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| Vol 8, No 3 (2016) |
Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave |
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Aras Bozkurt, Nilgun Ozdamar Keskin, Inge de Waard |
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| Vol 9, No 2 (2017): Selected papers from the Open Education Consortium Global 2017 Conference |
"The best part was the contact!": Understanding postgraduate students’ experiences of wrapped MOOCs |
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Tasneem Jaffer, Shanali Govender, Cheryl Brown |
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| Vol 9, No 4 (2017) |
The effects of participants’ engagement with videos and forums in a MOOC for teachers’ professional development |
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Fernanda Cesar Bonafini |
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| Vol 9, No 2 (2017): Selected papers from the Open Education Consortium Global 2017 Conference |
A survey of the awareness, offering, and adoption of OERs and MOOCs in Japan |
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Katsusuke Shigeta, Mitsuyo Koizumi, Hiroyuki Sakai, Yasuhiro Tsuji, Rieko Inaba, Naoshi Hiraoka |
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| Vol 9, No 3 (2017) |
Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas |
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Kelsey L. O'Brien, Michele Forte, Thomas P. Mackey, Trudi E. Jacobson |
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| Vol 11, No 1 (2019) |
Dropout patterns and cultural context in online networked learning spaces |
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Aras Bozkurt, Yavuz Akbulut |
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| Vol 9, No 3 (2017) |
Book review of Revolution in Higher Education |
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Jennifer Anna Kepka |
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| Vol 10, No 4 (2018) |
Findings from a Case Study on Refugees Using MOOCs to (Re)enter Higher Education |
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Gabi Witthaus |
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| Vol 5, No 1 (2013): Openness in Higher Education |
From OER to PLAR: Credentialing for Open Education |
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Norm Friesen, Christine Wihak |
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| Vol 10, No 1 (2018) |
MOOCs for Teacher Professional Development: Reflections and Suggested Actions |
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Pradeep Kumar Misra |
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| Vol 8, No 4 (2016) |
Teaching Project Management on-line: lessons learned from MOOCs |
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Rita Falcao, Luis Fernandes |
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| Vol 9, No 3 (2017) |
Higher Education Lecturers’ Lived Experience of Going Public in MOOCs |
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Ulf Olsson |
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| Vol 7, No 2 (2015): Selected papers from the Open Education Consortium Global 2015 Conference |
Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs |
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Nikolaos Floratos, Teresa Guasch, Anna Espasa |
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| Vol 6, No 2 (2014): Selected papers from the OCWC Global 2014 conference |
The potential social, economic and environmental benefits of MOOCs: operational and historical comparisons with a massive ‘closed online’ course |
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Andy Lane, Sally Caird, Martin Weller |
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| Vol 9, No 3 (2017) |
Developing Self-Efficacy through a Massive Open Online Course on Study Skills |
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Brenda Cecilia Padilla Rodriguez, Alejandro Armellini |
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| Vol 8, No 2 (2016): Selected papers from the Open Education Consortium Global 2016 Conference |
The Best of Two Open Worlds at the National Open University of Nigeria |
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Jane-frances Obiageli Agbu, Fred Mulder, Fred de Vries, Vincent Tenebe, Abel Caine |
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| Vol 8, No 4 (2016) |
Open Praxis vol. 8 issue 4 |
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Inés Gil-Jaurena (ed.), Various authors |
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| Vol 9, No 1 (2017) |
Current Status of the MOOC Movement in the World and Reaction of the Turkish Higher Education Institutions |
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Cengiz Hakan Aydin |
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| Vol 10, No 3 (2018) |
Experiences of Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD) |
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Monty King, Bernadete Luan, Esperança Lopes |
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| Vol 7, No 4 (2015): ICDE Prizes for Innovation and Best Practice (2nd edition) |
Recognising Informal Elearning with Digital Badging: Evidence for a Sustainable Business Model |
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Patrina Law |
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| Vol 8, No 3 (2016) |
Exploratory study of MOOC learners’ demographics and motivation: The case of students involved in groups |
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Rebecca Yvonne Bayeck |
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| Vol 8, No 2 (2016): Selected papers from the Open Education Consortium Global 2016 Conference |
Ten years of open practice: a reflection on the impact of OpenLearn |
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Patrina Law, Anne Jelfs |
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