Publications
2014
Choi, S & Schnurr, S 2014, 'Exploring distributed leadership: Solving disagreements and negotiating consensus in a ‘leaderless’ team', Discourse Studies, vol. 16, no. 1, 1, pp. 3-24. https://doi.org/10.1177/1461445613508891
[Publication details] Choi, S & Richards, K 2014, Computational analysis of turn-taking patterns in interdisciplinary research meetings. in Ş Ruhi, M Haugh, T Schmidt & K Wörner (eds), Best Practices for Spoken Corpora in Linguistic Research. pp. 95-115.
[Publication details] Bhullar, S, Helsper, E, Loudon, G, Linington, R, Davies, S & Davies, H 2014, Generation 2000: The Internet and Digital Media Habits of Year 9 Pupils (13 and 14 year olds) in Wales. WISE KIDS. <https://wisekids.org.uk/wk/generation-2000-research-findings/>
[Publication details] Davies, H 2014, '[Review of] Social media and personal relationships: online intimacies and networked friendship, by Deborah Chambers', Information, Communication and Society, vol. 17, no. 2, pp. 279-281. https://doi.org/10.1080/1369118X.2013.850527
[Publication details] Gallagher, M, Keskin, N & Sarsar, F 2014, E-Book readers for everyone: Fatih Project. in D McConatha , C Penny, J Schugar & D Bolton (eds), Mobile Pedagogy and Perspectives on Teaching and Learning. IGI Global.
[Publication details] O'Shea, C & Fawns, T 2014, A new conceptual frame for group work: group connoisseurship. in Conference Proceedings: The Open and Flexible Higher Education Conference. The European Association of Distance Teaching Universities, pp. 287-304. <http://conference.eadtu.eu/images/Proceedings/Conference_2014_-_proceedings.pdf>
[Publication details] O'Shea, C & Fawns, T 2014, Disruptions and Dialogues: Supporting Collaborative Connoisseurship in Digital Environments. in C Kreber, C Anderson, N Entwistle & J McArthur (eds), Advances and Innovations in University Assessment and Feedback: A Festschrift in Honour of Professor Dai Hounsell. Edinburgh University Press, Edinburgh, pp. 259.
[Publication details] O'Shea, C & Fawns, T 2014, 'Group connoisseurship: creating shared understandings of quality in online collaborative assessments', Brookes eJournal of Learning and Teaching, vol. 6, no. 2. <http://bejlt.brookes.ac.uk/paper/group-connoisseurship-creating-shared-understandings-of-quality-in-online-collaborative-assessments/>
[Publication details] O'Shea, C & Dozier, M 2014, That ever-ephemeral sense of “being” somewhere: Reflections on a dissertation festival in second life. in CA DeCoursey & S Garrett (eds), Teaching and Learning in Virtual Worlds. The Inter-Disciplinary Press, pp. 159.
[Publication details] Ross, J 2014, 'Engaging with “webness” in online reflective writing practices', Computers and Composition, vol. 34, pp. 96–109. https://doi.org/10.1016/j.compcom.2014.09.007
[Publication details] Ross, J 2014, 'Performing the reflective self: audience awareness in high-stakes reflection', Studies in Higher Education, vol. 39, no. 2, pp. 219-232. https://doi.org/10.1080/03075079.2011.651450
[Publication details] Evans, P 2014, 'Exploring the relationship between discourse and a practice perspective on HRD in a virtual environment', Human Resource Development International, vol. 17, no. 2, pp. 183-202. https://doi.org/10.1080/13678868.2014.886889
[Publication details] Knox, J 2014, The global institution, the homely, and the overwhelming: (per)forming three MOOC spaces. in S Bayne, C Jones, M de Laat, T Ryberg & C Sinclair (eds), Proceedings of the 9th International Conference on Networked Learning 2014.
[Publication details] Knox, J 2014, 'Digital culture clash: “massive” education in the E-learning and Digital Cultures MOOC', Distance Education, vol. 35, no. 2, pp. 164-177. https://doi.org/10.1080/01587919.2014.917704
[Publication details] Knox, J 2014, 'Active Algorithms: Sociomaterial Spaces in the E-learning and Digital Cultures MOOC', Campus Virtuales, vol. 3, no. 1, pp. 42-55. <http://www.uajournals.com/campusvirtuales/journal/4/4.pdf>
[Publication details] Ross, J, Sinclair, C, Knox, J, Bayne, S & Macleod, H 2014, 'Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy', Journal of Online Learning and Teaching, vol. 10, no. 1, pp. 57-69. <http://jolt.merlot.org/Vol10_No1.htm>
[Publication details] Ross, J, Sinclair, C, Knox, J, Bayne, S & Macleod, H 2014, 'Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy', Journal of Online Learning and Teaching, vol. 10, no. 1, pp. 57-69. <http://jolt.merlot.org/Vol10_No1.htm>
[Publication details] Ross, J, Sinclair, C, Knox, J, Bayne, S & Macleod, H 2014, 'Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy', Journal of Online Learning and Teaching, vol. 10, no. 1, pp. 57-69. <http://jolt.merlot.org/Vol10_No1.htm>
[Publication details] Bayne, S, Gallagher, M & Lamb, J 2014, 'Being ‘at’ university: the social topologies of distance students', Higher Education, vol. 67, no. 5, pp. 569-583. https://doi.org/10.1007/s10734-013-9662-4
[Publication details] Bayne, S & Ross, J 2014, The pedagogy of the Massive Open Online Course (MOOC): the UK view. Higher Education Academy. <http://www.heacademy.ac.uk/resources/detail/elt/the_pedagogy_of_the_MOOC_UK_view>
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