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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 (In Press).

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.

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: 35th Central European Conference on Information and Intelligent Systems CECIIS 2024, 18-20 Sep 2024, Varaždin, Croatia, (in press).

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 (In Press).

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, 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 and Tessarolo, Felipe (2024). Tutor Consultation: Exploring ways to improve engagement and retention during the early stages of students' learning journeys. PVC-Challenges Response; Quality Enhancement and Innovation, The Institute of Educational Technology, The Open University, Milton Keynes, UK.

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 (Early access).

Bektik, Duygu; Ullmann, Thomas; Edwards, Chris and Herodotou, Christothea (2024). PVC-Challenges Response: AI for course content generation. Quality Enhancement and Innovation, The Institute of Educational Technology, The Open University, Milton Keynes, UK.

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.

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).

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

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.

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

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; 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)

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. The Open University.

Farrow, Robert; Bossu, Carina; Pitt, Rebecca; Weller, Martin; Bozkurt, Aras; Elridge, 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.

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, IATED, (In press).

Foster, Stephen (2024). An exploration of how automated immediate formative feedback might help students overcome some of the challenges of academic writing. 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. PVC-Challenges Response; Quality Enhancement and Innovation, The Institute of Educational Technology, The Open University.

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. The Open University | TechAbility, UK.

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.

Huang, Xinyu (2024). Development of Human-Computer Interaction for Holographic AIs. 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) pp. 1–14.

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. The British journal of general practice: the journal of the Royal College of General Practitioners, article no. BJGP.2024.0308.

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.

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.

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). 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; 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. British Council, London, UK.

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. Open University Innovation Report 12; The Open University, Milton Keynes, UK.

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.

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? UKFIET - the Education and Development Forum, Cambridge, UK.

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 (Early Access).

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; 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. London: Edward Elgar Publishing, (In Press).

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, (Early access).

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.

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 (In press).

Weller, M.; Pitt, B.; Farrow, R. and Bossu, C. (2024). GO-GN Annual Review 2023. Global OER Graduate Network (GO-GN), The Open University (UK), Milton Keynes.

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). Capacity building for digital education. Open Learning: The Journal of Open, Distance and e-Learning, 39(2) pp. 105–111.

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.

2023To Top

Adinolfi, Lina; Wolfenden, Freda and Dawadi, Saraswati (2023). Assessment: The forgotten component in large scale teacher professional development? The Education and Development Forum (UKFIET) [Blogpost].

Albuquerque, Josmario (2023). Towards an Automatic Approach for Uncovering Ethnic Bias in Online Learning Texts. 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. Quality Enhancement and Innovation, The Institute of Educational Technology, The Open University, Milton Keynes, UK.

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. Global OER Graduate Network (GO-GN). The Open University (UK).

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

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. The Open University, Milton Keynes.

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.

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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.

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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. The Open University, Milton Keynes.

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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.

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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. THE campus / Times Higher Education.

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

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 EADTU, Maastricht.

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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.

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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.

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

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.

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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.

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2019To Top

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