. In: Pan Commonwealth Forum 9 (PCF9), 9-12 Sep 2019, Edinburgh, Scotland, Commonwealth of Learning.

Whitelock, Denise (2019). Editorial. Open Learning: The Journal of Open, Distance and e-learning, 34(2) pp. 135–138.

Whitelock, Denise (2019). Moving forward with both theory and practice. Open Learning: The Journal of Open, Distance and e-Learning, 34(3) pp. 219–220.

Zhang, Jingjing; Shan, Li; Mavrikis, Manolis; Holmes, Wayne; Ma, Ning and Gao, M (2019). Use of Feedback According to Students’ Affective State during Problem Solving. In: The 9th International Learning Analytics & Knowledge Conference: Innovative problem solving assessment with learning analytics, 4-8 Mar 2019, Tempe, Arizona, USA.

2018To Top

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Boulton, Chris A.; Kent, Carmel and Williams, Hywel T. P. (2018). Virtual learning environment engagement and learning outcomes at a 'bricks-and-mortar' university. Computers & Education, 126 pp. 129–142.

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

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

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

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

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

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

Chaudhari, Vasudha and Littlejohn, Allison (2018). Conducting Quantitative Ethnography in the Finance Sector.

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

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.

Coughlan, Tim and Lister, Katharine (2018). The accessibility of administrative processes: Assessing the impacts on students in higher education. In: Proceedings of the 15th International Cross-Disciplinary Conference on Web Accessibility (Web4All 2018), ACM Press, New York.

Cremin, Teresa; Flewitt, Rosie; Swann, Joan; Faulkner, Dorothy and Kucirkova, Natalia (2018). Storytelling and story-acting: co-construction in action. Journal of Early Childhood Research, 16(1) pp. 3–17.

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2018). Transforming classroom observation and professional development with 360-degree video and mobile VR. In: 8th Annual mEducation Alliance Symposium, 6-8 Nov 2018, Washington DC, USA.

Curtis, Vickie (2018). Patterns of Participation and Motivation in Folding@home: The Contribution of Hardware Enthusiasts and Overclockers. Citizen Science: Theory and Practice, 3(1) pp. 1–14.

Curtis, Vickie (2018). Online Citizen Science and the Widening of Academia: Distributed Engagement with Research and Knowledge Production. Palgrave Studies in Alternative Education. Cham, Switzerland: Palgrave Macmillan.

Davies, Gareth; Gaved, Mark; Charitonos, Koula; McAndrew, Patrick; Jones, Ann and Scanlon, Eileen (2018). Comparative evaluation of the MAZI pilots (version 3).

Davies, Gareth; Gaved, Mark; Charitonos, Koula; McAndrew, Patrick; Jones, Ann and Scanlon, Eileen (2018). D3.10 Comparative study of the MAZI pilots (version 3).

Davies, Gareth; Gaved, Mark; McAndrew, Patrick; Jones, Ann; Scanlon, Eileen; Hausel, Katalin and Apostol, Ileana (2018). D3.9 Comparative evaluation of the MAZI pilots (version 2).

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

Dawadi, Saraswati and Shrestha, Prithvi N. (2018). Construct validity of the Nepalese school leaving English reading test. Educational Assessment, 23(2) pp. 102–120.

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

de los Arcos, Beatriz and Weller, Martin (2018). A Tale of Two Globes: Exploring the North/South Divide in Engagement with Open Educational Resources. In: Schöpfel, Joachim and Herb, Ulrich eds. Open Divide: Critical Studies on Open Access. Sacramento, CA: Litwin Books, pp. 147–155.

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

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

Edwards, Chris; Holmes, Wayne; Whitelock, Denise and Okada, Ale (2018). Student Trust in e-Authentication. In: L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale, ACM, New York, article no. 42.

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

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

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

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

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

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

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

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

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

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

Gore, Hannah (2018). Engagement of Learners Undertaking Massive Open Online Courses and the Impact of Design. Doctor of Education (EdD) thesis The Open University.

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

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

Havemann, Leo (2018). Open to all? We need to be more critical - and more connected. In: Brazier, Emma Jane ed. OER18: Open To All.

Havemann, Leo and Atenas, Javiera (2018). Enacting critical civic education through the Open Government Partnership commitments. In: OER18: Open to All, 18-19 Apr 2018, Bristol. (Unpublished)

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

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

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

Hawkridge, David; Newton, Wendy and Hall, Carole (2018). Computers in Company Training. Routledge Library Editions: The Economics and Business of Technology, 19. Abingdon and New York: Routledge.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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, 34(10) pp. 913–921.

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

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

Jordan, Katy and Weller, Martin (2018). Academics and Social Networking Sites: Benefits, Problems and Tensions in Professional Engagement with Online Networking. Journal of Interactive Media in Education,