Veletsianos, G., Kimmons, R., Shaw, A. G., Pasquini, L. A., & Woodward, S. (2017). Selective openness and promotional broadcasts: Twitter use in Canada’s public universities. Educational Media International, 1-19. Retrieved fromhttp://dx.doi.org/10.1080/09523987.2017.1324363
Veletsianos, G., & Shaw, A. (2017). Scholars in an increasingly open and digital world: imagined audiences and their impact on scholars’ online participation. Learning, Media and Technology, 1-14.
Veletsianos, G. (2017). Toward a Generalizable Understanding of Twitter and Social Media Use Across MOOCs: Who Participates on MOOC Hashtags and In What Ways? Journal of Computing in Higher Education, 29(1), 65-80.
Veletsianos, G., & Moe, R. (2017). The Rise of Educational Technology as a Sociocultural and Ideological Phenomenon. Educause Review. Retrieved on Apr 10, 2017 from http://er.educause.edu/articles/2017/4/the-rise-of-educational-technology-as-a-sociocultural-and-ideological-phenomenon
Kimmons, R., Veletsianos, G., & Woodward, S. (2017). Institutional Uses of Twitter in US Higher Education. Innovative Higher Education, 42(2), 91-111.
Pasquini, L. A., & Evangelopoulos, N. (2016). Sociotechnical stewardship in higher education: A field study of social media policy documents. Journal of Computing in Higher Education, 1-22. Advance online publication. doi: 10.1007/s12528-016-9130-0 Published Online November 21, 2016.
Veletsianos, G. (2016). Three Cases of Hashtags Used as Learning and Professional Development Environments. TechTrends, 1-9.
Kimmons, R. (2016). Expansive Openness in Teacher Practice. Teachers College Record, 118(9), n9.
Veletsianos, G. & Stewart, B. (2016). Scholars’ open practices: Selective and intentional self-disclosures and the reasons behind them. Social Media + Society, 2(3). doi: 10.1177/2056305116664222
Pasquini, L. A. (2016). Setting the Course: Strategies for Writing Digital and Social Guidelines. New Directions for Student Services, 2016 (155), 91-104. doi: 10.1002/ss.20185
Veletsianos, G., Reich, J., & Pasquini, L. (2016). The Life Between Big Data Log Events: Learners’ Strategies to Overcome Challenges in MOOCs? AERA Open, 2(3). doi: 10.1177/2332858416657002
Kimmons, R. & Veletsianos, G. (2016 ). Education Scholars’ Evolving Uses of Twitter as a Conference Backchannel and Social Commentary Platform. British Journal of Educational Technology, 47(3), 445—464.
Veletsianos, G. & Shepherdson, P. (2016). A Systematic Analysis And Synthesis of the Empirical MOOC Literature Published in 2013-2015. The International Review of Research in Open and Distributed Learning, 17(2).
Veletsianos, G. (2016). Digital Learning Environments. In Rushby, N. & Surry D. (Eds) Handbook of Learning Technologies (pp. 242-260). Wiley.
Veletsianos, G., & Kimmons, R. (2016). Scholars in an Increasingly Digital and Open World: How do Education Professors and Students use Twitter? The Internet and Higher Education, 30, 1-10.
Kimmons, R. (2015). Examining TPACK’s theoretical future. Journal of Technology and Teacher Education, 23(1), 53-77.
Kimmons, R. (2015). OER quality and adaptation in K-12: Comparing teacher evaluations of copyright-restricted, open, and open/adapted textbooks. The International Review of Research in Open and Distributed Learning, 16(5).
Kimmons, R. (2015). Online system adoption and K-12 academic outcomes. Journal of Computer Assisted Learning, 31(4), 378-391.
Kimmons, R. (2015). Open online system adoption in K-12 as a democratizing factor. Open Learning: The Journal of Open, Distance and e-Learning, 30(2), 138-151.
Kimmons, R., Miller, B., Amador, J., Desjardins, C., & Hall, C. (2015). Technology integration coursework and finding meaning in pre-service teachers’ reflective practice. Educational Technology Research and Development, 63(6), 809-829.
Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7(3), 199-209.
Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging Deeper into Learners’ Experiences in MOOCs: Participation in social networks outside of MOOCs, Notetaking, and contexts surrounding content consumption. British Journal of Educational Technology 46(3), 570-587.
Veletsianos, G., Miller, B., Eitel, K., Eitel, J., Hougham, J., & Hansen, D. (2015). Lessons Learned from the Design and Development of Technology-Enhanced Outdoor Learning Experiences. Tech Trends, 59(4), 78-86.
Veletsianos, G., & Shepherdson, P. (2015). Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time. The International Review of Research in Open and Distributed Learning.
Ford, K., Veletsianos, G., & Resta, P. (2014). The structure and characteristics of #PhDChat, an emergent online social network. Journal Of Interactive Media In Education, 18(1).
Kimmons, R. (2014). Developing open education literacies with practicing K-12 teachers. The International Review of Research in Open and Distributed Learning, 15(6).
Kimmons, R. (2014). Social networking sites, literacy, and the authentic identity problem. TechTrends, 58(2), 93-98.
Kimmons, R., & Veletsianos, G. (2015). Teacher Professionalization in the Age of Social Networking Sites: Identifying Major Tensions and Dilemmas. Learning, Media, and Technology, 40(4), 480-501.
Kimmons, R., & Veletsianos, G. (2014). The Fragmented Educator 2.0: Social Networking Sites. Acceptable Identity Fragments, and the Identity Constellation. Computers & Education, 72, 292-301.
Pasquini, L. A., Wakefield, J. S., & Roman, T. (2014). Impact factor: Early career research & digital scholarship. TechTrends, 58(6), 12-13. DOI 10.1007/s11528-014-0797-7
Joosten, T., Pasquini, L. A., & Harness, L. (2013). Guiding social media in our institutions. Planning for Higher Education, 41(2), 125-135.
Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651.
- Translated to Danish and reprinted as: Veletsianos, G (2014). Abne Praksisser Og Identitet – evidens fra forskeres og underviseres deltagelse i sociale medier. Kognition & Paedagogik, 92 (24), 12-30.
Veletsianos, G. & Russell, G. (2013). What do learners and pedagogical agents discuss when given opportunities for open-ended dialogue? Journal of Educational Computing Research, 48(3), 381-401.
Veletsianos, G. & Kimmons, R. (2013). Scholars and Faculty Members Lived Experiences in Online Social Networks. The Internet and Higher Education, 16(1), 43-50.
Veletsianos, G., Kimmons, R., & French, K. (2013). Instructor experiences with a social networking site in a higher education setting: Expectations, Frustrations, Appropriation, and Compartmentalization. Educational Technology, Research and Development, 61(2), 255-278.
Veletsianos, G., & Kimmons, R. (2012). Assumptions and challenges of open scholarship. The International Review of Research in Open and Distributed Learning, 13(4), 166-189.
Veletsianos, G., & Kimmons, R. (2012). Networked participatory scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. Computers & Education, 58(2), 766-774.
Kimmons, R. (2011). Understanding collaboration in Wikipedia. First Monday, 16(12).
Conference Presentations and Proceedings
Veletsianos, G., Pasquini, L. A., Shepherdson, P., & McCue, R. (2015). A citation analysis of the 2013-2015 empirical literature on Massive Open Online Courses (MOOCs). In Proceedings of the 38th Annual Convention of the Association for Educational Communications & Technology. Indianapolis, IN.
Veletsianos, G., Shepherdson, P., Pasquini, L. A., & McCue, R. (2015). A systematic analysis and synthesis of empirical MOOC literature published in 2013-2015. Proceedings in the 9th Collaboration of Online Higher Education & Research (COHERE) Conference. Victoria, BC, Canada
Veletsianos, G., Pasquini, L. A., & Reich, J. (2015). Learner challenges and strategies to overcome them: An illustration of what big data is missing about learning. The dLRN Conference – Making Sense of Higher Education 2015, Stanford University, Stanford, CA.
Veletsianos, G., Pasquini, L. A., Shepherdson, P., & McCue, R. (2015). A citation analysis of 2013-2015 empirical literature on MOOCs. In the Proceedings for the 2015 Association for Education and Communication Technology Conference, Indianapolis, IN.
Veletsianos, G. (2016). Emergence and Innovation in Digital Learning: Foundations and Applications. Edmonton, AB: Athabasca University Press.
Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Madison, WI: Hybrid Pedagogy Press.
Veletsianos, G. (2010). Emerging Technologies in Distance Education.Edmonton, AB: Athabasca University Press.
Veletsianos, G. (in press). Digital Learning Environments. In Rushby, N. & Surry D. (Eds), Handbook of Learning Technologies. Wiley.
Veletsianos, G. & Russell, G. (2014). Pedagogical Agents. In Spector, M., Merrill, D., Elen, J., & Bishop, MJ (Eds.), Handbook of Research on Educational Communications and Technology, 4th Edition (pp. 759-769). Springer Academic.