Publications in The International Review of Research in Open and Distance Learning

Kop & Hill, 2008Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review of Research in Open and Distance Learning, 9(3), Article–9. Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review of Research in Open and Distance Learning, 9(3), Article–9.
Fini, 2009Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. The International Review of Research in Open and Distance Learning, 10(5), Article--10. Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. The International Review of Research in Open and Distance Learning, 10(5), Article–10.
Wiley & Hilton III, 2009Wiley, D., & Hilton III, J. (2009). Openness, dynamic specialization, and the disaggregated future of higher education. The International Review of Research in Open and Distance Learning, 10(5), Article–10. Wiley, D., & Hilton III, J. (2009). Openness, dynamic specialization, and the disaggregated future of higher education. The International Review of Research in Open and Distance Learning, 10(5), Article–10.
Waard et al., 2011de Waard, I., Abajian, S., Gallagher, M. S., Hogue, R., Keskin, N., Koutropoulos, A., & Rodriguez, O. C. (2011). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Learning, 12(7), 94--115. de Waard, I., Abajian, S., Gallagher, M. S., Hogue, R., Keskin, N., Koutropoulos, A., & Rodriguez, O. C. (2011). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Learning, 12(7), 94–115.
Kop, 2011Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, 12(3), 19--38. Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, 12(3), 19–38.
Kop, Fournier & Mak, 2011Kop, R., FournierHélène, & Mak, S. F. J. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distance Learning, 12(7), 74--93. Kop, R., FournierHélène, & Mak, S. F. J. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distance Learning, 12(7), 74–93.
Morgan & Carey, 2009Morgan, T., & Carey, S. (2009). From Open Content to Open Course Models: Increasing Access and Enabling Global Participation in Higher Education. The International Review of Research in Open and Distance Learning, 10(5), Article–10. Morgan, T., & Carey, S. (2009). From Open Content to Open Course Models: Increasing Access and Enabling Global Participation in Higher Education. The International Review of Research in Open and Distance Learning, 10(5), Article–10.
Schmidt et al., 2009Schmidt, J. P., Geith, C., HåklevS., & Thierstein, J. (2009). Peer-to-peer recognition of learning in open education. The International Review of Research in Open and Distance Learning, 10(5), Article--10. Schmidt, J. P., Geith, C., HåklevS., & Thierstein, J. (2009). Peer-to-peer recognition of learning in open education. The International Review of Research in Open and Distance Learning, 10(5), Article–10.
Bell, 2010Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distance Learning, 12(3), 98–118. Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distance Learning, 12(3), 98–118.
Ravenscroft, 2011Ravenscroft, A. (2011). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. The International Review of Research in Open and Distance Learning, 12(3), 139–160. Ravenscroft, A. (2011). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. The International Review of Research in Open and Distance Learning, 12(3), 139–160.
Leal Fonseca, 2011Leal Fonseca, D. E. (2011). EduCamp Colombia: Social networked learning for teacher training. The International Review of Research in Open and Distance Learning, 12(3), 60–79. Leal Fonseca, D. E. (2011). EduCamp Colombia: Social networked learning for teacher training. The International Review of Research in Open and Distance Learning, 12(3), 60–79.
Naughton, Roder & Smeed, 2011Naughton, C. F., Roder, J., & Smeed, J. E. (2011). Delimiting the prospect of openness: An examination of initial student approaches to e-learning. The International Review of Research in Open and Distance Learning, 12(2), 103–121. Naughton, C. F., Roder, J., & Smeed, J. E. (2011). Delimiting the prospect of openness: An examination of initial student approaches to e-learning. The International Review of Research in Open and Distance Learning, 12(2), 103–121.
Williams, Karousou & Mackness, 2011Williams, R., Karousou, R., & Mackness, J. (2011). Emergent learning and learning ecologies in Web 2.0. The International Review of Research in Open and Distance Learning, 12(3), 39--59. Williams, R., Karousou, R., & Mackness, J. (2011). Emergent learning and learning ecologies in Web 2.0. The International Review of Research in Open and Distance Learning, 12(3), 39–59.
Tschofen & Mackness, 2012Tschofen, C., & Mackness, J. (2012). Connectivism and dimensions of individual experience. The International Review of Research in Open and Distance Learning, 13(1). Tschofen, C., & Mackness, J. (2012). Connectivism and dimensions of individual experience. The International Review of Research in Open and Distance Learning, 13(1).
Schmidt-Jones, 2012Schmidt-Jones, C. (2012). An open education resource supports a diversity of inquiry-based learning. The International Review of Research in Open and Distance Learning, 13(1). Schmidt-Jones, C. (2012). An open education resource supports a diversity of inquiry-based learning. The International Review of Research in Open and Distance Learning, 13(1).
Blaschke, 2012Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distance Learning, 13(1). Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distance Learning, 13(1).
Veletsianos & Navarrete, 2012Veletsianos, G., & Navarrete, C. (2012). Online social networks as formal learning environments: Learner experiences and activities. The International Review of Research in Open and Distance Learning, 13(1). Veletsianos, G., & Navarrete, C. (2012). Online social networks as formal learning environments: Learner experiences and activities. The International Review of Research in Open and Distance Learning, 13(1).
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