Algers, A. (2015). Open Learning in Life Sciences: studies of open educational resources in animal welfare and work-based learning in food science. Chalmers University of Technology & University of Gothenburg.
Bozkurt, A. (2016). Identifying interaction patterns and teacher-learner roles in connectivist massive open online courses. Anadolu University, Turkey.
Jordan, K. (2016). Understanding the structure and role of academics’ ego-networks on social networking sites. The Open University, UK.
Rikers, J. (2017). Education for Development. Exploring the potential of innovations in education, in particular in the Kenyan context.Open Universiteit, The Netherlands.
Tabuenca, B. (2015). Ubiquitous technology for lifelong learners. Open Universiteit, The Netherlands.
Papers by GO-GN PhD researchers (candidates and alumni)
Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., Sezgin, S., Karadeniz, A., Sen-Ersoy, N., Goksel-Canbek, N., Dincer, G.D., Ari, S. & Aydin, C.H. (2015). Trends in distance education research: A content analysis of journals 2009-2013. The International Review of Research in Open and Distributed Learning, 16(1): 330-363.
Bozkurt, A. & Bozkaya, M. (2015). Evaluation Criteria for Interactive E-Books for Open and Distance Learning. The International Review of Research in Open and Distributed Learning, 16(5): 58-82.
Cox, G. & Trotter H. (2017). An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER. Open Praxis, 9(2): 151-171.
Cox, G. & Trotter H. (2016). Institutional Culture and OER Policy: How Structure, Culture, and Agency Mediate OER Policy Potential in South African Universities. The International Review of Research in Open and Distributed Learning, 17(5): 147-164.
Cronin, C. (in press, 2017). Openness and praxis: exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning.
Floratos, N., Guasch, T. & Espasa, A. (2015). Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs. Open Praxis, 7(2): 141-152.
Iniesto, F., McAndrew, P., Minocha, S. & Coughlan, T. (2016). Accessibility of MOOCs: Understanding the Provider Perspective. Journal of Interactive Media in Education, Article 20, pp.1-10.
Nkuyubwatsi, B. (2016). Positioning extension Massive Open Online Courses (xMOOCs) within the open access and the lifelong learning agendas in a developing setting. Journal of Learning for Development, 3(1): 14-36.
Nkuyubwatsi, B. (2016). A Critical Look at Policy Environment for Opening Up Public Higher Education in Rwanda. Journal of Learning for Development, 3(2): 47-61.
Paskevicius, M. (2017). Conceptualizing Open Educational Practices through the Lens of Constructive Alignment. Open Praxis, 9(2): 125-140.
Pete, J., Mulder, F. & Dutra Oliveira Neto, J. (2017). Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Kenyan Universities. Open Praxis, 9(2): 173-194.
Prasad, D., Totaramb, R. & Usagawa, T. (2016). Progressing Towards Open Textbooks Learning Analytics System. Journal of Perspectives in Applied Academic Practice, 4(3): 56-60.
Prasad, D., Totaramb, R. & Usagawa, T. (2016). Development of Open Textbooks Learning Analytics System. The International Review of Research in Open and Distributed Learning, 17(5): 215-234.
Santosh, S. & Panda, S. (2016). Sharing of Knowledge among Faculty in a Mega Open University. Open Praxis, 8(3): 247-264.
2nd GO-GN Seminar eBook: reports, slides and video lectures from participants. Ljubljana, April 21-22, 2014.
Two useful bibliographical resources for researchers in open education are the OER Knowledge Cloud (an archive of research articles, books and reports) and the research bibliography on OER in the Global South provided by the ROER4D project.
If you’re considering open release of research data you might be interested in the OER Research Hub Ethics Manual and the Information Commissioner’s report on best practice for managing risk through anonymisation.
OER Research Hub Data reports: