Volume 13 -

Issue 2 - 2021

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Editorial

Editorial Open Praxis Volume 13 Issue 2

Inés Gil-Jaurena
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20 Oct 2021

13(2):139–142

Research articles

Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach

Maartje Henderikx, Karel Kreijns, Kate M. Xu, Marco Kalz
- PDF (EN)
- XML (EN)
20 Oct 2021

13(2):143–159
Using Grounded Theory Approach for Examining the Problems Faced by Teachers Enrolled in a Distance Education Programme

Sutapa Bose
- PDF (EN)
- XML (EN)
20 Oct 2021

13(2):160–171
On Becoming an Online University in an Emergency Period: Voices From the Students at a State University

Volkan Kukul
- PDF (EN)
- XML (EN)
20 Oct 2021

13(2):172–183
Designing for Wellbeing: An Inclusive Learning Design Approach with Student Mental Health Vignettes

Kate Lister, Ruth McFarlane
- PDF (EN)
- XML (EN)
20 Oct 2021

13(2):184–200
Development of an Online Teaching Competency Scale for University Instructors

Irfan Simsek, Sevda Kucuk, Sezer Kose Biber, Tuncer Can
- PDF (EN)
- XML (EN)
20 Oct 2021

13(2):201–212
Say no to Reinventing the Wheel: How other Countries can Build on the Norwegian Model of State-Financed OER to Create More Inclusive Upper Secondary Schools

Frank J. Müller
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- XML (EN)
20 Oct 2021

13(2):213–227
The State of Micro-Credentials Implementation and Practice in Australasian Higher Education

Ratna Selvaratnam, Michael Sankey
- PDF (EN)
- XML (EN)
20 Oct 2021

13(2):228–238

Volume 13 -

Issue 2 - 2021

Editorial

Editorial Open Praxis Volume 13 Issue 2

Research articles

Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach

Using Grounded Theory Approach for Examining the Problems Faced by Teachers Enrolled in a Distance Education Programme

On Becoming an Online University in an Emergency Period: Voices From the Students at a State University

Designing for Wellbeing: An Inclusive Learning Design Approach with Student Mental Health Vignettes

Development of an Online Teaching Competency Scale for University Instructors

Say no to Reinventing the Wheel: How other Countries can Build on the Norwegian Model of State-Financed OER to Create More Inclusive Upper Secondary Schools

The State of Micro-Credentials Implementation and Practice in Australasian Higher Education

Issue Archive

Volume 13 - Issue 3 - 2021

Volume 13 - Issue 2 - 2021

January–March - Volume 13 - Issue 1 - 2021

October–December - Volume 12 - Issue 4 - 2020

July–September - Volume 12 - Issue 3 - 2020

April–June - Volume 12 - Issue 2 - 2020

January–March - Volume 12 - Issue 1 - 2020

October–December - Volume 11 - Issue 4 - 2019

July–September - Volume 11 - Issue 3 - 2019

April–June - Volume 11 - Issue 2 - 2019

January–March - Volume 11 - Issue 1 - 2019

October–December - Volume 10 - Issue 4 - 2018

July–September - Volume 10 - Issue 3 - 2018

April-June - Volume 10 - Issue 2 - 2018

January–March - Volume 10 - Issue 1 - 2018

October–December - Volume 9 - Issue 4 - 2017

July–September - Volume 9 - Issue 3 - 2017

April-June - Volume 9 - Issue 2 - 2017

January–March - Volume 9 - Issue 1 - 2017

October–December - Volume 8 - Issue 4 - 2016

July–September - Volume 8 - Issue 3 - 2016

April-June - Volume 8 - Issue 2 - 2016

January-March - Volume 8 - Issue 1 - 2016

October–December - Volume 7 - Issue 4 - 2015

July–September - Volume 7 - Issue 3 - 2015

April-June - Volume 7 - Issue 2 - 2015

January-March - Volume 7 - Issue 1 - 2015

October-December - Volume 6 - Issue 4 - 2014

July-September - Volume 6 - Issue 3 - 2014

April-June - Volume 6 - Issue 2 - 2014

January-March - Volume 6 - Issue 1 - 2014

October-December - Volume 5 - Issue 4 - 2013

July-September - Volume 5 - Issue 3 - 2013

April-June - Volume 5 - Issue 2 - 2013

January-March - Volume 5 - Issue 1 - 2013

March - Volume 4 - Issue 1 - 2010

March - Volume 3 - Issue 1 - 2009

February - Volume 2 - Issue 1 - 2008

June - Volume 1 - Issue 2 - 2007

January - Volume 1 - Issue 1 - 2007

September - Volume 0 - Issue 1 - 2006