GO-GN Theses

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, Sweden.

Bozkurt, A. (2016). Identifying interaction patterns and teacher-learner roles in connectivist massive open online courses. Anadolu University, Turkey.

Cáceres Piñuel, M. (2016). Educación Online Superior y Abierta: ¿(R)evolución en la Formación Universitaria? Retos y Oportunidades de los MOOCs (Massive Open online Courses) para la Formación Superior Europea en la Sociedad de la Información. UNED, Spain.

Cardoso, P. (2017). Open Educational Practices in public Higher Education in Portugal – from Theory to Practice: Open Educational Resources and Open Access. Universidade Aberta, Portugal.

Cox, G. (2016). Explaining the relations between culture, structure and agency in lecturers’ contribution and non-contribution to Open Educational Resources in a higher education institution. University of Cape Town, South Africa.

Cronin, C. (2018). Openness and praxis: A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education. National University of Ireland, Galway, Ireland.

Jordan, K. (2016). Understanding the structure and role of academics’ ego-networks on social networking sites. The Open University, UK.

Nerantzi, C. (2017). Towards a cross-boundary collaborative open learning framework for cross-institutional academic development. Edinburgh Napier University, UK.

Nkuyubwatsi, B. (2016). Opening up higher education in Rwanda: The potential contribution of extension Massive Open Online Courses (xMOOCs), Open Educational Resources (OER) units in the MIT Open Courseware and different stakeholders. University of Leicester, UK.

Prasad, D. (2016). Open Textbook Development and Learning Analytics. Kumamoto University, Japan.

Rikers, J. (2017). Education for Development. Exploring the potential of innovations in education, in particular in the Kenyan context.Open Universiteit, The Netherlands.

Shukie, P. (2017). A participatory action research investigation into an open, online Community Project exploring how teaching and learning occur in a non institutional, non-specialist, technology enhanced learning environment. Lancaster University, UK.

Tabuenca, B. (2015). Ubiquitous technology for lifelong learners. Open Universiteit, The Netherlands.

Wang, Y. (2017). Demystifying Learner Success: Before, During, and After a Massive Open Online Course. Columbia University, USA.