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.
Atenas, J., Havemann, L. & Priego, E. (2015). Open Data as Open Educational Resources: Towards transversal skills and global citizenship. Open Praxis 7(4): 377-389.
Bossu, C. & Stagg, A. (2018). The potential role of Open Educational Practice policy in transforming Australian higher education. Open Praxis, 10(2): 145-157.
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., Honeychurch, S., Caines, A., Bali, M., Koutropoulos, A. & Cormier, D. (2016). ‘Community Tracking in a cMOOC and Nomadic Learner Behavior Identification on a Connectivist Rhizomatic Learning Network‘. Turkish Online Journal of Distance Education, 17(4): 4-30. [Received a Honorable Mention in the 2018 GO-GN Award for Best Open Education Research Paper].
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. [Winner of the 2018 GO-GN Award for Best Open Education Research Paper].
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.
Cronin, C. & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2): 127-143.
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.
Havemann, L. (2016) Open educational resources. In: Peters, M.A. (ed.) Encyclopedia of Educational Philosophy and Theory. Singapore: Springer Singapore.
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).
Nerantzi, C. (2017) Quality teaching through openness and collaboration – an alternative to the TEF? Compass: Journal of Learning and Teaching, 10(2).
Nerantzi, C. (2015) Who says academics don’t do CPD? Connecting practitioners and developing together through distributed cross-institutional collaborative CPD in the open. Journal of Perspectives in Applied Academic Practice 3(1): 98-108.
Nerantzi, C. & Gossman, P. (2015). Towards collaboration as learning: An evaluation of an open CPD opportunity for HE teachers. Research in Learning Technology, 23.
Nerantzi, C. & Beckingham, S. (2015). Scaling-up open CPD for teachers in higher education using a snowballing approach. Journal of Perspectives in Applied Academic Practice, 3(1): 109-121.
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.
Tabuenca, B., Kalz, M., Ternier, S. & Specht, M. (2016). 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.
Weller, M., Jordan, K., DeVries, I. & Rolfe, V. (2018). Mapping the open education landscape: citation network analysis of historical open and distance education research. Open Praxis, 10(2): 109-126.
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.
Bordin, C. (2019). Interaction Design Consciousness and Action: Open Educational Resources and Practices for Hope. The Federal University of Technology – Paraná, Brazil
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.
Chtena, N. (2019). From Codex to Bits: Discourses, Practices and Materialities in the Open Textbook Phenomenon. UCLA, USA.
Coelho, D. (2019). Mapping the Field of Development Education in Portugal: Narratives and Challenges in a De/Post/Colonial Context. University of Porto, 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.
Gore, H. (2018). Engagement of Learners Undertaking MOOCs and the Impact of Design. The Open University, UK.
Hayman, J. (2018). Open is an Invitation: Exploring Use of Open Educational Resources with Ontario Post-Secondary Educators. Arizona State University, USA.
Iniesto, F. (2020). An Investigation into the accessibility of Massive Open Online Courses (MOOCs). The Open University, UK
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.
Oddone, K. (2019). Teachers’ experience of professional learning through personal learning network. Queensland University of Technology, Australia.
Papathoma, T (2019). MOOC Educators: Who They Are And How They Learn. The Open University, UK.
Paskevicius, M. (2018). Exploring educators experiences implementing open educational practice. University of Victoria, Canada
Pete, J. (2019) Open Education Resources Differentiation: A cross-country study on Differentiation in Access, Use and Sharing of (Open) Educational Resources at Universities in Kenya, Ghana and South Africa. The Open University, The Netherlands
Pima, J. (2018.). Factors that motivate Teachers to use ICT in Teaching: A Case of Kaliua District Secondary Schools in Tanzania. Coventry University, 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.
Roberts, V. (2019). Open Educational Practices (OEP): Design-based Research on Expanded High School learning Environments, Spaces, and Experiences. University of Calgary, Australia.
Rodés Paragarino, V. (2019). Una teoría fundamentada sobre la adopción de repositorios y recursos educativos abiertos en universidades latinoamericanas. Universidade de Santiago de Compostela, Spain,
Sangeeta, T. (2018). A Critique of MOOC’s Development and An Empirical Exploration of MOOC Users With special reference to India. IIFT, India
Santosh, S. (2017). A Study into Policy Status and Use of Open Education Resources in Distance Education and Training Institutes in India . IGNOU, India
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.
Vladimirschi, V. (2018). Professional Development Guidelines for OER: A Case Study of Brazilian Fundamental Education Public School Teachers. Athabasca University, Canada.
Wang, Y. (2017). Demystifying Learner Success: Before, During, and After a Massive Open Online Course. Columbia University, USA.