Journal Articles

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 participationLearning, 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 WaysJournal 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 EducationInnovative 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 EnvironmentsTechTrends, 1-9.

Kimmons, R. (2016). Expansive Openness in Teacher PracticeTeachers College Record118(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 2013-2015The 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 consumptionBritish 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 DilemmasLearning, 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.

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.

Edited Books

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.

 

Books

Veletsianos, G. (2016). Social Media in Academia: Networked Scholars. New York, NY: Routledge. [Amazon; Barnes & Noble

Book Chapters

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.