Digital Scholarship from the Periphery: Insights from Researchers in Chile on Academia.edu and ResearchGate

2024-5-7

Unveiling the TikTok Teacher: The Construction of Teacher Identity in the Digital Spotlight

2024-1-1

“Visibility, Transparency, Feedback and Recognition”: Higher Education Scholars Using Digital Social Networks

2024-1-1

Lines of Flight: The Digital Fragmenting of Educational Networks

2024-1-1

Positive Digital Practices: Supporting Positive Learner Identities and Student Mental Wellbeing in Technology-Enhanced Higher Education

2024-1-1

Analysing Disability Descriptions and Student Suggestions as a Foundation to Overcome Barriers to Learning

2024-1-1

Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts

2024-1-1

Open Technology-Enhanced Learning

2024-1-1

Digital Environments of Education 4.0 and complex thinking: Communicative Literacy to close the digital gender gap

2024-1-1

Entering the Social Media Stratosphere: Higher Education Faculty Use of Social Media with Students Across Four Disciplines

2024-1-1

‘Sharing’, Selfhood, and Community in an Age of Academic Twitter

2024-1-1

Special Collection Editorial – Social Media in Higher Education: What’s Happening?

2024-1-1

Evaluating the Design and Development of the “Making Molecules” Simulation: Students’ Perceptions and Recommendations

2023-1-1

From Didachography to AI: Metaphors Teaching is Automated by

2023-1-1

Microcredentials: Why, what and how – Editorial

2023-1-1

Using Skills Profiling to Enable Badges and Micro-Credentials to be Incorporated into Higher Education Courses

2023-1-1

Investigating the Views and Use of Stackable Microcredentials within a Postgraduate Certificate in Academic Practice

2023-1-1

A Strategic Institutional Response to Micro-Credentials: Key Questions for Educational Leaders

2023-1-1

Can a Virtual Task-Based Language Learning Environment Enhance Pre-Service Teachers’ Performance? Comparing Non- and Users of iPad

2023-1-1

Educational Innovation with Alternative Credentials as a Driver of the Digital Transformation of the University: A Case Study in Latin America

2023-1-1

Interacting through Blogs in Theatre/Drama Education: A Greek Case Study

2023-1-1

‘People have Started Calling Me an Expert’: The Impact of Open University Microcredential Courses

2023-1-1

Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes

2023-1-1

An Overview of Student Perceptions of Hybrid Flexible Learning at a London HEI

2023-1-1

Hybrid Teaching and the Hybridization of Education: Thai University Teachers’ Perspectives, Practices, Challenges

2022-10-21

Balance between Guidance and Self-Regulated Learning: Teaching and Learning Strategies in Online, Hybrid and Blended Learning in Higher Education

2022-1-1

Self-Assessment and Pre-Service Teachers’ Self-Regulated Learning in a School Organisation Course in Hybrid Learning

2022-1-1

Self-Regulation of Learning and the Co-Design of Personalized Learning Pathways in Higher Education: A Theoretical Model Approach

2022-1-1

Experiencing Edublocks: A Project to Help Students in Higher Education to Select their Own Learning Paths

2022-1-1

Finding Balance through Connected Learning Designs: Disentangling Self-Regulated and Co-Regulated Learning in Online Postgraduate Education

2022-1-1

Students’ Agency and Self-Regulated Skills through the Lenses of Assessment Co-creation in Post-COVID-19 Online and Blended Settings: A Multi-Case Study

2022-1-1

JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC

2022-1-1

A Retro Perspective on Blended/Hybrid Learning: Systematic Review, Mapping and Visualization of the Scholarly Landscape

2022-1-1

Moving Teaching Online: Cultural Barriers Experienced by University Teachers During Covid-19

2021-9-8

The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups

2021-6-21

Driven by Emotions! The Effect of Attitudes on Intention and Behaviour regarding Open Educational Resources (OER)

2021-2-11

‘Engagement’ Discourses and the Student Voice: Connectedness, Questioning and Inclusion in Post-Covid Digital Practices

2021-1-1

Caring in Practice, Caring for Knowledge

2021-1-1

Pivoting Open? Pandemic Pedagogy and the Search for Openness in the Viral Learning Environment

2021-1-1

Will Academic Library Publishing Break OER? A Diffusion of Innovations Study

2021-1-1

Barriers in Times of Digital Teaching and Learning – a German Case Study: Challenges and Recommendations for Action

2021-1-1

Human Relationships in Higher Education: The Power of Collaboration, Creativity and Openness

2021-1-1

Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions

2021-1-1

The Choices that Connect Uncertainty and Sustainability: Student-Centred Agile Decision-Making Approaches Used by Universities in Australia and the UK during the COVID-19 Pandemic

2021-1-1

Teacher Education in the Emergency: a MOOC-Inspired Teacher Professional Development Strategy Grounded in Critical Digital Pedagogy and Pedagogy of Care

2021-1-1

Professional Development for Sustaining the ‘Pivot’: The impact of the Learning Design and Course Creation Workshop on Six Belarusian HEIs

2021-1-1

Editorial: Learning from Lockdown Special Collection

2021-1-1

GO-GN Special Collection: Editorial

2021-1-1

A Case Study on Teacher Educators’ Technology Professional Development based on Student Teachers’ Perspectives in Malawi

2021-1-1

A Latin American Critical Conceptual Model on the Adoption of Open Educational Resources

2021-1-1