Currently browsing: Institute of Educational Technology (IET)

Number of items at this level: 3519.
Generated on Wed Aug 10 18:08:50 2022 BST.

BookTo Top

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

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

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

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

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

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

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

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

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

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

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.

Freear, Nicholas (2011). Moodle 2 for Teaching 4-9 Year Olds. Beginner's Guide. Birmingham, UK: Packt Publishing.

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

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

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.

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

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

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

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

Kuksa, Iryna and Childs, Mark (2014). Making Sense of Space: The Design and Experience of Virtual Spaces as a Tool for Communication. Chandos Information Professional Series. Oxford: Chandos Publishing.

Littlejohn, Allison and Higgison, Carol (2003). A guide for Teachers. LTSN Generic Centre e-Learning Series, 3. Learning and Teaching Support Network Publications.

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

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

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

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

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

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

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

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

Shah, Mahsood; Nair, Sid and Richardson, John (2017). Measuring and Enhancing the Student Experience. Chandos Publishing (Elsevier).

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

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

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

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

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

Østerlie, Ove; Killian, Chad and Sargent, Julia (2022). Flipped Learning in Physical Education: Opportunities and Applications. Routledge Focus on Sport Pedagogy. Routledge (In Press).

Edited BookTo Top

ed. (2016). Working With Academic Literacies: Case Studies Towards Transformative Practice. Perspectives on writing. Fort Collins, Colorado: The WAC Clearinghouse/Parlor Press.

Atenas, Javiera and Havemann, Leo eds. (2015). Open data as open educational resources: case studies of emerging practice. London, UK: Open Knowledge - Open Education Working Group.

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

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

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Book SectionTo Top

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

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

Adams, Anne; Astruc, Lluisa; Garrido, Cecilia and Sweeney, Breen (2011). Situated learning in virtual worlds and identity reformation. In: Peachey, Anna and Childs, Mark eds. Reinventing Ourselves: Contemporary Concepts of Identity in Virtual Worlds. Immersive Environments. London: Springer-Verlag, pp. 275–299.

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

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

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

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

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

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

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

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

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

Ansine, Janice; Dodd, Michael; Robinson, David and McAndrew, Patrick (2017). Exploring citizen science and inquiry learning through iSpotnature.org. In: Herodotou, Christothea; Scanlon, Eileen and Sharples, Mike eds. Citizen Inquiry: Synthesising citizen science and inquiry learning. Oxford: Routledge, pp. 83–103.

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

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2017). Design processes of a citizen inquiry community. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: Synthesising Science and Inquiry Learning. Abingdon: Routledge, pp. 210–229.

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.

Arnedillo-Sánchez, Inmaculada; Arrigo, Marco; Crehan, Freida; Dal Grande, Paola; Di Giuseppe, Onofrio; Farrow, Robert; Fulantelli, Giovanni; Gabor, Andras; Gentile, Manuel; Kismihok, Gabor; Kukulska-Hulme, Agnes; Merlo, Gianluca; Peasgood, Alice; Pettit, John; Seta, Luciano and Taibi, Davide (2010). Best Practices. In: Arrigo, M.; Di Giuseppe, O.; Fulantelli, G.; Gentile, M.; Merlo, G.; Seta, L. and Taibi, D. eds. MOTILL Mobile Technologies in Lifelong Learning: Best Practices. Italian National Research Council - Institute for Educational Technology, pp. 34–37.

Atenas, Javiera and Havemann, Leo (2015). From open data to OER: an unexpected journey? In: Atenas, Javiera and Havemann, Leo eds. Open Data as Open Educational Resources: Case studies of emerging practice. London, UK: Open Knowledge - Open Education Working Group, pp. 22–25.

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.

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

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

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

Baker, Sally and Cremin, Teresa (2016). Teachers’ identities as writers: teacher, support staff and pupils’ accounts of the role of emotion in the writing classroom. In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. Routledge, pp. 98–114.

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

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

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 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.

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.

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

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.

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

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

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

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 (2012). Educação continuada e a EAD [Continuing education in distance education]. In: Litto, F. M. and Formiga, M. eds. Educação a Distância O Estado da Arte [Distance Education: The State of Art]. Sao Paulo, Brazil: Pearson, pp. 181–188.

Bossu, Carina (2016). Open Educational Practices in Australia. In: Miao, Fengchun; Mishra, Sanjaya and McGreal, Rory eds. Open Educational Resources: Policy, Costs and Transformation. Canada: UNESCO, pp. 13–25.

Bossu, Carina (2013). Southern Skies Distance Education Academic Exchange Project: Building a Community of Practice. In: Willems, J.; Tynan, B. and James, R. eds. Global Challenges and Perspectives in Blended and Distance Learning. Australia: IGI Global, pp. 107–114.

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; Bull, D and Brown, M (2015). Enabling Open Education: A Feasibility Protocol for Australian Higher Education. In: Bonk, CJ; Lee, MM; Reeves, TC and Reynolds, TH eds. MOOCs and Open Education Around the World. United Kingdom: Routledge, pp. 41–52.

Boyd, Lesley G. and Fresen, Jill W. (2013). An Integrated Management Approach in a Higher Education Technology Support Unit. In: Benson, Angela D.; Moore, Joi L. and Williams van Rooj, Sharon eds. Cases on Educational Technology Planning, Design, and Implementation. IGI Global, pp. 206–228.

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

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

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

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

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.

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

Carmichael, Patrick; Johnstone, Keith; Jordan, Katy; Tracy, Frances and Truscott, Harriet (2007). Developing Evidence-Informed Practice in Undergraduate Teaching and Learning at the University of Cambridge. In: Good, David; Greenwald, Suzanne; Cox, Roy and Goldman, Megan eds. University Collaboration for Innovation: Lessons from the Cambridge-MIT Institute. Global Perspectives on Higher Education, Volume 4. Sense Publishers, pp. 185–201.

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

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

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

Charitonos, Koula (2022). Opening spaces of learning: a sociomaterial investigation of object-based approaches with migrant youth in and beyond the heritage language classroom. In: Anderson, James; Lytra, V.; Macleroy, Vicky and Ros I Sole, C. eds. Decentring Language Education. New Perspectives on Language and Education. Bristol: Multilingual Matters, (In press).

Charitonos, Koula (2017). Cultural Citizen Inquiry: Making space for the ‘everyday’ in language teaching and learning. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: A fusion of citizen science and inquiry learning. London: Taylor & Francis.

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

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.

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

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

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

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

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

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

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

Conole, Grainne (2009). Research methodological issues with researching the learner voice. In: Hin, Leo Tan Wee and Subramaniam, R. eds. Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges. IGI Global, pp. 669–682.

Conole, Grainne (2009). Stepping over the edge: the implications of new technologies for education. In: Lee, Mark J.W. and McLoughlin, Catherine eds. Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching. Hershey, PA: Information Science Publishing.

Conole, Grainne; Brown, Ruth; Papaefthimiou, Maria; Alberts, Phil and Howell, Catherine (2010). Fostering connectivity and reflection as strategic investment for change. In: Ehlers, Ulf-Daniel and Schneckenberg, Dirk eds. Changing Cultures in Higher Education. New York: Springer, pp. 215–232.

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

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

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

Conole, Grainne; McAndrew, Patrick and Dimitriadis, Yannis (2011). The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources. In: Pozzi, Francesca and Persico, Donatella eds. Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives. Hershey, USA: IGI Global.

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

Cooper, M. and Heath, A. (2009). Access For all to eLearning. In: Méndez-Vilas, A.; Solano Martín, A.; Mesa González, J. A. and Mesa González, J. eds. Research Reflections and Innovations in Integrating ICT in Education, Volume 2. FORMATEX, Badajoz, Spain, pp. 1139–1143.

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

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

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

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.

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

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.

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

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 (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.

De Freitas, Sara and Conole, Grainne (2010). The influence of pervasive and integrative tools on learners' experiences and expectations of study. In: Sharpe, Rhona; Beetham, Helen and De Freitas, Sara eds. Rethinking Learning for a Digital Age: How learners are shaping their own experiences. Abingdon, U.K and New York, NY, U.S.: Routledge, pp. 15–30.

De Freitas, Sara and Conole, Grainne (2010). Learners experiences: how pervasive and integrative tools influence expectations of study. In: Sharpe, Rhona; Beetham, Helen and De Freitas, Sara eds. Rethinking Learning for a Digital Age. London: Routledge, pp. 15–30.

de Freitas, Sara; Harrison, Ian; Magoulas, George; Papamarkos, George; Poulovassilis, Alexandra; Van Labeke, Nicolas; Mee, Adrian and Oliver, Martin (2008). L4All, a web-service based system for lifelong learners. In: Salermo, Saverio; Gaeta, Matteo; Ritrovato, Pierluigi; Capuano, Nicola; Orciuoli, Francesco; Miranda, Sergio and Pierri, Anna eds. The Learning Grid Handbook: Concepts, Technologies and Applications. The Future of Learning, 2. Amsterdam: IOS Press, 143 - 155.

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

de 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.

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

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.

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Ferguson, Rebecca (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 (2017). Learning analytics: a firm basis for the future. In: Sheehy, Kieron and Holliman, Andrew eds. Education and New Technologies: Perils and Promises for Learners. Abingdon, UK: Routledge, pp. 162–176.

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

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

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

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.

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

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

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

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

Fill, Karen; Conole, Grainne and Bailey, Chris (2008). A toolkit to guide the design of effective learning activities. In: Rees, Philip; Mackay, Louise; Durham, Helen and Martin, David eds. E-Learning for Geographers: Online Materials, Resources, and Repositories. Hershey, PA, USA: IGI Global, pp. 170–184.

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

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

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

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

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

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

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.

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

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

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

Gilmour, Iain; Jolley, David; Kemp, David; Kelley, Simon; Gilmour, Mabs; Daly, Rob and Widdowson, Mike (2014). The early Danian hyperthermal event at Boltysh (Ukraine): relation to Cretaceous-Paleogene boundary events. In: Keller, Gerta and Kerr, Andrew C. eds. Volcanism, Impacts, and Mass Extinctions: Causes and Effects. Geological Society of America Special Papers (505). Boulder, CO: Geological Society of America, pp. 133–146.

Goodfellow, Robin (2013). The literacies of ‘digital scholarship’ – truth and use values. In: Goodfellow, Robin and Lea, Mary R. eds. Literacy in the Digital University. Critical perspectives on learning, scholarship and technology. Research into Higher Education. London: Routledge, pp. 67–78.

Goodfellow, Robin (2007). From ‘equal access’ to ‘widening participation’: the discourse of equity in the age of e-learning. In: LocKard, Joe and Pegrum, Mark eds. Brave New Classrooms: Democratic Education & the Internet. Digital Formations (37). New York: Peter Lang, pp. 55–74.

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

Goodfellow, Robin (2008). Digital Literacies: Texts, Knowledge and Power in Higher Education. In: Solly, Martin; Conoscenti, Michelangelo and Campagna, Sandra eds. Verbal/Visual Narrative Texts in Higher Education. Linguistic Insights: Studies in Language and Communication (80). Bern: Peter Lang, pp. 135–151.

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

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

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

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

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

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

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

Goodyear, Peter; Jones, Chris and Thompson, Katherine (2013). Computer-supported collaborative learning: instructional approaches, group processes and educational designs. In: Spector, J. M.; Merrill, M. D.; Elen, J. and Bishop, M. J. eds. Handbook of Research on Educational Communications and Technology (4th Edition). New York: Springer, pp. 439–452.

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

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

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.

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 (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 (2017). Formative assessment for postgraduate academic skills development in arts. In: Havemann, Leo and Sherman, Sarah eds. Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury. London, UK: Bloomsbury Learning Environment, pp. 49–51.

Havemann, Leo (2016). Open Educational Resources. In: Peters, Michael A. ed. Encyclopedia of Educational Philosophy and Theory: Living Edition. Singapore: Springer Singapore.

Havemann, Leo and Sherman, Sarah (2017). Introduction. In: Havemann, Leo and Sherman, Sarah eds. Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury. London, UK: Bloomsbury Learning Environment, pp. 1–3.

Havemann, Leo and Sherman, Sarah (2017). Electronic management of assessment — administrative perspectives. In: Havemann, Leo and Sherman, Sarah eds. Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury. London: Bloomsbury Learning Environment, pp. 15–22.

Havemann, Leo and Sherman, Sarah (2017). Contextualising the electronic management of assessment lifecycle in Bloomsbury. In: Havemann, Leo and Sherman, Sarah eds. Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury. London, UK: Bloomsbury Learning Environment, pp. 5–13.

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

Herman, Clem; Hodgson, Barbara; Kirkup, Gill and Whitelegg, Elizabeth (2011). Innovatory educational models for women returners in science, engineering and technology professions. In: Jackson, Sue; Malcolm, Irene and Thomas, Kate eds. Gendered Choices: Learning Work Identities in Lifelong Learning. Lifelong Learning Book Series (15). London, U.K. and New York, NY, U.S.: Springer, pp. 53–68.

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.

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

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

Herodotou, Christothea; Villasclaras Fernandez, Eloy and Sharples, Mike (2014). The design and evaluation of a sensor-based mobile application for citizen inquiry science investigations. In: Rensing, Christoph; de Freitas, Sara; Ley, Tobias and Muñoz-Merino, Pedro J. eds. Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings. Lecture Notes in Computer Science (8719). SpringerInternational Publishing, pp. 434–439.

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

Holliman, Richard and Curtis, Vickie (2015). Online media. In: Gunstone, Richard ed. Encyclopedia of Science Education. Springer Netherlands.

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

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

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.

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.

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

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. Abingdon: Routledge, pp. 208–224.

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. London: Routledge, pp. 119–130.

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 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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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.

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

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

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

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

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

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

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

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

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

Jones, Chris (2012). The new shape of the student. In: Huang, Ronghuai; Kinshuk and Spector, J. Michael eds. Reshaping Learning - The Frontiers of Learning Technologies in Global Context. New Frontiers of Educational Research. New York: Springer, pp. 91–112.

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

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

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

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

Jones, Chris; Cook, John and de Laat, Maarten (2007). Collaboration. In: Conole, Grainne and Oliver, Martin eds. Contemporary perspectives in e-learning research: themes, methods and impact on practice. London, UK: Routledge, pp. 174–189.

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Kirkwood, Adrian and Price, Linda (2011). The influence upon design of differing conceptions of teaching and learning with technology. In: Olofsson, Anders D. and Lindberg, J. Ola eds. Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. IGI Global, pp. 1–20.

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

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

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

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

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

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.

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.

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

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

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

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

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

Kukulska-Hulme, Agnes (2018). Mobile-assisted language learning [Revised and updated version]. In: Chapelle, Carol A. ed. The Concise Encyclopedia of Applied Linguistics. Wiley.

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

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

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

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

Kukulska-Hulme, Agnes (2005). Mobile Usability and User Experience. In: Kukulska-Hulme, Agnes and Traxler, John eds. Mobile Learning: A handbook for educators and trainers. The Open and Flexible Learning Series. London, UK: Routledge, pp. 45–56.

Kukulska-Hulme, Agnes (2005). Reading course materials in e-book form and on mobile devices. In: Kukulska-Hulme, Agnes and Traxler, John eds. Mobile Learning: a Handbook for Educators and Trainers. Open & Flexible Learning Series. Abingdon: Routledge, pp. 125–132.

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

Kukulska-Hulme, Agnes (2018). Mobile assistance for personal learning on a massive scale. In: Orsini-Jones, Marina and Smith, Simon eds. Flipping the blend through MOOCs, MALL and OIL - new directions in CALL. Research-publishing.net, pp. 1–8.

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

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

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

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

Kukulska-Hulme, Agnes (2009). Conclusions: Future Directions in Researching Mobile Learning. In: Vavoula, Giasemi; Pachler, Norbert and Kukulska-Hulme, Agnes eds. Researching Mobile Learning: Frameworks, tools and research designs. Oxford, UK: Peter Lang Verlag, pp. 353–365.

Kukulska-Hulme, Agnes (2015). Language as a bridge connecting formal and informal language learning through mobile devices. In: Wong, Lung-Hsiang; Milrad, Marcelo and Specht, Marcus eds. Seamless Learning in the Age of Mobile Connectivity. Singapore: Springer, pp. 281–294.

Kukulska-Hulme, Agnes and Chen, Yongli (2018). Rethinking distance education in China: Mobile-assisted language learning designs in a blended foreign language curriculum. In: Palalas, Agnieszka ed. Blended Language Learning: International Perspectives on Innovative Practices. Beijing: China Central Radio and Television University Press Co., Ltd..

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

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

Kukulska-Hulme, Agnes and Pegrum, Mark (2018). Linguistic diversity in online and mobile learning. In: Creese, Angela and Blackledge, Adrian eds. The Routledge Handbook of Language and Superdiversity. Abingdon: Routledge, pp. 518–532.

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

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

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

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

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

Kukulska-Hulme, Agnes and Traxler, John (2013). Design principles for mobile learning. In: Beetham, Helen and Sharpe, Rhona eds. Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd ed.). Abingdon: Routledge, pp. 244–257.

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.

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

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

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

Law, Effie Lai-Chong and Wild, Fridolin (2014). A multidimensional evaluation framework for personal learning environments. In: Kroop, Sylvana; Mikroyannidis, Alexander and Wolpers, Martin eds. Responsive Open Learning Environments: Outcomes of Research from the ROLE Project. Cham: Springer International Publishing, pp. 49–77.

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

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

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

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

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

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

Limbu, Bibeg; Fominykh, Mikhail; Klemke, Roland; Specht, Marcus and Wild, Fridolin (2017). Supporting Training of Expertise with Wearable Technologies: The WEKIT Reference Framework. In: Yu, Shengquan; Ally, Mohamed and Tsinakos, Avgoustos eds. Mobile and Ubiquitous Learning: An International Handbook. Perspectives on Rethinking and Reforming Education. Singapore: Springer, pp. 157–175.

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

Littlejohn, Allison (2014). Problems focussing on contextualising learning: Guest commentary. In: Fischer, Frank; Wild, Fridolin; Sutherland, Rosamund and Zirn, Lena eds. Grand Challenges in Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous. Springer, pp. 65–66.

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

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

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

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

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

Littlejohn, Allison (2012). Introduction to Section 2: Producing, reusing and recreating OERs. In: Okada, Alexandra; Connolly, Teresa and Scott, Peter eds. Collaborative Learning 2.0: Open Educational Resources. IGI Global.

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

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

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

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

Littlejohn, Allison and Hood, Nina (2018). The Many Guises of MOOCs. In: Littlejohn, Allison and Hood, Nina eds. Reconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs. SpringerBriefs in Open and Distance Education. Springer, pp. 1–19.

Littlejohn, Allison and Hood, Nina (2018). The [Un]Democratisation of Education and Learning. In: Littlejohn, Allison and Hood, Nina eds. Reconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs. SpringerBriefs in Open and Distance Education. Springer, pp. 21–34.

Littlejohn, Allison and Hood, Nina (2018). The Emancipated Learner? The Tensions Facing Learners in Massive, Open Learning. In: Littlejohn, Allison and Hood, Nina eds. Reconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs. SpringerBriefs in Open and Distance Education. Springer, pp. 35–55.

Littlejohn, Allison and Hood, Nina (2018). Massive Numbers, Diverse Learning. In: Littlejohn, Allison and Hood, Nina eds. Reconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs. SpringerBriefs in Open and Distance Education. Springer, pp. 57–77.

Littlejohn, Allison and Hood, Nina (2018). Designing for Quality? In: Littlejohn, Allison and Hood, Nina eds. Reconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs. SpringerBriefs in Open and Distance Education. Springer, pp. 79–94.

Littlejohn, Allison and Hood, Nina (2018). A Crisis of Identity? Contradictions and New Opportunities. In: Littlejohn, Allison and Hood, Nina eds. Reconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs. SpringerBriefs in Open and Distance Education. Springer, pp. 95–108.

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.

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

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

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

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

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

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

Littleton, Karen; Sharples, Mike and Scanlon, Eileen (2012). Editorial introduction: orchestrating inquiry learning. In: Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. Orchestrating Inquiry Learning. Oxford: Routledge, pp. 1–6.

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

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

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

Manathunga, Kalpani; Hernández-Leo, Davinia and Sharples, Mike (2017). A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case. In: Delgado Kloos, Carlos; Jermann, Patrick; Pérez-Sanagustín, Mar; Seaton, Daniel T. and White, Su eds. Digital Education: Out to the World and Back to the Campus. Lecture Notes in Computer Science, 10254. Springer, pp. 243–253.

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

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

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

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

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

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

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

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

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

McAndrew, Patrick (2009). What is needed for global e-learning in higher education? In: Zajda, Joseph and Gibbs, Donna eds. Comparative information Technology: Languages, Societies and the Internet. Globalisation, Comparative Education and Policy Research, 4. Springer, pp. 49–64.

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

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

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

Meek, Sam; Fitzgerald, Elizabeth; Sharples, Mike and Priestnall, Gary (2013). Learning on field trips with mobile technology. In: Kinuthia, Wanjira and Marshall, Stewart eds. On the Move: Mobile Learning for Development. Educational Design and Technology in the Knowledge Society. Charlotte, NC.: Information Age Publishing Inc..

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

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

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

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

Milrad, Marcelo; Wong, Lung-Hsiang; Sharples, Mike; Hwang, Gwo-Jen; Looi, Chee-Kit and Ogata, Hiroaki (2013). Seamless learning: an international perspective on next-generation technology-enhanced learning. In: Berge, Zane L. and Muilenburg, Lin Y. eds. Handbook of Mobile Learning. Abingdon: Routledge, pp. 95–108.

Mittelmeier, Jenna and Kennedy, John James (2016). Adapting Together: Chinese Student Experience and Acceptance at an American University. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional Transitions of International Students to Higher Education. New Perspectives on Learning and Instruction. Routledge, pp. 161–180.

Mor, Yishay (2010). Embedding design patterns in a methodology for a design science of e-Learning. In: Kohls, Christian and Wedekind, Joachim eds. Problems Investigations of E-Learning Patterns: Context Factors, Problems and Solutions. Hershey, PA, USA: IGI, pp. 107–134.

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

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

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

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.

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

Mwanza-Simwami, Daisy (2009). Using activity-oriented design methods (AODM) to investigatemobile learning. In: Vavoula, Giasemi; Pachler, Norbert and Kukulska-Hulme, Agnes eds. Researching Mobile Learning: Frameworks, tools and research designs. Bern, Switzerland: Peter Lang Verlag, pp. 97–122.

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

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

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

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

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 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.

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

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

Olney, Tom; Rienties, Bart and Toetenel, Lisette (2018). Gathering, visualising and interpreting learning design analytics to inform classroom practice and curriculum design: A student-centred approach from the Open University. In: Lodge, Jason M.; Horvath, Jared Cooney and Corrin, Linda eds. Learning Analytics in the Classroom: Translating Learning Analytics Research for Teachers. London: Routledge, pp. 71–92.

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.

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

Parker, Jan (2013). Speaking out in a digital world: humanities values, humanities processes. In: Belfiore, Eleonora and Upchurch, Anna eds. Humanities in the Twenty-First Century: Beyond Utility and Markets. Basingstoke: Palgrave, pp. 44–62.

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

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

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

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

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

Parker, Janet (2010). Framing ideas from classical language teaching, past and future. In: Levine, G. and Phipps, A. eds. Critical and Intercultural Theory and Language Pedagogy. Oregon, USA: American Association of University Supervisors and Coordinators, pp. 116–128.

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

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

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

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

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

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

Perrotta, Carlo and Whitelock, Denise (2017). Assessment for learning. In: Duval, Eric; Sharples, Mike and Sutherland, Rosamund eds. Technology Enhanced Learning: Research Themes. Cham: Springer, pp. 127–135.

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.

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

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

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

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.

Pinto, Ana; Thompson, Kate; Jones, Chris and Clow, Doug (2014). iSpot: your place to share nature. In: Carvalho, Lucila and Goodyear, Peter eds. The Architecture of Productive Learning Networks. Abingdon: Routledge, pp. 225–238.

Pinto, R.; Whitelock, D. and Gutierrez, R. (2011). Towards a roadmap for implementing a socio-constructivist learning framework for chronically ill children to learn with their classmates while still in hospital. In: Mendez-Vilas, A. ed. Education in a technological world: communicating current and emerging research and technological efforts. Formatex Research Centre, pp. 563–571.

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

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

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

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

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

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

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

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

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

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

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

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

Reed, K.; Wise, N.; Tynan, B. and Bossu, Carina (2013). Attrition in the Digital Age: Reminders from the Literature. In: Tynan, B.; Willems, J. and James, R. eds. Outlooks and Opportunities in Blended and Distance Learning. USA: IGI Global, pp. 279–293.

Rees, Philip; MacKay, Louise; Martin, David; Conole, Grainne and Davis, Hugh (2008). Developing e-learning in Geography. In: Rees, Philip; Mackay, Louise; Martin, David and Durham, Helen eds. E-Learning for Geographers: Online Materials, Resources, and Repositories. Hershey, PA, USA: IGI Global, pp. 1–19.

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

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

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

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

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

Richardson, John T. E. (2018). Understanding the Under-Attainment of Ethnic Minority Students in UK Higher Education: The Known Knowns and the Known Unknowns. In: Arday, Jason and Mirza, Heidi Safia eds. Dismantling Race in Higher Education: Racism, Whiteness and Decolonising the Academy. London: Palgrave Macmillan, pp. 87–102.

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

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

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

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

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

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

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

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

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

Richardson, John T. E. (2018). Friedman Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 709–712.

Richardson, John T. E. (2018). Kruskal–Wallis Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 937–939.

Richardson, John T. E. (2018). Kurtosis. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 940–942.

Richardson, John T. E. (2018). Latin Square Design. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, p. 949.

Richardson, John T. E. (2018). Mann-Whitney Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 1005–1008.

Richardson, John T. E. (2018). Median Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 1043–1045.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Riedel, Johann C.K.H.; Feng,, Yanan and Azadegan, Aida (2013). Serious Games Adoption in Organizations – An Exploratory Analysis. In: Hernandez leo, Davinia; Ley, Tobias; Klamma, Ralf and Harrer, Andreas eds. Scaling up learning for sustained impact: 8th European Conference, on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013 Proceedings. Lecture Notes in Computer Science, 8095. London: Springer, pp. 508–513.

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

Rienties, Bart; Cross, Simon and Zdrahal, Zdenek (2016). Implementing a Learning Analytics Intervention and Evaluation Framework: what works? In: Kei Daniel, Ben and Butson, Russell eds. Big Data and Learning Analytics in Higher Education: Current Theory and Practice. Heidelberg: Springer, pp. 147–166.

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

Rienties, Bart; Grohnert, Therese; Kommers, Piet; Niemantsverdriet, Susan and Nijhuis, Jan (2011). Academic and social integration of international and local students at five business schools, a cross-institutional comparison. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Building Learning Experiences in a Changing World. Advanced in Business Education and Training (3). Dordrecht: Springer, pp. 121–137.

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

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

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

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

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

Rienties, Bart; Tempelaar, Dirk; Dijkstra, Joost; Rehm, Martin and Gijselaers, Wim (2008). Longitudinal study of online remedial education effects. In: Barsky, Noah P.; Clements, Mike; Ravn, Jakob and Smith, Kelly eds. The Power of Technology for Learning. Advances in Business Education and Training, 1 (1). Dordrecht: Springer, pp. 43–59.

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

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

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

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.

Roberts, Jane and Roberts, Carolyn (2012). Empowering education for sustainable development practitioners by building communities of practice. In: Cotton, Debby; Sterling, Stephen; Neal, Vivian and Winter, Jennie eds. Putting the ‘S’ into ED - Education for Sustainable Development in Educational Development. SEDA special (31). London, UK: SEDA, pp. 17–22.

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

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

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

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.

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

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

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

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

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

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

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

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

Sargent, Julia and Casey, Ashley (2018). Exploring pedagogies of digital technology in physical education through appreciative inquiry. In: Koekoek, Jeroen and van Hilvoorde, Ivo eds. Digital Technology in Physical Education: Global Perspectives. Routledge Studies in Physical Education and Youth Sport. Routledge, pp. 69–85.

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

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

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

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

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

Scanlon, Eileen; 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.

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

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

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

Sharpe, Rhona; Beetham, Helen; De Freitas, Sara and Conole, Grainne (2010). An introduction to rethinking learning for a digital age. In: Sharpe, Rhona; Beetham, Helen and De Freitas, Sara eds. Rethinking Learning for a Digital Age. London: Routledge, pp. 1–12.

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

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.

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

Sharples, Mike (2015). Seamless learning despite context. In: Wong, Lung-Hsiang; Milrad, Marcelo and Specht, Marcus eds. Seamless Learning in the Age of Mobile Connectivity. Singapore: Springer, pp. 41–55.

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

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

Sharples, Mike; FitzGerald, Elizabeth; Mulholland, Paul and Jones, Robert (2013). Weaving location and narrative for mobile guides. In: Schrøder, Kim and Drotner, Kirsten eds. Museum Communication and Social Media: The Connected Museum. Routledge Research in Museum Studies. New York: Routledge.

Sharples, Mike and Pea, Roy (2014). Mobile learning. In: Sawyer, R. Keith ed. The Cambridge Handbook of the Learning Sciences (Second edition). Cambridge Handbooks in Psychology. New York: Cambridge University Press, pp. 501–521.

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

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

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

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

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.

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

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

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

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

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

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

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

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

Smyth, Robyn; Bossu, Carina and Stagg, Adrian (2016). Toward an Open Empowered Learning Model of pedagogy in higher education. In: Reushle, Shirley; Antonio, Amy and Keppell, Mike eds. Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies. Hershey, PA, USA: IGI Global, pp. 205–222.

Stagg, Adrian and Bossu, Carina (2016). Educational Policy and Open Educational Practice in Australian Higher Education. In: Blessinger, Patrick and Bliss, TJ eds. Open Education: International Perspectives in Higher Education. Cambridge, United Kingdom: Open Book Publishers, pp. 115–136.

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

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

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

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

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

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

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

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

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

Tempelaar, Dirk T.; Rienties, Bart; Kaper, Wolter; Giesbers, Bas; Schim van der Loeff, Sybrand; van Gastel, Leendert; van de Vrie, Evert; van der Kooij, Henk and Cuypers, Hans (2011). Mathematics bridging education using an online, adaptive e-tutorial. In: Juan, Angel A.; Huertas, Maria A.; Trenholm, Sven and Steegmann, Cristina eds. Teaching Mathematics Online: Emergent Technologies and Methodologies. Hershey, PA: IGI, pp. 167–186.

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

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

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

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

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

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

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

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

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

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

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

Toetenel, L. and Rienties, B. (2020). The Virtuous Circle of Learning Design and Learning Analytics to Develop Student Centred Online Education. In: Klemencic, M and Hoidn, S. eds. Routledge Handbook on Student-Centred Learning in Higher Education. Routledge.

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

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

Traxler, John; Read, Timothy; Barcena, Elena and Kukulska-Hulme, Agnes (2018). Mobile open social language learning: towards a paradigm shift. In: Read, Timothy; Montaner, Salvador and Sedano, Beatriz eds. Technological Innovation for Specialized Linguistic Domains: Languages for Digital Lives and Cultures (Proceedings of TISLID'18). Mauritius: Éditions Universitaires Européennes, pp. 397–406.

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

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

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

van der Zwan, Robert; Kukulska-Hulme, Agnes; Di Paolo, Terry; Evers, Vanessa and Clarke, Sarah (1999). The Informedia Digital Video Library System at the Open University. In: Harper, D.J. and Eakins, J.P. eds. CIR-99: The Challenge of Image Retrieval. The University of Northumbria, Newcastle-on-Tyne: BCS Electronic Workshops in Computing (eWIC).

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

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

Viberg, Olga and Kukulska-Hulme, Agnes (2022). 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.

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

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

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

Weller, Martin and Dalziel, James (2009). Bridging the gap between Web 2.0 and higher education. In: Hatzipanagos, Stylianos and Warburton, Steven eds. Handbook of Research on Social Software and Developing Community Ontologies. PA, USA: IGI, pp. 1659–1671.

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

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

Whitelegg, Elizabeth and Edwards, Chris (2001). Beyond the laboratory: learning physics in real-life contexts. In: Behrendt, Helga; Dahncke, Helmut; Duit, Reinders; Graber, Wolfgang; Komorek, Michael; Kross, Angela and Reiska, Priit eds. Research in science education: past, present and future. Dordrect, Netherlands: Kluwer Academic Publishers, pp. 337–342.

Whitelock, Denise (2018). Advice for Action with Automatic Feedback Systems. In: Caballé, Santi and Conesa, Jordi eds. Software Data Engineering for Network eLearning Environments. Lecture Notes on Data Engineering and Communications Technologies, 11. Springer, pp. 139–160.

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

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

Whitelock, Denise (2010). Activating Assessment for Learning: Are We On the Way With WEB 2.0? In: Lee, Mark J. W. and McLoughlin, Catherine eds. Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching. IGI Global, pp. 319–342.

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

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

Whitelock, Denise and Bektik, Duygu (2018). Progress and Challenges for Automated Scoring and Feedback Systems for Large-Scale Assessments. In: Voogt, J.; Knezek, G.; Christensen, R. and Lai, K. W. eds. Second Handbook of Information Technology in Primary and Secondary Education. Springer International Handbooks of Education.

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

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

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

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

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

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

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

Wild, Fridolin; Moedritscher, Felix and Sigurdarson, Steinn (2011). Mash­-Up Personal Learning Environments. In: Magoulas, George D. ed. E-Infrastructures and Technologies for Lifelong Learning: Next Generation Environments. IGI Global, Idea Group Publishing, pp. 126–149.

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

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

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

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

Woodhead, Martin and Faulkner, Dorothy (2008). Subjects, objects or participants? Dilemmas of psychological research with children. In: Christiansen, Pia and James, Allison eds. Research With Children: Perspectives and Practices. London, UK: Falmer Press / Routledge, pp. 10–39.

Woods, Will; McLeod, Kevin and Ansine, Janice (2015). Supporting Mobile Learning and Citizen Science Through iSpot. In: Crompton, Helen and Traxler, John eds. Mobile Learning and STEM: Case Studies in Practice. Abingdon: Routledge, pp. 69–86.

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

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

Journal ItemTo Top

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

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

AlSugair, Balsam; Hopkins, Gail; FitzGerald, Elizabeth and Brailsford, Tim (2014). AnswerPro: Designing to Motivate Interaction. International Journal of Mobile and Blended Learning, 6(4) pp. 22–38.

Anand, M.; Gibson, S.A; Subbarao, K.V; Kelley, S.P and Dickin, A.P (2003). Early Proterozoic Melt Generation Processes beneath the Intra-cratonic Cuddapah Basin, Southern India. Journal of Petrology, 44(12) pp. 2139–2171.

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

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

Aristeidou, Maria; 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; 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.

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

Atenas, Javiera and Havemann, Leo (2013). Quality assurance in the open: an evaluation of OER repositories. INNOQUAL: The International Journal for Innovation and Quality in Learning, 1(2) pp. 22–34.

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.

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.

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

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

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

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

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

Barthel, Ralph; Ainsworth, Shaaron and Sharples, Mike (2013). Collaborative knowledge building with shared video representations. International Journal of Human-Computer Studies, 71(1) pp. 59–75.

Basu, S.; Jones, A. P.; Verchovsky, A. B.; Kelley, S. P. and Stuart, F. M. (2013). An overview of noble gas (He, Ne, Ar, Xe) contents and isotope signals in terrestrial diamond. Earth-Science Reviews, 126 pp. 235–249.

Baume, David; Beck, Roger; Cox, Graham and Hills, Laura (2004). Training and qualifying distance learning tutors. Discursos. Série: Perspectivas em Educaçāo, 2 pp. 75–94.

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

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.

Bhat, H.L; Littlejohn, Allison; McAllistair, J.M.R.; Shaw, J.; Sheen, D.B. and Sherwood, J.N. (1985). Lattice defects in crystalline rocket propellants. Material Science Monographs, 28A-28B pp. 707–710.

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

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

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

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

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

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

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

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

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

Bossu, Carina (2017). Pacific leaders in open, online and distance learning. Journal of Learning for Development - JL4D, 4(1) pp. 12–22.

Bossu, Carina (2017). Building capacity for open educational practices in Australian higher education. Zhongguo Yuancheng Jiaoyu (China Distance Education), 2017(9) pp. 35–44.

Bossu, Carina; Brown, Mark and Bull, David (2011). Playing catch-up: Investigating public and institutional policies for OER practices in Australia. The Journal of Open, Flexible and Distance Learning, 15(2) pp. 41–54.

Bossu, Carina; Bull, David and Brown, Mark (2012). Opening up Down Under: the role of open educational resources in promoting social inclusion in Australia. Distance Education, 33(2) pp. 151–164.

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 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; Smyth, R and Stein, S (2007). Academic professional development for effective e-learning: a possible framework for Brazil. International Journal of Emerging Technologies in Learning (iJET), 2(4) pp. 48–53.

Bouhifd, M. A.; Jephcoat, A. P. and Kelley, S. P. (2008). Argon solubility drop in silicate melts at high pressures: a review of recent experiments. Chemical Geology, 256(3-4) pp. 252–258.

Boven, A.; Pasteels, P.; Kelley, S.P.; Punzalan, L.; Bingen, B. and Damaiffe, D. (2001). Ar-40/Ar-39 study of plagioclases from the Rogaland anorthosite complex (SW Norway); an attempt to understand argon ages in plutonic plagioclase. Chemical Geology, 176(1-4) pp. 105–135.

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 (Early Access).

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

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

Brooker, R.A.; Du, Z.; Blundy, J.D.; Kelley, S.P.; Allan, N.L.; Wood, B.J.; Chamorro, E.M.; Wartho, J.A. and Purton, J.A. (2003). The 'zero charge' partitioning behaviour of noble gases during mantle melting. Nature, 423(6941) pp. 738–741.

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

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

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

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

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

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

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

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

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

Bulanova, G. P.; Muchemwa, E.; Pearson, D. G.; Griffin, B. J.; Kelley, S. P.; Klemme, S. and Smith, C. B. (2004). Syngenetic inclusions of yimengite in diamond from Sese kimberlite (Zimbabwe) — evidence for metasomatic conditions of growth. Lithos, 77(1-4) pp. 181–192.

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

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

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

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

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

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

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

Carr, Jessica E. (2022). [Book review] Teaching in a digital age – second edition. Open Learning: The Journal of Open, Distance and e-Learning (Early access).

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

Chakrabarty, Anup Kumar; Richardson, John T. E. and Sen, Malay Kumar (2016). Validating the Course Experience Questionnaire in West Bengal higher secondary education. Studies in Educational Evaluation, 50 pp. 71–78.

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

Chamorro, E.M.; Brooker, R.A.; Wartho, J.-A.; Wood, B.J.; Kelley, S.P. and Blundy, J.D. (2002). Ar and K partitioning between clinopyroxene and silicate melt to 8 GPa. Geochimica et Cosmochimica Acta, 66(3) pp. 507–519.

Chandler, Kathy (2016). Using Breakout Rooms in Synchronous Online Tutorials. Journal of Perspectives in Applied Academic Practice, 4(3) pp. 16–23.

Charlier, B. L. A.; Nowell, G. M.; Parkinson, I. J.; Kelley, S. P.; Pearson, D. G and Burton, K. W. (2012). High temperature strontium stable isotope behaviour in the early solar system and planetary bodies. Earth and Planetary Science Letters, 329-330 pp. 31–40.

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

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

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

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

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

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

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

Clough, Gill; Adams, Anne and Halford, Eric (2017). Evidence Cafés and Practitioner Cafés supported by online resources: A route to innovative training in practice based approaches. European Police Science and Research Bulletin: Special Conference Edition No. 3(3) pp. 115–122.

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

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

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

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

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

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

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

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

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

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

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

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

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

Cormier, Dave; Jandrić, Petar; Childs, Mark; Hall, Richard; White, David; Phipps, Lawrie; Truelove, Ian; Hayes, Sarah and Fawns, Tim (2019). Ten Years of the Postdigital in the 52group: Reflections and Developments 2009–2019. Postdigital Science and Education, 1(2) pp. 475–506.

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

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

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

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

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

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

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

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

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

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 (2022). Impact of COVID-19 on the education sector in Nepal: Challenges and coping strategies. Sage Preprint (In press).

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

Dawadi, Saraswati; Shrestha, Sagun; Haque, Safia and Giri, Ram Ashish (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.

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.

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

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.

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

Fisher, Tony; Sharples, Mike; Pemberton, Richard; Ogata, Hiroaki; Uosaki, Noriko; Edmonds, Phil; Hull, Anthony and Tschorn, Patrick (2012). Incidental second language vocabulary learning from reading novels: a comparison of three mobile modes. International Journal of Mobile and Blended Learning, 4(4) pp. 47–61.

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

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

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

FitzGerald, Elizabeth; Sharples, Mike; Jones, Robert and Priestnall, Gary (2011). Guidelines for the design of location-based audio for mobile learning. International Journal of Mobile and Blended Learning, 3(4) pp. 70–85.

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

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

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

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

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

Fresen, Jill W. and Boyd, Lesley G. (2005). Caught in the web of quality. International Journal of Educational Development, 25(3) pp. 317–331.

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

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.

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

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

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

Giannachi, Gabriella; Sinker, Rebecca; Stack, John; Locatelli, Cristina; Carletti, Laura; Price, Dominic; McAuley, Derek; Coughlan, Tim and Benford, Steve (2015). ArtMaps: A Technology for Looking at Tate’s Collection. Leonardo

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

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

Gillespie, K; Littlejohn, A.; Roberts, K. J.; Sheen, D. B. and Sherwood, J. N. (1989). Environmental facility for synchrotron radiation topography. Review of Scientific Instruments, 60(7) pp. 2498–2501.

Girani De Marco, Barbara and Littlejohn, Allison (2011). Le Knowledge Building Communities e la promozione di un apprendimento autoregolato. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 6(2) pp. 72–89.

Goodfellow, Robin (2005). Academic literacies and e-learning: a critical approach to writing in the online university. International Journal of Educational Research, 43(7-8) pp. 481–494.

Goodfellow, Robin (2005). Virtuality and the shaping of educational communities. Education, Communication and Information, 5(2) pp. 113–129.

Goodfellow, Robin (2014). Scholarly, digital, open: an impossible triangle? Research in Learning Technology, 21, article no. 21366.

Goodfellow, Robin and Lea, Mary R. (2005). Supporting writing for assessment in online learning. Assessment & Evaluation in Higher Education, 30(3) 261 -271.

Goodfellow, Robin; Strauss, Pat and Puxley, Marianne (2012). Web-based writing support: making it useable for distance teachers. European Journal of Open, Distance and e-Learning, I pp. 1–13.

Goodyear, Peter; Asensio, Mireia; Jones, Chris; Hodgson, Vivien and Steeples, Christine (2003). Relationships between conceptions of learning approaches to study and students' judgements about the value of their experiences of networked learning. ALT-J: Association for Learning Technology Journal, 11(1) pp. 17–27.

Goodyear, Peter; Jones, Chris; Asensio, Mireia; Hodgson, Vivien and Steeples, Christine (2005). Networked learning in Higher Education: Students' expectations and experiences. Higher Education, 50(3) pp. 473–508.

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.

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

Gourlay, Lesley; Hamilton, Mary and Lea, Mary Rosalind (2014). Textual practices in the new media digital landscape: messing with digital literacies. Research in Learning Technology, 21(4), article no. 21438.

Gralton, M. A.; Hayes, Y. A. and Richardson, J. T. E. (1979). Introversion-extraversion and mental imagery. Journal of Mental Imagery, 3 pp. 1–10.

Grawemeyer, Beate; Mavrikis, Manolis; Holmes, Wayne; Gutiérrez-Santos, Sergio; Wiedmann, Michael and Rummel, Nikol (2017). Affective learning: improving engagement and enhancing learning with affect-aware feedback. User Modeling and User-Adapted Interaction, 27(1) pp. 119–158.

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.

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.

Hagen, E.; Kelley, S.P.; Dypvik, H.; Nilsen, O and Kjolhamar, B. (2001). Direct dating of authigenic K-feldspar overgrowths from the Kilombero Rift of Tanzania. Journal of the Geological Society, 158(5) pp. 801–807.

Haines, P.W; Turner, S.P; Kelley, S.P; Wartho, J.A and Sherlock, S.C (2004). 40Ar-39Ar dating of detrital muscovite in provenance investigations: a case study from the Adelaide Rift Complex, South Australia. Earth and Planetary Science Letters, 227(3-4) pp. 297–311.

Haines, Peter W.; Jenkins, Richard J.F. and Kelley, Simon P. (2001). Pleistocene glass in the Australian desert: The case for an impact origin. Geology, 29(10) pp. 899–902.

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, Michael A.; Cuttini, Marina; Flemmer, Andreas W.; Greisen, Gorm; Marlow, Neil; Schulze, Andreas; Smith, Susan; Valls-i-Soler, Adolf; Truffert, Patrick; Conole, Grainne and de Laat, Maarten (2009). European online postgraduate educational programme in neonatology — the way forward? European Journal of Pediatrics, 168(4) pp. 449–456.

Hambleton, Ian R.; Foster, William H. and Richardson, John T. E. (1998). Improving student learning using the personalised system of instruction. Higher Education, 35(2) pp. 187–203.

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.

Harris, D.C.; Littlejohn, A.; Isaacs, N.W. and Lustbader, J.W. (1992). The Structure Determination of Human Chorionic Gonadotropin. Journal of the Endocrine Society, 14 p. 1478.

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.

Hayes, Kay; King, Estelle and Richardson, John T. E. (1997). Mature Students in Higher Education: III. Approaches to studying in Access students. Studies in Higher Education, 22(1) pp. 19–31.

Hayes, Kay and Richardson, John E. (1995). Gender, subject and context as determinants of approaches to studying in higher education. Studies in Higher Education, 20(2) pp. 215–221.

Heber, Veronika S.; Brooker, Richard A.; Kelley, Simon P. and Wood, Bernard J. (2007). Crystal–melt partitioning of noble gases (helium, neon, argon, krypton, and xenon) for olivine and clinopyroxene. Geochimica et Cosmochimica Acta, 71(4) pp. 1041–1061.

Hennessy, Sara; Fung, Pat and Scanlon, Eileen (2001). The role of the graphic calculator in mediating graphing activity. International Journal of Mathematics Education for Science and Technology, 32(2) pp. 267–290.

Hennessy, Sara; Wishart, Jocelyn; Whitelock, Denise; Deaney, Rosemary; Brawn, Richard; la Velle, Linda; McFarlane, Angela; Ruthven, Kenneth and Winterbottom, Mark (2007). Pedagogical approaches for technology-integrated science teaching. Computers and Education, 48(1) pp. 137–152.

Hernández Leo, Davinia; Asensio-Pérez, Juan I.; Dimitriadis, Yannis; Bote-Lorenzo, Miguel L.; Jorrín-Abellán, Iván M. and Villasclaras Fernandez, Eloy D. (2005). Reusing IMS-LD formalized best practices in collaborative learning structuring. Advanced Technology for Learning, 2(4) pp. 223–232.

Hernández Leo, Davinia; Villasclaras Fernandez, Eloy; Asensio Pérez, Juan I.; Dimitriadis, Yannis; Bote Lorenzo, Miguel and Jorrín Abellán, Iván (2008). The added value of implementing the Planet Game scenario with Collage and Gridcole. Journal of Interactive Media in Education, article no. , 22.

Hernández-Leo, Davina; Bote-Lorenzo, Miguel L.; Asensio-Perez, Juan I.; Gómez-Sanchez, Eduardo; Villasclaras Fernandez, Eloy D.; Jorrín-Abellán, Iván M. and Dimitriadis, Yannis A. (2007). Free- and open-source software for a course on network management: authoring and enactment of scripts based on collaborative learning strategies. IEEE Transactions on Education, 50(4) pp. 292–301.

Hernández-Leo, Davinia; Jorrín-Abellán, Ivan.; Villasclaras Fernandez, Eloy D.; Asensio-Pérez, Juan I. and Dimitriadis, Yannis (2010). A multicase study for the evaluation of a pattern-based visual design process for collaborative learning. Journal of Visual Languages & Computing, 21(6) pp. 313–331.

Hernández-Leo, Davinia; Villasclaras Fernandez, Eloy D.; Asensio-Pérez, Juan I.; Dimitriadis, Yannis; Jorrín-Abellán, Iván; Ruiz-Requies, Inés and Rubia-Avi, Bartolomé (2006). COLLAGE: a collaborative Learning Design editor based on patterns. Educational Technology & Society, 9(1) pp. 58–71.

Hernández-Nanclares, Núria; García-Muñiz, Ana and Rienties, Bart (2017). Making the most of “external” group members in blended and online environments. Interactive Learning Environments, 25(4) pp. 467–481.

Herodotou, C.; Kambouri, M. and Winters, N. (2014). Dispelling the myth of the socio-emotionally dissatisfied gamer. Computers in Human Behavior, 32 pp. 23–31.

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

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; Kambouri, Maria and Winters, Niall (2011). The role of trait emotional intelligence in gamers' preferences for play and frequency of gaming. Computers in Human Behavior, 27(5) pp. 1815–1819.

Herodotou, Christothea; Kyza, Eleni A.; Nicolaidou, Iolie; Hadjichambis, Andreas; Kafouris, Dimitris and Terzian, Freda (2012). The development and validation of the GMOAS: an instrument measuring secondary students’ attitudes towards Genetically Modified Organisms. International Journal of Science Education, Part B: Communication and Public Engagement, 2(2) pp. 131–147.

Herodotou, Christothea; Winters, Niall and Kambouri, Maria (2015). An Iterative, Multidisciplinary Approach to Studying Digital Play Motivation: The Model of Game Motivation. Games and Culture, 10(3) pp. 249–268.

Herodotou, Christothea; Winters, Niall and Kambouri, Maria (2012). A Motivationally Oriented Approach to Understanding Game Appropriation. International Journal of Human-Computer Interaction, 28(1) pp. 34–47.

Hibberd, Ralph; Morris, Erica and Jones, Ann (2004). An evaluation of the use of concept maps to represent students' knowledge of research methods in psychology. Journal of Cognitive Education and Psychology, 3(3) pp. 276–296.

Hillaire, Garron; Rappolt-Schlichtmann, Gabrielle and Ducharme, Kim (2016). Prototyping Visual Learning Analytics Guided by an Educational Theory Informed Goal. Journal of Learning Analytics, 3(3) pp. 115–142.

Hinze, Annika; Buchanan, George; Jung, Doris and Adams, Anne (2006). HDLalert – a healthcare DL alerting system: from user needs to implementation. Health Informatics Journal, 12(2) pp. 121–135.

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

Hoare, Derek J.; Van Labeke, Nicolas; McCormack, Abby; Sereda, Magdalena; Smith, Sandra; Al Taher, Hala; Kowalkowski, Victoria L.; Sharples, Mike and Hall, Deborah A. (2014). Gameplay as a source of intrinsic motivation in a randomized controlled trial of auditory training. PLoS ONE, 9(9), article no. e107430.

Hole, M. J.; Ellam, R. M.; MacDonald, D. I. M. and Kelley, S. P. (2015). Gondwana break-up related magmatism in the Falkland Islands. Journal of the Geological Society, 173(1) pp. 108–126.

Holmes, Wayne (2011). Using game‐based learning to support struggling readers at home. Learning, Media and Technology, 36(1) pp. 5–19.

Holmes, Wayne and Dowker, Ann (2013). Catch Up Numeracy: a targeted intervention for children who are low-attaining in mathematics. Research in Mathematics Education, 15(3) pp. 249–265.

Hommes, J.; Rienties, B.; de Grave, W.; Bos, G.; Schuwirth, L. and Scherpbier, A. (2012). Visualising the invisible: a network approach to reveal the informal social side of student learning. Advances in Health Sciences Education, 17(5) pp. 743–757.

Hood, Nina and Littlejohn, Allison (2016). MOOC Quality: The Need for New Measures. Journal of Learning for Development - JL4D, 3(3) pp. 28–42.

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

Hood, Nina; Littlejohn, Allison and Milligan, Colin (2015). Context counts: How learners' contexts influence learning in a MOOC. Computers & Education, 91 pp. 83–91.

Hudgins, Jillian A.; Spray, John G.; Kelley, Simon P.; Korotev, Randy L. and Sherlock, Sarah C. (2008). A laser probe 40Ar /39Ar and INAA investigation of four Apollo granulitic breccias. Geochimica et Cosmochimica Acta, 72(23) pp. 5781–5798.

Iacovides, Ioanna; Blandford, Ann; Cox, Anna and Back, Jonathan (2016). How external and internal resources influence user action: the case of infusion devices. Cognition, Technology & Work, 18(4) pp. 793–805.

Iacovides, Ioanna; Blandford, Ann; Cox, Anna; Franklin, Bryony Dean; Lee, Paul and Vincent, Chris J. (2015). Infusion device standardisation and dose error reduction software. British Journal of Healthcare Management, 21(2) pp. 68–76.

Iacovides, Ioanna; Blandford, Ann; Cox, Anna; Franklin, Bryony Dean; Lee, Paul and Vincent, Christopher J. (2014). Infusion device standardisation and dose error reduction software: a UK survey. British Journal of Nursing, 23(Sup14) S16-S24.

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.