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| Issue |
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| Vol 11, No 1 (2019) |
Self-study with the Educational Technology Tell Me More: What EFL Learners do |
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George Gyamfi, Panida Sukseemuang, Kornsak Tantiwich, Pittayatorn Kaewkong |
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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 9, No 1 (2017) |
Implementing the First Cross-border Professional Development Online Course through International E-mentoring: Reflections and Perspectives |
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Buddhini Gayathri Jayatilleke, Geetha Udayanganie Kulasekara, Malinda Bandara Kumarasinha, Charlotte Nirmalani Gunawardena |
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| Vol 10, No 1 (2018) |
Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment |
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Betty Obura Ogange, John Agak, Kevin Odhiambo Okelo, Peter Kiprotich |
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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 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 3 (2019) |
Do tutors make a difference in online learning? A comparative study in two Open Online Courses |
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Richard Frederick Heller, Edward Chilolo, Jonny Elliott, Brian Johnson, David Lipman, Victoria Ononeze, Justin Richards |
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| Vol 9, No 4 (2017) |
Effect of Tell Me More on EFL undergraduate students’ English Language achievement |
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George Gyamfi, Panida Sukseemuang |
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| Vol 10, No 4 (2018) |
Designing Online Curriculum: Program Revisions and Knowledge Exchange |
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Sibylle Gruber |
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| Vol 6, No 4 (2014) |
Predictors of Student Success in an Online Learning Environment in the English-Speaking Caribbean: Evidence from the University of the West Indies Open Campus |
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S. Joel Warrican, Coreen J. Leacock, Benita P. Thompson, Melissa L. Alleyne |
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| Vol 10, No 1 (2018) |
Building public health capacity through online global learning |
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Rajan Madhok, Erica Frank, Richard Frederick Heller |
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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 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 6, No 4 (2014) |
Brief report on Open Praxis editorial process |
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Inés Gil-Jaurena |
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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 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 |
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 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 10, No 4 (2018) |
Open Praxis vol. 10 issue 4 |
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Inés Gil-Jaurena |
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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 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 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 6, No 3 (2014) |
Emerging Technologies Acceptance in Online Tutorials: Tutors’ and Students’ Behavior Intentions in Higher Education |
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Adhi Susilo |
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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 7, No 1 (2015) |
Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade |
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Jenny Mackness, Frances Bell |
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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 6, No 4 (2014) |
Open Praxis, volumen 6 issue 4 |
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Inés Gil-Jaurena (ed.), Various Authors |
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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 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 10, No 4 (2018) |
Introduction to Open Praxis volume 10 issue 4 |
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Inés Gil-Jaurena |
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| Vol 6, No 1 (2014): Student support services in open, distance and flexible education |
Supporting wellness in adult online education |
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Jacklyn J. Thompson, Stella C.S. Porto |
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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 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 |
Open Education. Introduction to selected papers |
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Inés Gil-Jaurena |
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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 11, No 3 (2019) |
Community of Inquiry in Web Conferencing: Relationships between Cognitive Presence and Academic Achievements |
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Ünal Çakiroğlu |
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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 4 (2013): ICDE Prizes for Innovation and Best Practice |
Supporting Learning Through the Use of Self-Reflection Blogs: A study of the experience of blended learning students in the United Arab Emirates |
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Adrienne A Isakovic, Allan McNaught |
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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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