Currently browsing: Items authored or edited by Carlton Wood https://orcid.org/0000-0001-5567-1694

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

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

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

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

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Braun, Martin; Dawes, Anita; Jordan, Sally; Wood, Carlton; Andrianova, Olga; Nita, Maria; Gough, Georgina; Calder, Kathleen; Astles, Paul; Meade, Rosie; Cox, Teresa and Elliott, Anna (2024). Developing reflective assessment tasks to engage physics students with the key sustainability competencies. In: 13th eSTEeM Annual Conference, 10-11 Apr 2024, Milton Keynes, UK.

Braun, Martin; Dawes, Anita; Jordan, Sally; Wood, Carlton; Andrianova, Olga; Nita, Maria; Gough, Georgina; Calder, Kathleen; Astles, Paul; Meade, Rosie; Cox, Teresa and Elliott, Anna (2024). Developing reflective assessment tasks to engage physics students with the key sustainability competencies. In: Advance HE’s Teaching and Learning Conference 2024: Future-Focused Education: Innovation, Inclusion, and Impact, 2-4 Jul 2024, Nottingham Trent University, UK.

Butcher, John; Clarke, Anactoria; Wood, Carlton; McPherson, Elaine and Fowle, Wendy (2019). How does a STEM Access module prepare adult learners to succeed in undergraduate science? Journal of Further and Higher Education, 43(9) pp. 1271–1283.

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

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

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Olney, T. and Wood, C. (2023). The evolution of learning analytics practice over six years at the Open University, UK: what are the arrangements that enable or constrain this practice? In: ICERI2023 Proceedings, IATED pp. 449–455.

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Olney, Tom and Wood, Carlton (2023). Using the Theory of Practice Architectures to establish what it means to “do” learning design, and the arrangements that enable and constrain practice. Frontiers in Education, 8, article no. 1291032.

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Olney, Tom; Walker, Steve; Wood, Carlton and Clarke, Anactoria (2021). Are We Living in LA (P)LA Land? Reporting on the Practice of 30 STEM Tutors in Their Use of a Learning Analytics Implementation at The Open University. Journal of Learning Analytics, 8(3) pp. 45–59.

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Wood, Carlton; Cook, Lynda and Clarke, Anactoria (2024). Supporting students effectively in an online teaching environment at the beginning of their student journey. Widening Participation and Lifelong Learning, 26(2) pp. 115–137.

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Walker, Steve; Olney, Tom; Wood, Carlton; Clarke, Anactoria and Dunworth, Moira (2019). How do tutors use data to support their students? Open Learning: The Journal of Open, Distance and e-Learning, 34(1) pp. 118–133.