Papers and book chapters by GO-GN PhD researchers (candidates and alumni):
Algers, A., Lindström, B. & Svensson, L. (2016). Work-based learning through negotiated projects – Exploring learning at the boundary. Higher Education, Skills and Work-Based Learning, 6(1): 2-19.
Algers, A. & Berg, C. (2017). Open Knowledge about Slaughter on the Internet—A Case Study on Controversies. Animals, 7(12), 101.
Atenas, J. & Havemann, L. (eds.) (2015). Open Data as open educational resources: case studies of emerging practice. London, UK: Open Knowledge, Open Education Working Group.
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.
Bozkurt, A., Akgün-Özbek, E. & Zawacki-Richter, O. (2017). Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015). The International Review of Research in Open and Distributed Learning, 18(5): 119-147.
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. (2017). Openness and praxis: exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning, 18(5): 15-34.
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.
Jordan, K. (2016). Digital scholarship and the social network site: How academics conceptualise their networks on academic social network sites and Twitter. Selected Papers of AoIR 2016: The 17th Annual Conference of the Association of Internet Researchers Berlin, Germany / 5-8 October 2016.
Jordan, K. (in press). Validity, reliability and the case for participant-centred research: Reflections on a multi-platform social media study. International Journal of Human-Computer Interaction.
Koutropoulos, A. & Zaharias, P. (2015). Down the Rabbit Hole: An initial typology of issues around the development of MOOCs. Current Issues in Emerging eLearning, 2(1).
Nkuyubwatsi, B. (2018). Revisiting the Reusability and Openness of Resources in the Massachusetts Institute of Technology Open Courseware. Journal of Interactive Media in Education.
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.
Panda, S. & Santosh, S. (2017). Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University. The International Review of Research in Open and Distributed Learning, 18(7): 90-111.
Paskevicius, M., Veletsianos, G. & Kimmons, R. (2018). Content is King: An Analysis of How the Twitter Discourse Surrounding Open Education Unfolded from 2009 to 2016. The International Review of Research in Open and Distributed Learning, 19(1): 116-137.
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.
Rodés-Paragarino, V., Gewerc-Barujel, A. & Llamas-Nistal, M. (2016). Use of Repositories of Digital Educational Resources: State-of-the-Art Review. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 11(2): 73-78.
Santosh, S. & Panda, S. (2016). Sharing of Knowledge among Faculty in a Mega Open University. Open Praxis, 8(3): 247-264.
Stagg, A. (2017). The ecology of the open practitioner: a conceptual framework for open research. Open Praxis, 9(4): 363-374.
Stagg, A. & Bossu, C. (2016). Educational Policy and Open Educational Practice in Australian Higher Education. In Patrick Blessinger & TJ Bliss (eds.) Open Education: International Perspectives in Higher Education. Cambridge, UK: Open Book Publishers, pp. 115-136.
Mobile authoring of open educational resources for authentic learning scenarios. Universal Access in the Information Society, 15(3): 329-343.
van der Zee, T., Admiraal, W., Paas, F., Saab, N. & Giesbers, B. (2017). Effects of subtitles, complexity, and language proficiency on learning from online education videos. Journal of Media Psychology, 29: 18-30.
2nd GO-GN Seminar eBook: reports, slides and video lectures from participants. Ljubljana, April 21-22, 2014.