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| Vol 12, No 1 (2020) |
Digital Technologies for Learning at Allama Iqbal Open University (AIOU): Investigating Needs and Challenges |
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Sidra Noreen, Muhammad Abid Malik |
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| Vol 10, No 3 (2018) |
Exploring the Emerging Field of Online Tertiary Education for Refugees in Protracted Situations |
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Suzanne Reinhardt |
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| Vol 11, No 4 (2019): Selected papers from the Open Education Consortium Global 2019 Conference |
Open Education for a Better World: A Mentoring Programme Fostering Design and Reuse of Open Educational Resources for Sustainable Development Goals |
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Tanja Urbančič, Anja Polajnar, Mitja Jermol |
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| Vol 12, No 2 (2020) |
Factors for Success and Course Completion in Massive Open Online Courses through the Lens of Participant Types |
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Isa Bingol, Engin Kursun, Halil Kayaduman |
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| Vol 11, No 4 (2019): Selected papers from the Open Education Consortium Global 2019 Conference |
Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs |
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Christian M. Stracke, Stephen Downes, Grainne Conole, Daniel Burgos, Fabio Nascimbeni |
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| Vol 12, No 4 (2020) |
Exploring the impacts of distance higher education on adult learners' lives and reclaiming lifelong learning as a human development process |
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Claudia Neves, Susana Henriques |
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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 12, No 4 (2020) |
Evaluation and Improvement of students’ satisfaction in Online learning during COVID-19 |
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Fayyaz Ahmad Faize, Muhammad Nawaz |
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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 9, No 4 (2017) |
Open Praxis vol. 9 issue 4 |
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Inés Gil-Jaurena (ed.), various authors |
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| Vol 9, No 4 (2017) |
Introduction to Open Praxis volume 9 issue 4 |
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Inés Gil-Jaurena |
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| Vol 9, No 1 (2017) |
Brief report on Open Praxis figures and data (2016) |
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Inés Gil-Jaurena |
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| Vol 11, No 3 (2019) |
Open Praxis vol. 11 issue 3 |
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Inés Gil-Jaurena (ed.), various authors |
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| Vol 9, No 1 (2017) |
For whom, and for what? Not-yetness and thinking beyond open content |
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Amy Collier, Jen Ross |
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| Vol 9, No 2 (2017): Selected papers from the Open Education Consortium Global 2017 Conference |
Open Praxis, volume 9 issue 2 |
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Inés Gil-Jaurena (ed.), various authors |
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| Vol 9, No 2 (2017): Selected papers from the Open Education Consortium Global 2017 Conference |
Digital Learning in Higher Education: A Training Course for Teaching Online - Universidade Aberta, Portugal |
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J. António Moreira, Susana Henriques, Maria de Fátima Goulão, Daniela Barros |
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| Vol 11, No 4 (2019): Selected papers from the Open Education Consortium Global 2019 Conference |
Duelling identities in refugees learning through open, online higher education |
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James Brunton, Orna Farrell, Eamon Costello, Lorraine Delaney, Colum Foley, Mark Brown |
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| Vol 11, No 3 (2019) |
Introduction to Open Praxis volume 11 issue 3 |
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Inés Gil-Jaurena |
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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 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 6, No 1 (2014): Student support services in open, distance and flexible education |
Open Praxis, volume 6 issue 1 |
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Inés Gil-Jaurena (ed.), Various Authors |
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| Vol 5, No 1 (2013): Openness in Higher Education |
The Limitations of Access Alone: moving towards open processes in education technology |
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Jeremy Knox |
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| Vol 10, No 1 (2018) |
Online educators’ recommendations for teaching online: Crowdsourcing in action |
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Joanna C. Dunlap, Patrick R. Lowenthal |
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| Vol 6, No 2 (2014): Selected papers from the OCWC Global 2014 conference |
From OCW to MOOC: Deployment of OERs in a Massive Open Online Course. The Experience of Universidad Carlos III de Madrid (UC3M) |
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José Vida Fernández, Susan Webster |
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| Vol 6, No 4 (2014) |
Setting the Stage for ‘Good, Better, or Just Right’ in Online and Blended Graduate Courses |
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Rick J Arrowood, Eva Kampits, Heidi Gregory- Mina |
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| Vol 9, No 2 (2017): Selected papers from the Open Education Consortium Global 2017 Conference |
Open Education. Introduction to selected papers |
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Inés Gil-Jaurena |
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| Vol 10, No 1 (2018) |
Open Praxis vol. 10 issue 1 |
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Inés Gil-Jaurena (ed.), various authors |
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| Vol 7, No 3 (2015) |
Open Praxis, volume 7 issue 3 |
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Inés Gil-Jaurena (ed.), Various Authors |
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| Vol 7, No 1 (2015) |
Social Interaction in Self-paced Distance Education |
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Terry Anderson, Lorne Upton, Jon Dron, Judi Malone, Bruno Poelhuber |
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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 10, No 4 (2018) |
Open Praxis vol. 10 issue 4 |
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Inés Gil-Jaurena |
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| Vol 5, No 1 (2013): Openness in Higher Education |
Distance education regulatory frameworks: Readiness for openness in Southwest Pacific/South East Asia region nations |
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Belinda Tynan, Rosalind James |
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| Vol 12, No 3 (2020) |
Forty Years of Distance Education: Challenges and implications at the Open University of Sri Lanka |
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Buddhini Gayathri Jayatilleke, Geetha Udayanganie Kulasekera |
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| Vol 6, No 4 (2014) |
Brief report on Open Praxis editorial process |
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Inés Gil-Jaurena |
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| Vol 12, No 3 (2020) |
Examining eLearning system self-efficacy amongst instructors at the University of Dodoma, Tanzania |
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Joel Mtebe |
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| Vol 7, No 3 (2015) |
Effective web videoconferencing for proctoring online oral exams: a case study at scale in Brazil |
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Alexandra Okada, Peter Scott, Murilo Mendonça |
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| Vol 10, No 1 (2018) |
Brief report on Open Praxis figures and data (2017) |
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Inés Gil-Jaurena |
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| Vol 9, No 1 (2017) |
Open Praxis vol. 9 issue 1 |
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Inés Gil-Jaurena (ed.), various authors |
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| Vol 8, No 2 (2016): Selected papers from the Open Education Consortium Global 2016 Conference |
Book Review of MOOCs: Opportunities, impacts, and challenges. Massive open online courses in colleges and universities |
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Justin Keel |
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| Vol 5, No 1 (2013): Openness in Higher Education |
The concept of openness behind c and x-MOOCs (Massive Open Online Courses) |
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Osvaldo Rodriguez |
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| Vol 6, No 1 (2014): Student support services in open, distance and flexible education |
Patterns of online student enrolment and attrition in Australian open access online education: a preliminary case study |
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Steven J Greenland, Catherine Moore |
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| Vol 10, No 4 (2018) |
Introduction to Open Praxis volume 10 issue 4 |
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Inés Gil-Jaurena |
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| Vol 8, No 3 (2016) |
Book Review of Learning Online: What Research Tells Us About Whether, When and How |
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William H. Stewart |
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| Vol 6, No 1 (2014): Student support services in open, distance and flexible education |
From place to virtual space: reconfiguring student support for distance and e-learning in the digital age |
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Alan W Tait |
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| Vol 8, No 1 (2016) |
Book Review of The New Digital Shoreline: How Web 2.0 and Millennials are Revolutionizing Higher Education |
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Dana Bodewes |
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| Vol 5, No 2 (2013) |
Comparing communities of inquiry of Portuguese higher education students: one for all or one for each? |
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Jose António Moreira, António Gomes Ferreira, Ana Cristina Almeida |
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| Vol 5, No 3 (2013): Learning assessment in open, distance and flexible education |
theCN.com: An Academic-cum-Social Networking Online Platform |
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Mandar Lakshmikant Bhanushe |
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| Vol 6, No 4 (2014) |
Online training of teachers using OER: Promises and potential strategies |
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Pradeep Kumar Misra |
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| Vol 6, No 4 (2014) |
Open Praxis, volumen 6 issue 4 |
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Inés Gil-Jaurena (ed.), Various Authors |
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