GO-GN Open
Research Handbook v.1.1
References
Ajzen, I. (1991). Theory of planned behavior. Organization
Behavior and Human Decision Processes, 50, 179-211.
Åkerlind G. (2005). Variation and commonality in phenomenographic
research methods. Higher Education Research & Development,
24 321–334. https://doi.org/10.1080/07294360500284672
Akkerman, S. & Bruining, T. (2016). Multilevel Boundary Crossing
in a Professional Development School Partnership. Journal of the
Learning Sciences 25(2).
https://doi.org/10.1080/10508406.2016.1147448
Akkerman, S. F. & Bakker, A. (2011). Boundary Crossing and
Boundary Objects. Review of Educational Research, 81(2),
132-169. https://doi.org/10.3102%2F0034654311404435
Akkerman, S.F., & Bakker, A. (2011). Learning at the boundary: An
introduction. International Journal of Educational Research,
50(1), 1-5. http://doi.org/10.1016/j.ijer.2011.04.002
Amendum, S. J., Conradi, K., & Hiebert, E. (2018). Does text
complexity matter in the elementary grades? A research synthesis of
text difficulty and elementary students’ reading fluency and
comprehension. Educational Psychology Review, 30(1), 121-151.
Anderson, C., & Ellerby, W. (2018). Digital maturity model.
Achieving digital maturity to drive growth. In Deloitte Digital
(Issue February).
https://www2.deloitte.com/content/dam/Deloitte/global/Documents/Technology-Media-Telecommunications/deloitte-digital-maturity-model.pdf
Anderson, T. (2013). Research paradigms: Ontologies, epistemologies,
and methods.
https://www.slideshare.net/eLearnCenter/research-methods-uoc-2013
Anderson, T., & Shattuck, J. (2012). Design-Based Research: A
Decade of Progress in Education Research? Educational Researcher,
41(1), 16-25. http://doi.org/10.3102/0013189X11428813
Angrosino, M. (2007). Doing ethnographic and observational research.
SAGE. Apple, W. M. (1995). Education and Power. Routledge.
Archer, M.S. (2003). Structure, agency, and the internal
conversation. Cambridge: Cambridge University Press.
Archer, M.S. (2007). The Trajectory of the Morphogenetic Approach: An
account in the first person. Sociologica, Problemas e Practicas.
54:35-47.
Archer, M.S. 2012. The Reflexive Imperative in Late Modernity.
First ed. Cambridge: Cambridge University Press.
Area, M.; Miño, R.; Rivera-Vargas, P. & Alonso, P. (2020).
Investigación sobre tecnologías educativas: más allá de los
artefactos, in: J. M. S. Gil, F. H. Hernández, L. M. Mesa, J. D. P.
Pons, J. I. R. Flores & A. O. Fernández (coords.), Caminos y
derivas para otra investigación educativa y social. Barcelona:
Octaedro.
Armellini, A., & Nie, M. (2013). Open educational practices for
curriculum enhancement. Open Learning: The Journal of Open,
Distance and e-Learning, 28(1), 7–20.
http://doi.org/10.1080/02680513.2013.796286
Ashworth, P. D & Lucas, U., 1998. What is the ‘world’ of
phenomenography?. Scandinavian journal of Educational Research,
42 (4), 415-431.
Aspers, P. (2009) Empirical Phenomenology: A Qualitative Research
Approach (The Cologne Seminars), Indo-Pacific Journal of
Phenomenology, 9:2, 1-12,
https://doi.org/10.1080/20797222.2009.11433992
Atenas, J. & Havemann, L. (2014). Questions of quality in
repositories of open educational resources: A literature review.
Research in Learning Technology, 22(1), 1-13.
https://journal.alt.ac.uk/index.php/rlt/article/view/1419/pdf_1
Atkins, D. E.; Brown, J. S. & Hammond, A. L. (2007). A review of
the open educational resources (OER) movement: Achievements,
challenges, and new opportunities.
https://hewlett.org/wp-content/uploads/2016/08/ReviewoftheOERMovement.pdf
Ayres, L. (2008). Semi-structured interview. The SAGE Encyclopedia
of Qualitative Research Methods, 811–813.
Bailey, K. (1994). Interview Studies in Methods of social
research. Simonand Schuster, 4th ed. The Free Press, New York NY
10020.Ch8. 173-213.
Baker, A. & Ippoliti, C. (2019). Student-driven OER: Championing
the student voice in campus-wide efforts. In OER: A Field Guide
for Academic Librarians | Editor’s Cut. Pacific University
Press.
https://boisestate.pressbooks.pub/oer-field-guide/chapter/student-driven-oer-championing-the-student-voice-in-campus-wide-efforts/
Ball, S. J. (2013). Foucault, Power, and Education. Routledge.
Balloo, K., Gravett, K. & Erskine, G. (2021). ‘I’m not sure
where home is’: narratives of student mobilities into and through
higher education. British Journal of Sociology of Education.
DOI: 10.1080/01425692.2021.1959298
Bennett, J. (2000). The Academy and Hospitality. CrossCurrents,
50(1/2), 23-35. http://www.jstor.org/stable/24461227
Bensimon, E. M. (2005). Closing the achievement gap in higher
education: An organizational learning perspective. New Directions
for Higher Education, 2005(131), 99-111.
https://doi.org/10.1002/he.190
Bensimon, E. M. (2012). The Equity Scorecard: Theory of change. In E.
M. Bensimon & L. Malcom (eds.), Confronting equity issues on
campus: Implementing the Equity Scorecard in theory and practice.
Stylus.
Bensimon, E. M., Dowd, A. C., & Witham, K. (2016). Five
principles for enacting equity by design. Diversity and Democracy,
19(1), 1-8.
Berman, J. & Smyth, R. (2015) Conceptual frameworks in the
doctoral research process: a pedagogical model. Innovations in
Education and Teaching International, 52(2) 125-136,
https://www.tandfonline.com/doi/abs/10.1080/14703297.2013.809011
Bernstein, B. (2000). Pedagogy, Symbolic Control, and Identity.
Rowman & Littlefield.
Beyer, C. (2016). Edmund Husserl. Stanford Encyclopedia of
Philosophy. https://plato.stanford.edu/entries/husserl/
Bhabha, H. K. (1994). The Location of Culture. Routledge.
Biesta, G. & Tedder, M. (2007). Agency and learning in the
lifecourse: Towards an ecological perspective. Studies in the
Education of Adults, 39:2, 132-149, DOI:
10.1080/02660830.2007.11661545
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F.
(2016). Member Checking: A Tool to Enhance Trustworthiness or Merely
a Nod to Validation? Qualitative Health Research, 26(13), 1802–1811.
https://doi.org/10.1177/1049732316654870
Bliss, T., Robinson, T.J., Hilton, J. and Wiley, D.A. (2013). An OER
COUP: College Teacher and Student Perceptions of Open Educational
Resources. Journal of Interactive Media in Education, 2013(1),
p.Art. 4. DOI: http://doi.org/10.5334/2013-04
Bloor, C. M., & Wood, F. (2006). Keywords in Qualitative
Methods Vignettes: A vocabulary of research concepts. SAGE.
Bloor, M. (Ed.). (2001). Focus groups in social research.
Sage.
Bordage, G. (2009), Conceptual frameworks to illuminate and magnify.
Medical Education, 43: 312-319.
https://doi.org/10.1111/j.1365-2923.2009.03295.x
Borgatti, S. P., & Halgin, D. S. (2011). On network theory.
Organization science, 22(5), 1168-1181.
Borgatti, S. P., & Lopez-Kidwell, V. (2011). Network theory. In
J. Scott, & P. J. Carrington (Eds.), The SAGE handbook of
social network analysis (40–54). Thousand Oaks, CA: Sage.
Borgatti, S., Mehra, A., Brass, D. J., & Labianca, G. (2009).
Network analysis in the social sciences. Science, 323(5916),
892–5.
Bourdieu, P. (1987). Distinction: A Social Critique of the
Judgement of Taste. Harvard University Press.
Bowden, J.A. & Green, P. (Ed.s). (2005). Doing Developmental
Phenomenography. RMIT University Press: Melbourne.
Bowden, J.A. & Walsh, E. (Ed.s). (2000). Phenomenography,
Qualitative research methods series, RMIT University Press:
Melbourne.
Box, G. E. P.. (1976). Science and Statistics. Journal of the
American Statistical Association, 71(356), 791.
Bozkurt, A. (2019). Intellectual roots of distance education: a
progressive knowledge domain analysis. Distance Education,
40(4), 497-514. https://doi.org/10.1080/01587919.2019.1681894
Bozkurt, A., Honeychurch, S., Caines, A., Maha, B., Koutropoulos, A.,
& Cormier, D. (2016). Community Tracking in a cMOOC and Nomadic
Learner Behaviour Identification on a Connectivist Rhizomatic
Learning Network. The Turkish Online Journal of Distance Education
(TOJDE), 17(4). 4-30. DOI: http://dx.doi.org/10.17718/tojde.09231
Brame, C., (2013). Flipping the classroom. Vanderbilt University
Center for Teaching.
http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
Braun, V., & Clarke, V. (2006). Using thematic analysis in
psychology. Qualitative Research in Psychology, 3(2), 77–101.
Bronfenbrenner, U. (1981). The Ecology of Human Development:
Experiments by Nature and Design. Harvard University Press.
Brown, M.E., & Dueñas, A.N. (2020) A Medical Science Educator’s
Guide to Selecting a Research Paradigm: Building a Basis for Better
Research. Medical Science Educator, 30, 545–553.
https://doi.org/10.1007/s40670-019-00898-9
Brown, T., & Wyatt, J. (2010). Design thinking for social
innovation. Development Outreach, 12(1), 29-43.
Bruner, J.S. (1961). The act of discovery. Harvard Educational
Review, 31, 21-32.
Bryman A. (2011). Business research methods. Bell, Emma, 1968-
(3rd ed.). Cambridge: Oxford University Press
Buckingham, D. (2020). Epilogue: Rethinking digital literacy: Media
education in the age of digital capitalism. Digital Education
Review, 37, 230–239.
https://doi.org/10.1344/der.2020.37.230-239
Calitz, T. M. L. (2019). Enhancing the Freedom to Flourish in
Higher Education: Participation, Equality and Capabilities.
Abingdon: Routledge.
Carson, D., Gilmore, A., Perry, C. & Gronhaug, K. (2001).
‘Philosophy of Research’ in Qualitative Marketing Research.
SAGE. https://dx.doi.org/10.4135/9781849209625.n1
Caruth, G. (2018). Student engagement, retention, and motivation:
Assessing academic success in today’s college students.
Participatory Educational Research, 5(1), 17- 30.
Casadevall, A. & Fang, F. (2016). Rigorous Science: a How-To
Guide. mBio. 7. https://mbio.asm.org/content/7/6/e01902-16
Casanave C. P. & Li, Y. (2015). Novices’ Struggles with
Conceptual and Theoretical Framing in Writing Dissertations and
Papers for Publication. Publications, 3(2):104-119.
https://doi.org/10.3390/publications3020104
Castells, M. (2011). A network theory of power. International
Journal of Communication, 5, 15.
Chang, A., Torrez, M.A., Ferguson, K.N. et al. (2017). Figured Worlds
and American Dreams: An Exploration of Agency and Identity Among
Latinx Undocumented Students. The Urban Review 49, 189–216.
https://doi.org/10.1007/s11256-017-0397-x
Chang, R., & Little, T. D. (2018). Innovations for evaluation
research: Multiform protocols, visual analog scaling, and the
retrospective pretest–posttest design. Evaluation & the
health professions, 41(2), 246-269.
Charmaz, K. (2006). Constructing Grounded Theory. London, Thousands
Oaks, New Delhi: Sage. ISBN-13 978-0-7619-7352-2
Choi, B. C., & Pak, A. W. (2006). Multidisciplinarity,
interdisciplinarity and transdisciplinarity in health research,
services, education and policy: 1. Definitions, objectives, and
evidence of effectiveness. Clinical and investigative medicine.
Medecine clinique et experimentale, 29(6), 351–364.
Christie, M., & Verran, H. (2013). Digital lives in postcolonial
Aboriginal Australia. Journal of Material Culture, 18(3),
299-317. doi:10.1177/1359183513492081
Clandinin, D. J. & Connelly, F. M. (2004). Narrative inquiry:
Experience and story in qualitative research. San Francisco,
CA: John Wiley & Sons.
Clarke, A. E. (2005). Situational analysis: Grounded theory after
the postmodern turn. Sage Publications.
https://doi.org/10.4135/9781412985833
Clarke, A. E., Friese, C., & Washburn, R. S. (2017). Situational
analysis: Grounded theory after the interpretive turn. Sage
Publications.
Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic analysis.
Qualitative psychology: A practical guide to research methods,
222-248.
Clements, K. I., & Pawlowski, J. M. (2012). User-oriented quality
for OER: Understanding teachers’ views on re-use, quality, and
trust. Journal of Computer Assisted Learning, 28(1), 4–14.
http://doi.org/10.1111/j.1365-2729.2011.00450.x
Clifford, V. & Montgomery, C. (2017). Designing an
internationationalised curriculum for higher education: embracing the
local and the global citizen. Higher Education Research &
Development, 36:6, 1138-1151, DOI: 10.1080/07294360.2017.1296413
Clinton, V. (2018) Cost, Outcomes, Use and Perceptions of Open
Educational Resources in Psychology: A Narrative Review of the
Literature. Psychology, Learning and Teaching, Volume 18,
Issue 1, 2019.
https://journals.sagepub.com/doi/full/10.1177/1475725718799511
Clow, D. (2012, April). The learning analytics cycle: closing the
loop effectively. In Proceedings of the 2nd international
conference on learning analytics and knowledge (pp. 134-138).
ACM. https://dl.acm.org/doi/proceedings/10.1145/2330601
Cobern, W. (1991). Contextual Constructivism: The Impact of Culture
on the Learning and Teaching of Science.
https://files.eric.ed.gov/fulltext/ED338488.pdf
Cobo, C. (2013). Exploration of open educational resources in
non-English speaking communities. The International Review of
Research in Open and Distributed Learning, 14(2), 106-128.
https://doi.org/10.19173/irrodl.v14i2.1493
Conole, G. (2013). Designing for learning in an open world. New
York, NY: Springer.
Corbett, H. & Rossman, G.B. (1989). Three Paths to Implementing
Change: A Research Note. Curriculum Inquiry, 19(2), 164-179.
Corbin, J. M. , & Strauss, A. L. (2015). Basics of qualitative
research: techniques and procedures for developing grounded theory
(Fourth edition). Los Angeles: SAGE.
Cormier, D. (2008). Rhizomatic education: Community as curriculum.
Innovate: Journal of Online Education, 4(5), 2.
https://nsuworks.nova.edu/innovate/vol4/iss5/2/
Coughlan, T., Rodriguez-Ascaso, A., Iniesto, F., & Jelfs, A.
(2016). OLA! A scenario-based approach to enhance open learning
through accessibility. International Conference on Computers Helping
People with Special Needs, 445-452. http://oro.open.ac.uk/46036/
Country, B., Wright, S., Suchet-Pearson, S., Lloyd, K., Burarrwanga,
L., Ganambarr, R., Ganambarr-Stubbs, M., Ganambarr, B., &
Maymuru, D. (2015). Working with and learning from Country:
decentring human author-ity. Cultural Geographies, 22(2),
269–283. https://doi.org/10.1177/1474474014539248
Cox, G. & Trotter, H. (2016). Institutional culture and OER
policy: how structure, culture and agency mediate OER policy
potential in South African universities. The International Review
of Research in Open and Distributed Learning, 17(5).
http://journals.sagepub.com/doi/abs/10.2304/elea.2013.10.2.148
Cox, G. J., & Trotter, H. (2017). An OER framework, heuristic and
lens: Tools for understanding lecturers’ adoption of OER. Open
Praxis, 9(2): 151–171.
http://doi.org/10.5944/openpraxis.9.2.571
Cox, G.J. & Trotter, H. (2017). An OER framework, heuristic and
lens: Tools for understanding lecturers’ adoption of OER. Open
Praxis, 9(2): 151-171.
CPT+10. (n.d.). Capetown open education declaration 10th anniversary.
https://www.capetowndeclaration.org/cpt10
Crenshawe, K. (1989). Demarginalizing the Intersection of Race and
Sex: A Black Feminist Critique of Antidiscrimination Doctrine,
Feminist Theory and Antiracist Politics. University of Chicago
Legal Forum, 1(8).
https://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=1052&context=uclf
Creswell, J. W. (2009). Research design: Qualitative, quantitative,
and mixed methods approaches (3rd ed.). London, UK: Sage.
Creswell, J. W. (2013). Steps in Conducting a Scholarly Mixed Methods
Study. DBER Speaker Series, 48.
https://digitalcommons.unl.edu/dberspeakers/48
Cronin, C. (2017). Openness and praxis: Exploring the use of open
educational practices in higher education. The International
Review of Research in Open and Distributed Learning, 18(5),
15-34. https://doi.org/10.19173/irrodl.v18i5.3096
Crotty, M. (1998). The Foundations of Social Research: Meaning and
Perspective in the Research Process. London: SAGE
Czerwonogora, A. & Rodés, V. (2019). PRAXIS: Open Educational
Practices and Open Science to face the challenges of critical
Educational Action Research. Open Praxis, 11(4), 381-396.
https://doi.org/10.5944/openpraxis.11.4.1024
Danermark, B., Ekström, M., Liselotte, J., & Karlsson, J.
(2002). Explaining Society. Critical Realism in the Social
Sciences. London and New York: Routledge.
Davis, B. & Sumara, D. (2006). Complexity and Education.
Inquiries into Learning, Teaching, and Research. New York:
Routledge.
Davis, F. (1989). Perceived usefulness, perceived ease of use, and
user acceptance of information technology. MIS Quarterly,
13(3), 319-340.
Dawson, S., Gašević, D., Siemens, G. & Joksimovic, S. (2014).
Current state and future trends: a citation network analysis of the
learning analytics field. Proceedings of the Fourth International
Conference on Learning Analytics and Knowledge. Indianapolis,
USA, 24-28 March, 231-240.
https://dl.acm.org/doi/proceedings/10.1145/2567574
Deci, E.L. & Ryan, R.M. (eds.). (2002). Handbook of
self-determination research. Rochester, NY: University of
Rochester Press
Deleuze, G. , & Guattari, F. (1985). Kafka: Toward a minor
literature: The components of expression. New Literary History,
16(3), 591-608.
Deleuze, G. , & Guattari, F. (1987). A Thousand Plateaus:
Capitalism and Schizophrenia. University of Minnesota Press.
Deleuze, G. , & Guattari, F. (1991). What is philosophy?
New York: Columbia University Press.
Denzin, N. K. (2017). Critical Qualitative Inquiry. Qualitative
Inquiry, 23(1), 8–16. https://doi.org/10.1177/1077800416681864
Derry, J. (2008). Technology-enhanced learning: A question of
knowledge. Journal of Philosophy of Education, 42(3–4),
505–519. https://doi.org/10.1111/j.1467-9752.2008.00638.x
Design Thinking for Educators (2013). Toolkit. IDEO Riverdale.
https://designthinkingforeducators.com
Design-Based Research Collective. (2003). Design-based research: An
emerging paradigm for educational inquiry. Educational Researcher,
32(1), 5-8.
Dominguez, S. & Hollstein, B. (2014). Mixed methods social
networks research: Design and analysis. Cambridge, Cambridge
University Press.
Du Bois, W. E. B. (1903). The Souls of Black Folk. Penguin
Classics.
Dweck, C. S. (1999). Self-theories: their role in motivation,
personality, and development. Philadelphia, PA: Psychology Press.
Edward N. Zalta (ed.) (2022). Stanford Encyclopedia of Philosophy.
Philosophy Department, Stanford University
https://plato.stanford.edu/
Edwards, G. (2010) Mixed-method approaches to social network
analysis. Discussion Paper. NCRM.
Elliot, D. L., Reid, K. & Baumfield, V. (2016). Beyond the
amusement, puzzlement and challenges: an enquiry into international
students’ academic acculturation, Studies in Higher Education,
41:12, 2198-2217, DOI: 10.1080/03075079.2015.1029903
Engeström (2001) Expansive Learning at Work: Toward an activity
theoretical reconceptualization. Journal of Education and Work,
14:1, 133-156, DOI: 10.1080/13639080020028747
Engeström, Y. & Sannino, A. (2010). Studies of expansive
learning: Foundations, findings and future challenges. Educational
Research Review, 5:1-24. DOI:10.1016/j.edurev.2009.12.002.
Engestrom, Y. (1987). Learning by Expanding: An Activity Theoretical
Approach to Developmental Research. Helsinki, Finland:
Orienta-Konsultit.
https://lchc.ucsd.edu/mca/Paper/Engestrom/Learning-by-Expanding.pdf
Érdi, P. (2010). Complexity explained. Berlin: Springer.
Fakunle, O. (2020). Developing a framework for international
students’ rationales for studying abroad, beyond economic factors.
Policy Futures in Education.
https://doi.org/10.1177/1478210320965066
Falzon, M. (2005). Multi-sited ethnography: theory, praxis and
locality in contemporary research. Routledge.
Farias-Gaytan, S., Aguaded, I., & Ramirez-Montoya, M.-S. (2021).
Transformation and digital literacy: Systematic literature mapping.
Education and Information Technologies.
https://doi.org/10.1007/s10639-021-10624-x
Farrow, R. (2016). A Framework for the Ethics of Open Education. Open
Praxis, 8(2). http://dx.doi.org/10.5944/openpraxis.8.2.291
Farrow, R. (2017). Open Education and Critical Pedagogy. Learning,
Media and Technology 42 (2): 130–146.
https://doi.org/10.1080/17439884.2016.1113991
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The
GO-GN Research Methods Handbook. Open Education Research Hub. The
Open University, UK. CC-BY 4.0.
https://go-gn.net/gogn_outputs/research-methods-handbook/
Fanon, F. (1967). Black Skin, White Masks. Grove Press.
Finfgeld-Connett, D. (2014). Use of content analysis to conduct
knowledge-building and theory-generating qualitative systematic
reviews. Qualitative Research, 14(3), 341–352.
https://doi.org/10.1177/1468794113481790
Forbes-Mewett, H., & McCulloch, J. (2016). International Students
and Gender-Based Violence. Violence Against Women, 22(3),
344–365. https://doi.org/10.1177/1077801215602344
Foucault, M. (1972). Archaeology of Knowledge. Routledge.
Foucault, M. (1977). Discipline and Punish: The Birth of the
Prison. Pantheon.
Foucault, M. (1982). The subject and power. Critical inquiry,
8(4), 777-795.
Fowler, F. J. (2014). Survey research methods (Fifth edition.). SAGE.
framework. Innovations in Education and Teaching International,
44:1, 93-105, DOI:
Franklin, U. (1999). The real world of technology. House of
Anansi.
Freire, P. (1970). Pedagogy of the Oppressed. Continuum.
Freire, P. (1994). Pedagogy of Hope. London and New York:
Bloomsbury Publishing.
Friesen, N., Henriksson, C., & Saevi, T. (2012). Hermeneutic
Phenomenology in Education: Method and Practice. SensePublishers.
Garrison, D. R., & Anderson, T. D. (1999). Avoiding the
industrialization of research universities: Big and little distance
education. American Journal of Distance Education, 13(2),
48-63.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical
inquiry in a text-based environment: Computer conferencing in higher
education. The Internet and Higher Education, 2, 87–105.
doi:10.1016/S1096-7516
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical
thinking, cognitive presence, and computer conferencing in distance
education. American Journal of Distance Education, 15, 7–23.
doi:10.1080/08923640109527071
Gaver, W.W., Dunne, A. and Pacenti, E. (1999) Design: Cultural
Probes. Interactions, (6) 1, 21-29.
http://doi.org/10.1145/291224.291235
Gee, J. P. (2000). Identity as an analytic lens for research in
education. Review of Research in Education 25, 99-125. Doi:
10.2307/1167322.
Gee, J. P. (2011). How to do Discourse Analysis: A Toolkit.
Routledge: New York and London.
Gee, J. P. (2014). An introduction to discourse analysis: Theory
and method. Routledge.
Gee, J. P. (2017). Teaching, learning, literacy in our high-risk
high-tech world: A framework for becoming human. New York, NY:
Teachers College Press.
Gee, J. P., Michaels, S., & O’Connor, M. C. (2017). Discourse
analysis. In LeCompte, M. D., Millroy, W. L. & Goetz, J. P.
(eds.) The handbook of qualitative research in education. San
Diego : Academic Press
Giorgi, A. (1997). The Theory, Practice, and Evaluation of the
Phenomenological Method as a Qualitative Research Procedure. Journal
of Phenomenological Psychology; Leiden, 28(2), 235–260.
https://doi.org/10.1163/156916297X00103
Giroux, H. A. (2011). On Critical Pedagogy. Bloomsbury.
Glaser, B. (2002). Constructivist Grounded Theory?, Forum:
Qualitative Social Research, vol. 3, no. 3.
http://www.qualitativeresearch.net/index.php/fqs/article/view/825/
Glaser, B. G. , & Strauss, A. L. (1967). The discovery of
grounded theory: strategies for qualitative research. Aldine Pub. Co.
Goff, W. M., & Getenet, S.. (2017). Design based research in
doctoral studies: Adding a new dimension to doctoral research.
International Journal of Doctoral Studies, 12, 107-121.
http://www.informingscience.org/Publications/3761
Gramsci, A., In Hoare, Q., & In Nowell-Smith, G. (1971).
Selections from the prison notebooks of Antonio Gramsci.
Lawrence & Wishart Ltd.
Gravett, K. (2021). Troubling transitions and celebrating becomings:
from pathway to rhizome. Studies in Higher Education, 46:8,
1506-1517, DOI: 10.1080/03075079.2019.1691162
Gray, D. E. (2014). Doing Research in the Real World (3rd
ed.). SAGE.
Grenfell, J. G. (2013). Pierre Bourdieu: Key Concepts.
Routledge.
Groves, R. M., Fowler Jr, F. J., Couper, M. P., Lepkowski, J. M.,
Singer, E., & Tourangeau, R. (2011). Survey methodology
(Vol. 561). John Wiley & Sons.
Guba E., & Lincoln, Y., (1994). Competing paradigms in
qualitative research. In Denzin, N. & Lincoln, Y (eds.) Handbook
on qualitative research. Thousand Oaks, Ca: Sage. 105-118.
Guba, E. (1981). ERIC/ECTJ Annual Review Paper: Criteria for
Assessing the Trustworthiness of Naturalistic Inquiries. Educational
Communication and Technology, 29(2), 75.
Guskey, T. R. (2002). Does it make a difference? Educational
Leadership, 59(6), 45-51.
Guthadjaka, K., Christie, M., & Verran. (2015). Manbuynga Garmak
Warramirri: The meaning of the deep sea water belonging to the
Warramiri People. Darwin: Northern institute, CDU.
Hall, S. (2011). Introduction: who needs ‘identity’?. In S. Hall,
& P. du Gay (Eds.), Questions of cultural identity (pp.
1-17). SAGE Publications Ltd.
https://www.doi.org/10.4135/9781446221907.n1
Hansen, D., Shneiderman, B., & Smith, M. A. (2010). Analyzing
social media networks with NodeXL: Insights from a connected world.
Morgan Kaufmann.
Harrison N. (2018). Using the Lens of ‘Possible Selves’ to
Explore Access to Higher Education: A New Conceptual Model for
Practice, Policy, and Research. Social Sciences, 7(10):209.
https://doi.org/10.3390/socsci7100209
Heath, C., Hindmarsh, J. and Luff, P. (2010) Using video in
qualitative research. London: Sage.
Henderson, H., Stevenson, J. & Bathmaker, A.-M. (eds.) (2019).
Possible Selves and Higher Education: New Interdisciplinary
Insights. Routledge.
Hendricks, C. (2016) Literature on Open Textbooks: COUP You’re the
Teacher
http://blogs.ubc.ca/chendricks/2016/09/11/literature-on-open-textbooks-coup/
Heron, J. & Reason, P. (1997). A participatory inquiry paradigm.
Qualitative Inquiry. 3 (3) 274-294.
Hetherington, L. (2013). Complexity Thinking and Methodology: The
Potential of ‘Complex Case Study’ for Educational Research.
Complicity: An International Journal of Complexity and Education,
10 (1/2), 71-85.
Hilton III, J. (2016). Open educational resources and college
textbook choices: a review of research on efficacy and perceptions.
Educational Technology Research and
Development.http://link.springer.com/article/10.1007/s11423-016-9434-9/fulltext.html
Hilton III, J., Wiley, D., Chaffee, R., Darrow, J., Guilmett, J.,
Harper, S., & Hilton, B. (2019). Student perceptions of open
pedagogy: An exploratory study. Open Praxis, 11(3), 275–288.
http://dx.doi.org/10.5944/openpraxis.11.3.973
Hodgkinson-Williams, C., & Paskevicius, M. (2012). Framework to
understand postgraduate students’ adaption of academics’ teaching
materials as OER. Open Educational Resources and Social Networks:
Colearning and Professional Development.
https://open.uct.ac.za/bitstream/item/2003/CET_HodgkinsonWilliams_FrameworkAdaptionTeachingMaterialsOER_2011.pdf?sequence=1
Holdsworth, S., Turner, M., & Scott-Young, C. M. (2018) ... Not
drowning, waving. Resilience and university: a student perspective.
Studies in Higher Education, 43:11, 1837-1853, DOI:
10.1080/03075079.2017.1284193
Holland, D., Lachicotte, W. S., Skinner, D. & Cain, C. (2001).
Identity and Agency in Cultural Worlds. Harvard University
Press.
hooks, b. (1994). Teaching to Transgress: Education as the
Practice of Freedom. Routledge.
Hu, Y., Xu, C. L. & Tu, M. (2020) Family-mediated migration
infrastructure: Chinese international students and parents navigating
(im)mobilities during the COVID-19 pandemic. Chinese Sociological
Review. https://doi.org/10.1080/21620555.2020.1838271
Inamorato dos Santos, A., Punie, Y., & Castaño Muñoz, J.
(2016). Opening up education: A support framework for higher
education institutions (EUR 27938). https://doi.org/10.2791/293408
Iniesto, F. (2020). An Investigation Into The Accessibility Of
Massive Open Online Courses (MOOCs) (Doctoral dissertation, The Open
University). http://oro.open.ac.uk/70010/
Ivankova, N. V. (2015). Mixed methods applications in action
research: From methods to community action. Thousand Oaks, CA:
Sage Publications, Inc.
Jabareen, Y. (2009). Building a Conceptual Framework: Philosophy,
Definitions, and Procedure. International Journal of Qualitative
Methods, 8(4) 49-62. https://doi.org/10.1177/160940690900800406
James, F. (2013). An exploration of grounded theory with reference to
self and identity of part-time, mature learners in Higher Education.
PhD Thesis, The University of Hull.
https://hydra.hull.ac.uk/assets/hull:7163a/content
Jatowt, A., & Tanaka, K. (2012). Is Wikipedia too difficult?
Comparative analysis of readability of Wikipedia, Simple Wikipedia
and Britannica. In Proceedings of the 21st ACM International
Conference on Information and Knowledge Management, (pp.
2607-2610). https://dl.acm.org/doi/proceedings/10.1145/2396761
Jhangiani, R. (2017). Pragmatism vs. idealism and the identity crisis
of OER advocacy. Open Praxis, 9(2), 141-150.
Jin, E. M., Girvan, M., & Newman, M. E. (2001). Structure of
growing social networks. Physical Review E, 64(4), 046132
Jindal-Snape, D. & Ingram, R. (2013). Understanding and
Supporting Triple Transitions of International Doctoral Students: ELT
And SuReCom Models. Journal of Perspective in Applied Academic
Practice, 1(1). https://doi.org/10.14297/jpaap.v1i1.39
Jindal-Snape, D. & Rientes, B. (eds.) (2016). Multi-dimensional
Transitions of International Students to Higher Education.
Routledge.
Johnstone, B. (2018). Discourse analysis. John Wiley &
Sons.
Jones, R. (2018) The student experience of undergraduate students:
towards a conceptual framework. Journal of Further and Higher
Education, 42:8, 1040-1054, DOI: 10.1080/0309877X.2017.1349882
Jordan, K. (2016). Understanding the structure and role of academics’
ego-networks on social networking sites. The Open University, UK.
http://oro.open.ac.uk/48259/
Jordan, K. (2017). From crowdsourcing data to network building:
Reflections on conducting research in the open. Research for All,
1(2). https://doi.org/10.18546/RFA.01.2.09
Jordan, K. (2018) Validity, reliability and the case for
participant-centred research: Reflections on a multi-platform social
media study. International Journal of Human-Computer Interaction,
34(10), 913-921
Kain, D. & Wardle, E. (2005). Building context: Using Activity
Theory to teach about genre in multi-major Professional Communication
courses. Technical Communication Quarterly, 14(2):113-139.
Kalman, Y. M. (2014). A race to the bottom: MOOCs and higher
education business models. Open Learning: The Journal of Open,
Distance and e-Learning, 29(1), 5-14.
https://doi.org/10.1080/02680513.2014.922410
Kalz, M., Kreijns, K., Walhout, J., Castaño-Munoz, J., Espasa,
A., & Tovar, E. (2015). Setting-up a European cross-provider data
collection on open online courses. The International Review of
Research in Open and Distributed Learning, 16(6).
https://doi.org/10.19173/irrodl.v16i6.2150
Kane, M. &Trochim, W. M. (2007) Concept Mapping for Planning and
Evaluation (vol. 50), Sage, Thousand Oaks, CA.
Kaptelinin, V. (2005). The Object of Activity: Making Sense of the
Sense-
Karaman, N., & Christian, M. (2020). “My Hijab Is Like My Skin
Color”: Muslim Women Students, Racialization, and
Intersectionality. Sociology of Race and Ethnicity, 6(4),
517–532. https://doi.org/10.1177/2332649220903740
Kazdin, A. E. (2016). Single-case experimental research designs.
Kear, K., Rosewell, J., Williams, K., Ossiannilsson, E., Rodrigo, C.,
Sánchez-Elvira Paniagua, Á., Santamaría Lancho, M., Vyt, A., &
Mellar, H. (2016). Quality assessment for e-learning: A benchmarking
approach. European Association of Distance Teaching Universities.
http://oro.open.ac.uk/47597/
Kemmis, S., McTaggart, R., & Nixon, R. (2013). The action
research planner: Doing critical participatory action research.
Springer Science & Business Media.
Kerlinger, F. N. & Lee, H. B. (2000). Foundations of
Behavioural Research. 4th ed. Belmont, CA: Cengage Learning.
Khalideen, R. (2015). A Freirean Approach to Internationalization in
Higher Education Within the Context of Globalization. Counterpoints,
500, 379-390. http://www.jstor.org/stable/45178225
Khan, M. H. (2018). Ethnography: An Analysis of its Advantages and
Disadvantages. Available at SSRN 3276755.
Kuhn, T. S. (1962). The Structure of Scientific Revolutions.
The University of Chicago.
Kidman, J., Manathunga, C. & Cornforth, S. (2017). Intercultural
PhD supervision: exploring the hidden curriculum in a social science
faculty doctoral programme. Higher Education Research &
Development, 36:6, 1208-1221, DOI: 10.1080/07294360.2017.1303457
Kim, J. (2012). The Birth of Academic Subalterns: How Do Foreign
Students Embody the Global Hegemony of American Universities? Journal
of Studies in International Education, 16(5), 455–476.
https://doi.org/10.1177/1028315311407510
Kimberly A. Neuendorf (2016). The Content Analysis Guidebook.
SAGE.
Kivuna, C. & Kuyini, A. B. (2017). Understanding and Applying
Research Paradigms in Educational Contexts. International Journal
of Higher Education, v6 n5 p26-41.
https://eric.ed.gov/?id=EJ1154775
Kivunja, C. (2018). Distinguishing between Theory, Theoretical
Framework, and Conceptual Framework: A Systematic Review of Lessons
from the Field. International Journal of Higher Education
7(6). https://doi.org/10.5430/ijhe.v7n6p44
Kizilcec, R. F., Piech, C., & Schneider, E. (2013).
Deconstructing disengagement: Analyzing learner subpopulations in
massive open online courses. Third International Conference on
Learning Analytics and Knowledge, LAK ’13 Leuven, Belgium.
https://dl.acm.org/doi/proceedings/10.1145/2460296
Koehler, M., & Mishra, P. (2009). What is technological
pedagogical content knowledge (TPACK)? Contemporary Issues in
Technology and Teacher Education, 9(1), 60-70.
Koehne, M. (2006) (Be)Coming, (Be)Longing: Ways in which
international students talk about themselves. Discourse: Studies
in the Cultural Politics of Education, 27:2, 241-257, DOI:
10.1080/01596300600676219
Kolb, D.A. (1984). Experiential Learning: Experience as the Source
of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Kop, R. (2011). The challenges to connectivist learning on open
online networks: Learning experiences during a massive open online
course. The International Review Of Research In Open And
Distributed Learning, 12(3), 19-38.
doi:http://dx.doi.org/10.19173/irrodl.v12i3.882
Kozinets, R.V. (2015). Netnography: Redefined. Los Angeles,
CA: Sage.
Kuhn, T. (1962). The Structure of Scientific Revolutions.
Chicago: University of Chicago Press.
Lambert, S. R. (2018). Changing our (Dis)Course: A Distinctive Social
Justice Aligned Definition of Open Education. Journal of Learning
for Development , 5(3). Retrieved from
https://jl4d.org/index.php/ejl4d/article/view/290
Lambert, S. R. (2020). Do MOOCs contribute to student equity and
social inclusion? A systematic review 2014–18. Computers &
Education, 145. https://doi.org/10.1016/j.compedu.2019.103693
Larsen, M. A. & Beech, J. (2014). Spatial Theorizing in
Comparative and International Education Research. Comparative
Education Review, 58:2, 191-214.
https://www.journals.uchicago.edu/doi/abs/10.1086/675499
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate
peripheral participation. Cambridge University Press.
https://doi.org/10.1017/CBO9780511815355
Leask, D. (2015). Internationalizing the Curriculum.
Routledge.
Lefebvre (1991). The Production of Space. Wiley.
Lefever S, Dal M, Matthíasdóttir Á. (2007) Online data collection
in academic research: advantages and limitations. British Journal
of Educational Technology, Jul 1;38(4):574–82.
Leonardo Z. & Singh M. (2017). Fanon, Education and the Fact of
Coloniality. In: Parker S., Gulson K., Gale T. (eds) Policy and
Inequality in Education. Education Policy & Social
Inequality, vol 1. Springer, Singapore.
https://doi.org/10.1007/978-981-10-4039-9_6
Leonardo, Z. (2020). Edward Said and Education. Routledge.
Leong, F.T.L. & Austin, J.T. (2006). The Psychology Research
Handbook (2nd ed.). Sage Publications, Thousand Oaks, California.
Leshem, S. & Trafford, V. (2007). Overlooking the conceptual
framework. Innovations in Education and Teaching International,
44:1, 93-105, DOI: 10.1080/14703290601081407
Levine, H. G., Gallimore, R., Weisner, T. S., & Turner, J. L.
(1980). Teaching Participant‐Observation Research Methods: A
Skills‐Building Approach. Anthropology & Education Quarterly,
11(1), 38-54.
Lewis, J., & Sanderson, H. (2011). A practical guide to
delivering personalisation: Person-centred practice in health and
social care. Jessica Kingsley Publishers.
López Murillo, K. A. (2021). Experiences of Mexican doctoral
students supported by the CONACYT international mobility scholarship
programme. Doctoral thesis (Ph.D), UCL (University College London).
https://discovery.ucl.ac.uk/id/eprint/10122361/
López, M. & Bernal, C. (2016). La cultura digital en la escuela
pública. Revista interuniversitaria de formación del
profesorado, (85), 103-110.
https://dialnet.unirioja.es/servlet/articulo?codigo=5573949
Lucas-Dominguez, R. et al. The sharing of research data facing the
COVID-19 pandemic. Scientometrics (2021).
https://doi.org/10.1007/s11192-021-03971-6
Madge, C., Raghuram, P. & Noxolo, P. (2009). Engaged pedagogy and
responsibility: A postcolonial analysis of international students.
Geoforum 40(1), 34-45.
https://doi.org/10.1016/j.geoforum.2008.01.008
Maker. Mind, Culture, and Activity, 12(1), 4-18.
Manen, M. V. (2018). Researching lived experience: Human science
for an action sensitive pedagogy. New York, NY: Althouse.
Marcus, G. E. (1995). Ethnography in/of the world system: The
emergence of multi-sited ethnography. Annual review of
Anthropology, 24(1), 95-117.
Marcus, G. E. (1999). What is at stake–and is not–in the idea and
practice of multi-sited ethnography. Canberra Anthropology,
22(2), 6-14.
Markus, H., & Nurius, P. (1986). Possible selves. American
Psychologist, 41(9), 954–969.
https://doi.org/10.1037/0003-066X.41.9.954
Martin, K. & Mirraboopa, B. (2003). 'Ways of knowing, being and
doing: A theoretical framework and methods for indigenous and
indigenist research'. Journal of Australian Studies, 27:76,
203-214.
https://www-tandfonline-com.ezproxy.cdu.edu.au/doi/abs/10.1080/14443050309387838
Marton, F. & Booth, S., (1997). The idea of phenomenography. In:
Marton, F. & Booth, S., eds., 1997. Learning and awareness.
New Jersey: Lawrence Erlbaum Ass. 110-136.
Marton, F., 1981. Phenomenography – describing conceptions of the
world around us. Instructional Science, 10 (2), 177-200.
Marton, F., 1986. Phenomenography – A research approach to
investigating different understandings of reality. Journal of
Thought, 21 (3), Fall 1986, Periodicals Archive Online, 28-49.
Maslow, A.H. (1943). A theory of human motivation. Psychological
Review, 50(4), 370-96.
Maxwell, J. (2012). A Realist Approach for Qualitative Research.
London, Thousands Oaks, New Delhi: SAGE Publications. ISBN
978-0-7619-2923-9
Maxwell, J. A. (2004). Using Qualitative Methods for Causal
Explanation. Field Methods, 16(3), 243–264.
https://doi.org/10.1177/1525822X04266831
Maxwell, J. A. (2013). Qualitative Research Design: An Interactive
Approach (3rd ed). SAGE Publications.
Mayo, P. (2015) Gramsci, Education and Power. In: Kupfer A. (eds)
Power and Education. Palgrave Macmillan, London.
https://doi.org/10.1057/9781137415356_4
Mazur, E. (2009). Farewell, Lecture?. Science, 323(5910),
50-51. https://doi.org/10.1126/science.1168927
McCoy, D. L. & Rodricks, D. J. (2015). Critical Race Theory in
Higher Education: 20 Years of Theoretical and Research Innovations.
ASHE Higher Education Report 41: 1-117.
https://doi.org/10.1002/aehe.20021
McKenney, S., & Reeves, T. C. (2012). Conducting educational
design research. Florence, KY: Taylor and Francis.
McLean, L., & Connor, C. M. (2018). Challenges, Benefits, and
Considerations When Conducting Classroom Video Observation Research.
SAGE Publications Ltd.
Mertler, C. A. (2014). Action research: Improving schools and
empowering educators (4th ed.). Thousand Oaks, CA: Sage
Publications, Inc.
Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal
design for learning: Theory and practice. CAST Professional
Publishing.
Meyer, J., & Land, R. (2006). Overcoming barriers to student
understanding: Threshold concepts and troublesome knowledge.
Routledge Ltd. https://doi.org/10.4324/9780203966273
Mezirow, J. (1991). Transformative Dimensions of Adult Learning.
Wiley.
Miles, M. B. & Huberman, A. M. (1984). Qualitative data
analysis: a sourcebook of new methods. London, Sage.
Mills, M., Van de Bunt, G. G., & De Bruijn, J. (2006).
Comparative research: Persistent problems and promising solutions.
International Sociology, 21(5), 619–631.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical
content knowledge: A framework for teacher knowledge. Teachers
College Record, 108(6), 1017-1054.
Mitchell, M. (2009). Complexity: A Guided Tour. Oxford
University Press.
Montgomery, C., & McDowell, L. (2009). Social Networks and the
International Student Experience: An International Community of
Practice? Journal of Studies in International Education,
13(4), 455–466. https://doi.org/10.1177/1028315308321994
Morgan, D. L. (1996). Focus Groups. Annual Review of Sociology.
22: 129–152
Morgan, D. L. (2014). Integrating qualitative and quantitative
methods: A pragmatic approach. Thousand Oaks, CA: SAGE
Publications Ltd. http://doi.org/10.4135/9781544304533
Mtebe, J. S., & Raisamo, R. (2014). Challenges and instructors’
intention to adopt and use open educational resources in higher
education in Tanzania. The International Review of Research in
Open and Distributed Learning, 15(1), 1-24. Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/1687/2771
Munafò, M., Nosek, B., Bishop, D. et al. (2017). A manifesto for
reproducible science. Nature Human Behavior 1, 0021.
https://doi.org/10.1038/s41562-016-0021
Murphy, J. (2006) Cultural Probes: Understanding Users in Context.
User Experience: the magazine of the User Experience Professionals
Association, (5) 3. https://uxpamagazine.org/issue/5-3/
Murua, I.; Gallego, D., & Cacheiro, M. L. (2015). Caracterización
de las cibercomunidades de aprendizaje (cCA). RED, Revista de
Educación a Distancia, 47, 1-18.
http://www.um.es/ead/red/47/Murua.pdf
Nada, C. I., Montgomery, C. & Araújo, H. C. (2018). ‘You went
to Europe and returned different’: Transformative learning
experiences of international students in Portugal. European
Educational Research Journal, 17(5), 696-713.
https://doi.org/10.1177%2F1474904118765334
Nascimbeni, F., & Burgos, D. (2016). In search for the open
educator: Proposal of a definition and a framework to Increase
openness adoption among university educators. The International
Review of Research in Open and Distributed Learning, 17(6).
https://doi.org/http://dx.doi.org/10.19173/irrodl.v17i6.2736
Newman, M. (2018). Networks (2nd ed.). Oxford University Press
Niyazov, Y., Vogel, C., Price, R., Lund, B., Judd, D., Akil, A.,
Mortonson, M., Schwartzman, J. & Shron, M. (2016). Open Access
Meets Discoverability: Citations to Articles Posted to Academia.edu.
PLoS ONE 11(2): e0148257.
https://doi.org/10.1371/journal.pone.0148257
Nussbaum, M. (2011). Creating Capabilities: The Human Development
Approach. Harvard University Press.
O’Sullivan, P. & Uijtdehaage, S. (2013). Example Conceptual
Frameworks: To Guide Educational Scholarship. Teaching Academy of the
Consortium of Western Regional Colleges of Veterinary Medicine.
https://medicine.utah.edu/faculty-dev/programs/academy-med-education/files/symposium_2015_powerpoints/conceptual-framework-booklet-how-succeed.pdf
OE Global Consortium. (n.d.). About OE Global 2017.
https://conference.oeglobal.org/2017/about-oe-global-2017/
Oliver, C. (2011). Critical realist grounded theory : A new approach
for social work research. British Journal of Social Work,
42(2), 1–17. https://doi.org/10.1093/bjsw/bcr064
Oliver, M., (2002). Special Issue on Theory for Learning
Technologies: Editorial. Journal of Interactive Media in
Education, Art. 8. http://doi.org/10.5334/2002-9
Open Education Group (n.d.) The COUP Framework.
https://openedgroup.org/coup
OpenEd17: The 14th annual open education conference. (n.d.). Sharing,
gratitude, and hope. https://openedconference.org/2017/
Oumard, M., Mirza, D., Kroy, J. and Chorianopoulos, K. (2008) A
cultural probes study on video sharing and social communication on
the internet. DIMEA '08: Proceedings of the 3rd international
conference on Digital Interactive Media in Entertainment and Arts,
142–148. http://doi.org/10.1145/1413634.1413664
Papert, S. (1986). Constructionism: A New Opportunity for
Elementary Science Education. Cambridge, MA: Massachusetts
Institute of Technology, Media Laboratory, Epistemology and Learning
Group.
Parker, J., Crabtree, S. A., bin Baba, I., Carlo, D. P. & Azman,
A. (2012). Liminality and learning: international placements as a
rite of passage. Asia Pacific Journal of Social Work and
Development, 22:3, 146-158, DOI: 10.1080/02185385.2012.691715
Paskevicius, M. and Irvine, V. (2019). Practicalities of implementing
open pedagogy in higher education. Smart Learning Environments 6, 23
(2019). https://doi.org/10.1186/s40561-019-0110-5
Passey, D. (2019). Technology-enhanced learning: Rethinking the term,
the concept and its theoretical background. British Journal of
Educational Technology, 50(3), 972-986.
https://doi.org/10.1111/bjet.12783
Passey, D. (2020). Theories, theoretical and conceptual frameworks,
models and constructs: Limiting research outcomes through
misconceptions and misunderstandings. Studies in Technology
Enhanced Learning 1(1).
https://assets.pubpub.org/bcha1jdt/21595481330398.pdf
Passey, D., Dagien, V., Atieno, L., & Baumann, W. (2019).
Computational Practices, Educational Theories, and Learning
Development. Problemos, 2018(Suppl.), 24-38.
Patel, F. & Lynch, H. (2013). Glocalization as an Alternative to
Internationalization in Higher Education: Embedding Positive Glocal
Learning Perspectives. International Journal of Teaching and
Learning in Higher Education, 25(2), 223-230.
https://files.eric.ed.gov/fulltext/EJ1016539.pdf
Patterson, M. and Williams, D. (1998). Paradigms and problems: The
practice of social science in natural resource management. Society
and Natural Resources, 11, 3: 279-295.
http://doi.org/10.1080/08941929809381080
Patton, M. Q. (2010). Developmental evaluation: Applying
complexity concepts to enhance innovation and use. New York:
Guilford Press.
Patton, M.Q. (2006). Evaluation for the Way We Work. The Nonprofit
Quarterly, Vol. 13 (1): 28-33.
Pham, L. (2018). A Review of key paradigms: positivism,
interpretivism and critical inquiry. University of Adelaide. doi:
10.13140/RG.2.2.13995.54569.
Pham, L., & Saltmarsh, D. (2013). International students’
identities in a globalized world: Narratives from Vietnam. Journal
of Research in International Education, 12(2), 129–141.
https://doi.org/10.1177/1475240913481171
Pitts, M. J. & Brooks, C. F. (2017). Critical pedagogy,
internationalisation, and a third space: cultural tensions revealed
in students’ discourse. Journal of Multilingual and
Multicultural Development, 38:3, 251-267, DOI:
10.1080/01434632.2015.1134553
Ploner, J. (2018). International students’ transitions to UK Higher
Education – revisiting the concept and practice of academic
hospitality. Journal of Research in International Education,
17(2), 164–178. https://doi.org/10.1177/1475240918786690
Ponto, J. (2015). Understanding and evaluating survey research.
Journal of the advanced practitioner in oncology, 6(2), 168.
Powell, R. R. (2006). Evaluation research: An overview. Library
trends, 55(1), 102-120.
Pring, R. (2002). The virtues and vices of an educational researcher.
In M. NcNamee & D. Bridges (Eds.), The ethics of educational
research (pp. 111-127). Oxford, UK: Blackwell Publishing.
Quiñones, M., Supervielle, M., & Acosta, M. J. (2017).
Introduction to qualitative sociology: epistemological foundations
and elements of design and analysis. UDELAR University editions.
Rabin, E., Kalman, Y. M., & Kalz, M. (2019). Predicting
learner-centered MOOC outcomes: Satisfaction and
intention-fulfillment. International Journal of Educational
Technology in Higher Education, 16(14).
https://doi.org/10.1186/s41239-019-0144-3
Rau, A., Elliker, F. & Coetzee, J. K. (2018). Collecting Data for
Analyzing Discourses. In Flick, U. (ed.) The SAGE Handbook of
Qualitative Data Collection.
http://dx.doi.org/10.4135/9781526416070.n19
Ravitch, S. M. & Riggan, M. (2017). Reason & Rigor: How
Conceptual Frameworks Guide Research, 2nd Edition. SAGE
Publications, Inc., Thousand Oaks, CA,
Raymond, E. S. (1999). The cathedral and the bazaar : musings on
Linux and open source by an accidental revolutionary. O'Reilly &
Associates.
Razzouk, R., & Shute, V. (2012). What is design thinking and why
is it important? Review of Educational Research, 82(3),
330-348. doi:10.3102/0034654312457429
Recio Mayorga, J.; Gutiérrez-Esteban, P. & Suárez-Guerrero, C.
(2018). Diseño y validación de un instrumento para el análisis de
recursos educativos abiertos en comunidades virtuales, en Campus
digitales en la educación superior. Experiencias e investigaciones.
Cáceres: Servicio de Publicaciones UEX.
Recio Mayorga, J.; Gutiérrez-Esteban, P. & Suárez-Guerrero, C.
(2021). Recursos educativos abiertos en comunidades virtuales
docentes. Apertura, 13(1), pp. 101-117.
http://dx.doi.org/10.32870/Ap.v13n1.1921
Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R.
(2018). An Online Engagement Framework for Higher Education. Online
Learning, 22(1), 183-204. https://doi.org/10.24059/olj.v22i1.1175
[CC-BY]
Rets, I. & Rogaten, J. (2021) To simplify or not? Facilitating
English L2 users' comprehension and processing of open educational
resources in English using text simplification. Journal of
Computer Assisted Learning, 37: 705– 717.
https://doi.org/10.1111/jcal.12517.
Rets, I., Coughlan, T., Stickler, U., & Astruc, L. (2023).
Accessibility of Open Educational Resources: how well are they suited
for English learners? Open Learning: The Journal of Open and
Distance Learning, 38(1), 38-57.
https://doi.org/10.1080/02680513.2020.1769585
Rets, I., Rienties, B. & Lewis, T. (2020) Transforming
pre-service teacher education through virtual exchange:a
mixed-methods analysis of perceived TPACK development. Interactive
Learning Environments.
https://doi.org/10.1080/10494820.2020.1826983
Rienties, B., Beausaert, S., Grohnert, T. et al. (2012).
Understanding academic performance of international students: the
role of ethnicity, academic and social integration. Higher
Education 63, 685–700.
https://doi.org/10.1007/s10734-011-9468-1
Roberts, V. (2019). Open educational practices (OEP): Design-based
research on expanded high school learning environments, spaces, and
experiences [Doctoral Dissertation, University of Calgary].
https://prism.ucalgary.ca/bitstream/handle/1880/110926/ucalgary_2019_roberts_verena.pdf?sequence=6&isAllowed=y
Robertson, R. (1994). lobalisation or glocalisation? The Journal
of International Communication, 1:1, 33-52, DOI:
10.1080/13216597.1994.9751780
Robeyns, I. (2017). Wellbeing, Freedom and Social Justice: The
Capability Approach Re-Examined. Open Book Publishers.
https://www.openbookpublishers.com/product?xProd=682¤cy=4
[CC-BY]
Rogers, E. (2003). Diffusion of innovations (5th ed.). Free
Press.
Rogers, R. (2016). Using Lenses to Make Sense of Research: A Review
of Sharon M. Ravitch and Matthew Riggan’s Reason & Rigor: How
Conceptual Frameworks Guide Research. The Qualitative Report,
21(9), 1708-1712. https://doi.org/10.46743/2160-3715/2016.2642
Ross, S. M., & Morrison, G. R. (2004). Experimental research
methods. Handbook of research on educational communications and
technology, 2, 1021-43.
Rutman, L. S. (1977). Evaluation research methods: A basic guide.
Sage.
Ryan, B. & Gross, N. (1943). The Diffusion of Hybrid Seed Corn in
Two Iowa Communities. Rural Sociology, 8 (March): 15.
Ryan, G. Introduction to positivism, interpretivism and critical
theory. Nurse Researcher, 25(4) 41–49.
http://oro.open.ac.uk/49591/
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory :
basic psychological needs in motivation, development, and wellness.
New York, NY: Guilford Press.
Saeed, S., & Zyngier, D. (2012). How Motivation Influences
Student Engagement: A Qualitative Case Study. Journal of Education
and Learning, 1(2), 252–267.
Saïd, E. (1978). Orientalism. Pantheon.
Saldaña, J. (2016). The coding manual for qualitative
researchers. Thousand Oaks, CA: Sage Publications, Inc.
Salkind, N. J. (2002). Narrative research. Handbook of research
design and social measurement, 143-196.
Salmon, G. K. (2004). E-moderating: The key to teaching and learning
online. Routledge Falmer.Stoffregen, J., & Pawlowski, J. M.
(2018). Theorising about barriers to open e-learning systems in
public administrations. Technological Forecasting and Social
Change, 132, 81–91.
https://doi.org/10.1016/j.techfore.2018.01.010
Saunders, M., Lewis, P., Thornhill, A. (2009). Research Methods
for Business Students. 5th ed. Pearson.
Scanlon, E., Blake, C., Issroff, K. & Lewin, C. (2006).
Evaluating learning technologies: frameworks and case studies.
International Journal of Learning Technology, 2(2-3), 243–263.
Scardamalia, M., & Bereiter, C. (2014). Knowledge
building and knowledge creation. In R. K. Sawyer (Ed.), The
Cambridge handbook of the learning sciences (pp. 397–417).
Cambridge University Press
Schramm, W. L. (1977). Big media, little media. Sage
Publications.
Scott, J. (2000). Social network analysis: A handbook (2nd
ed.). Thousand Oaks, CA: Sage
Seery, K., Barreda, A., Hein, S., & Hiller, J. (2021). Retention
strategies for online students: A systematic literature review.
Journal of Global Education and Research, 5(1), 72-84.
Selod, S. (2019). Gendered racialization: Muslim American men and
women’s encounters with racialized surveillance. Ethnic and
Racial Studies, 42:4, 552-569, DOI: 10.1080/01419870.2018.1445870
Sen, A. (1973). On Economic Inequality. Oxford: Oxford
University Press.
Sen, A. (1999). Development as Freedom. Oxford: Oxford
University Press.
Sen, A. K. (1995). Inequality Reexamined (Reprint Edition).
Boston: Harvard University Press.
Shento, A. K. (2004). Strategies for ensuring trustworthiness in
qualitative research projects. Education for Information,
22(2), 63–75.
Sheremeta, R. M. (2018). Behavior in group contests: A review of
experimental research. Journal of Economic Surveys, 32(3),
683-704.
Shields, P. & Rangarajan, N. (2013). A Playbook for Research
Methods: Integrating Conceptual Frameworks and Project Management.
New Forums Press
Shneider, A. M. (2009). Four stages of a scientific discipline; four
types of scientist. Trends in Biochemical Sciences 34 (5), 217-233.
https://doi.org/10.1016/j.tibs.2009.02.002
Shorten, A., & Smith, J. (2017). Mixed methods research:
expanding the evidence base. Evidence Based Nursing,
20(3):74-75. doi: 10.1136/eb-2017-102699.
Shuttleworth, M. (2008). Case Study Research Design.
https://explorable.com/case-study-research-design
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a
systematic review: a best practice guide for conducting and reporting
narrative reviews, meta-analyses, and meta-syntheses. Annual
review of psychology, 70, 747-770.
Siemens, G. (2005). Connectivism: A learning theory for the digital
age. International Journal of Instructional Technology and
Distance Learning, 2(1).
https://www.itdl.org/Journal/Jan_05/article01.htm
Siemens, G. (2006). Knowing knowledge. Vancouver, BC, Canada:
Lulu Press.
Siemens, G., & Baker, R. S. J. d. (2012). Learning analytics and
educational data mining: towards communication and collaboration. In
Proceedings of the 2nd international conference on learning and
analytics and knowledge (pp. 252-254). New York, NY:
ACM.http://dl.acm.org/citation.cfm?id=2330661
Siemens, G., Gasevic, D., Haythornthwaite, C., Dawson, S., Shum, S.
B., Ferguson, R., et al. (2011). Open Learning Analytics: an
integrated & modularized platform. Proposal to design, implement
and evaluate an open platform to integrate heterogeneous learning
analytics techniques.
https://solaresearch.org/wp-content/uploads/2011/12/OpenLearningAnalytics.pdf
Sills, S. J., & Song, C. (2002). Innovations in Survey Research:
An Application of Web-Based Surveys. Social Science Computer
Review, 20(1), 22–30.
https://doi.org/10.1177/089443930202000103
Singh, J.K.N. (2021). Academic resilience among international
students: lived experiences of postgraduate international students in
Malaysia. Asian Review of Pacific Education, Rev. 22, 129–138
(2021). https://doi.org/10.1007/s12564-020-09657-7
Skinner, B.F. (1953). Science and human behavior. New York,
NY: Simon and Schuster.
Smith B. (2009) Why I Am No Longer a Philosopher (or: Ontology
Leaving the Mother Ship of Philosophy). In: An Introduction to
Ontology: From Aristotle to the Universal Core. Buffalo, NY.
http://www.bioontology.org/node/560
Smith, J. A., Flowers, P. & Larkin, M. (2009). Interpretive
phenomenological analysis: Theory, method and research. London,
UK: SAGE.
Smith, L. T. (1999). Decolonizing methodologies. London: Zed
Books Ltd
Smith, L. T. (2005). On tricky ground: Researching the native in the
age of uncertainty. In N. Denzin & Y. Lincoln (eds.). The SAGE
handbook of qualitative research (3rd ed.). Thousand Oaks, CA:
SAGE.
Solomon, D. (2001). Conducting web-based surveys. Practical
Assessment, Research & Evaluation, 7(19).
http://PAREonline.net/getvn.asp?v=7&n=19.
Spante, M., Sofkova Hashemi, S., Lundin, M., & Algers, A. (2018).
Digital competence and digital literacy in higher education research:
Systematic review of concept use. Cogent Education.
https://doi.org/https://doi.org/10.1080/2331186X.2018.1519143
Spivak, G. C. (2003). Can the subaltern speak?. Die Philosophin,
14(27), 42-58.
Stake, R. (1995). The art of case study research. Thousand
Oaks, CA: Sage.
Stalder, F. (2019). Kultur der Digitalität. Berlin:
Suhr-kamp.
Star, S. L., & Griesemer, J. R. (1989). Institutional ecology,
“translations” and boundary objects: Amateurs and professionals
in Berkeley’s Museum of Vertebrate Zoology, 1907–39. Social
Studies of Science, 19, 387–420.
Straker, J. (2016). International Student Participation in Higher
Education: Changing the Focus From “International Students” to
“Participation.” Journal of Studies in International
Education, 20(4), 299–318.
https://doi.org/10.1177/1028315316628992
Strevens, M. (2003). Bigger than Chaos. Understanding
Complexity through Probability. Cambridge, Massachusetts: Harvard
University Press.
Strevens, M. (2003). Bigger than Chaos. Understanding
Complexity through Probability. Cambridge, Massachusetts: Harvard
University Press.
Sundell, K. & Olsson, T. (2017). Social Intervention Research.
Oxford Bibliographies in Social Work, Publisher: Oxford University
Press, Editors: Edward J. Mullen
Tashakkori, A., & C. Teddlie (2010). SAGE Handbook of Mixed
Methods in Social & Behavioral Research. Thousand Oaks,
California: Sage. ISBN 978-1-4129-7266-6.
The Design-Based Research Collective. (2003). Design-based research:
An emergent paradigm for educational inquiry. Educational
Researcher, 32(1), 5–8.
https://doi.org/10.3102/0013189X032001005
Thoring, K., Luippold, C. and Mueller, R.M. (2013) Opening the
Cultural Probes Box: A Critical Reflection and Analysis of the
Cultural Probes Method. Conference: 5th International Congress of
International Association of Societies of Design Research (IASDR)
Tietjen, P., & Asino, T. I. (2021). What Is open pedagogy?
Identifying commonalities. The International Review of Research in
Open and Distributed Learning, 22(2), 185–204.
https://doi.org/10.19173/irrodl.v22i2.5161
Tight, M. (2016). Phenomenography: the development and application of
an innovative research design in higher education research.
International Journal of Social Research Methodology, 19(3), 319-338,
http://dx.doi.org/10.1080/13645579.2015.1010284
Tinto, V. (1975). Dropout from Higher Education: A Theoretical
Synthesis of Recent Research. Review of Educational Research,
45(1), 89–125. https://doi.org/10.3102/00346543045001089
Toledo-Pereyra L. H. (2012). Ten qualities of a good researcher.
Journal of Investigative Surgery 25(4):201-2. doi:
10.3109/08941939.2012.701543. PMID: 22853811.
Trafford, V. N. & Leshem, S. (2002a). Starting at the end to
undertake doctoral research: predictable questions as stepping
stones. Higher Education Review, 35(1), 31–49.
Trafford, V. N. & Leshem, S. (2002b). Anatomy of a doctoral viva.
Journal of Graduate Education, 3, 33–40
Tran, L. T. & Vu, T. T. P. (2018) ‘Agency in mobility’:
towards a conceptualisation of international student agency in
transnational mobility. Educational Review, 70:2, 167-187,
DOI: 10.1080/00131911.2017.1293615
Turner, V., Abrahams, R. D. & Harris, A. (1969). The Ritual
Process: Structure and Anti-Structure. Routledge.
UNESCO. (2012, June 22). 2012 Paris OER Declaration.
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/WPFD2009/English_Declaration.html
Urry, J. & Larsen, J. (2011). The Tourist Gaze 3.0. SAGE.
Uzunboylu, H., & Karagozlu, D. (2015). Flipped classroom: A
review of recent literature. World Journal on Educational
Technology. 7(2), 142-147. doi:
http://dx.doi.org/10.18844/wjet.v7i2.46
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content
analysis and thematic analysis: Implications for conducting a
qualitative descriptive study. Nursing & health sciences, 15(3),
398-405.
Valdez, G. (2015). U. S. Higher Education Classroom Experiences of
Undergraduate Chinese International Students. Journal of
International Students, 5(2), pp.188-200.
Van Allen, J. and Katz, S. (2020) Teaching with OER during pandemics
and beyond. Journal for Multicultural Education 14(3/4):
209–18.
https://www.emerald.com/insight/content/doi/10.1108/JME-04-2020-0027/full/html
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic
versus extrinsic goal contents in self-determination theory: Another
look at the quality of academic motivation. Educational
Psychologist, 41(1), 19–31.
Vehovar, V. & Manfreda, K. L. (2008). Overview: Online surveys.
In R. M. Lee & G. Blank (2008) (Eds.) The Sage Handbook of
Online Research Methods. SAGE. 177–94.
Vehovar, V., Manfreda, K. L. & Berzelak, J. (2018). Web Survey
Methodology. University of Ljubljana. http://www.websm.org/
Venkatesh, V., Morris, M.G., Davis, F.D., & Davis, G.B. (2003).
User acceptance of information technology: Toward a unified view. MIS
Quarterly, 27, 425-478.
Vinall, K. & Shin, J. (2019) The construction of the tourist gaze
in English textbooks in South Korea: exploring the tensions between
internationalisation and nationalisation. Language, Culture and
Curriculum, 32:2, 173-190.
https://doi.org/10.1080/07908318.2018.1513022
Vishwanath, T. P. & Mummery, J. (2019) Reflecting critically on
the critical disposition within Internationalisation of the
Curriculum (IoC): the developmental journey of a curriculum design
team. Higher Education Research & Development, 38:2,
354-368, https://doi.org/10.1080/07294360.2018.1515181
von Wehrden, H., Guimarães, M.H., Bina, O. et al. (2019).
Interdisciplinary and transdisciplinary research: finding the common
ground of multi-faceted concepts. Sustainability Science 14,
875–888. https://doi.org/10.1007/s11625-018-0594-x
Vygotsky, L. S. (1978). Mind in society: The psychology of higher
mental functions. Cambridge: Harvard University Press.
Vyt, A., & Mellar, H. (2016). Quality assessment for e-learning:
A benchmarking approach (3rd ed.). European Association of Distance
Teaching Universities
Warschauer (2002). A Developmental Perspective on Technology in
Language Education. TESOL Quarterly, 36: 453-475.
https://doi.org/10.2307/3588421
Warschauer, M. (2003). Technology and Social Inclusion: Rethinking
the Digital Divide. In The MIT Press.
https://doi.org/10.1086/381987
Waters, J. and Leung, M. (2013), A Colourful University Life?
Transnational Higher Education and the Spatial Dimensions of
Institutional Social Capital in Hong Kong. Population, Space and
Place, 19: 155-167. https://doi.org/10.1002/psp.1748
Weaver-Hart, A. (1988) Framing an innocent concept and getting away
with it, UCEA Review, 24(2), 11–12.
Weller, M. (2010). Big and little OER. In: OpenED2010: Seventh Annual
Open Education Conference, 2-4 Nov 2010, Barcelona, Spain.
https://oro.open.ac.uk/24702/2/926FFABC.pdf
Weller, M. (2011). The Digital Scholar: How Technology Is
Transforming Scholarly Practice. Basingstoke: Bloomsbury
Academic.
Weller, M. (2013). The Art Of Guerrilla Research. The Ed Techie.
https://nogoodreason.typepad.co.uk/no_good_reason/2013/10/the-art-of-uerrilla-research.html
Weller, M,. Jordan, K., DeVries, I. & Rolfe, V. (2018). Mapping
the open education landscape: citation network analysis of historical
open and distance education research. Open Praxis, 10(2) pp.
109–126. DOI: https://doi.org/10.5944/openpraxis.10.2.822
Wenger, E. (2000). Communities of Practice: Learning, Meaning, and
Identity. https://doi.org/10.1017/CBO9780511803932
Wenger, E., Trayner, B., and de Laat, M. (2011). Promoting and
assessing value creation in communities and networks: a conceptual
framework. Netherlands: Open University of the Netherlands.
http://wenger-trayner.com/wp-content/uploads/2011/12/11-04-Wenger_Trayner_DeLaat_Value_creation.pdf
Wenger-Trayner, E. (2013). The Practice Of Theory: confessions of a
social learning theorist. In V. Farnsworth & Y. Solomon (eds.),
Reframing Educational Research (105–118). Milton Park:
Routledge.
Whyte, W. F., Greenwood, D. J., & Lazes, P. (1991). Participatory
action research: Through practice to science in social research.
Participatory action research, 19-55
Wiley, D. (2019). The OER Adoption Impact Calculator, version 1.2.
Available at http://impact.lumenlearning.com/.
Wiley, D. (2014). The Access Compromise and the 5th R. Improving
Learning [Blog post]. https://opencontent.org/blog/archives/3221
Wiley, D (2015). Forgetting Our History: From the Reusability Paradox
to the Remix Hypothesis. Improving Learning [Blog post].
https://opencontent.org/blog/archives/3854
Wiley, D., & Hilton III, J. L. (2018). Defining OER-Enabled
Pedagogy. The International Review of Research in Open and
Distributed Learning, 19(4).
https://doi.org/10.19173/irrodl.v19i4.3601
Wiley D., Webb A., Weston S. and Tonks, D. (2017) A preliminary
exploration of the relationships between student-created OER,
sustainability, and students’ success. The International Review
of Research in Open and Distributed Learning 18(4).
https://doi.org/10.19173/irrodl.v18i4.3022
Williams, A., Lindtner, S., Anderson, K., and Dourish, P. 2014.
Multi-sited Design: An Analytic Lens for Transnational HCI.
Human-Computer Interaction, 29, 78-108.
https://doi.org/10.1080/07370024.2013.823819
Witthaus, G. (2022). Exploring the Capability Approach as a Social
Justice Framework for Researching Higher Education in 12 blog posts.
Zenodo. https://doi.org/10.5281/zenodo.6463267
Wolff, S. (2015). Experiences with multi-sited ethnographies in
transnational studies. MultiPluriTrans in educational ethnography:
Approaching the multimodality, plurality and translocality of
educational realities, 57-78.
Xiang, B., & Lindquist, J. (2014). Migration Infrastructure.
International Migration Review, 48(1_suppl), 122–148.
https://doi.org/10.1111/imre.12141
Xu, C. L. (2018). Transborder habitus in a within-country mobility
context: A Bourdieusian analysis of mainland Chinese students in Hong
Kong. The Sociological Review, 66(6), 1128–1144.
https://doi.org/10.1177/0038026117732669
Yang, R. P. & Noels, K. A. (2013). The possible selves of
international students and their cross-cultural adjustment in Canada.
International Journal of Psychology, 48:3, 316-323.
https://doi.org/10.1080/00207594.2012.660161
Yao, C. W. (2018). “They Don’t Care About You”: First-Year
Chinese International Students’ Experiences With Neo-racism and
Othering on a U.S. Campus". Faculty Publications in Educational
Administration, 84. https://digitalcommons.unl.edu/cehsedadfacpub/84/
Yao, C. W., George Mwangi, C. A. & Malaney Brown, V. K. (2019).
Exploring the Intersection of Transnationalism and Critical Race
Theory: A Critical Race Analysis of International Student Experiences
in the United States. Race Ethnicity and Education 22 (1):
38–58. http://dx.doi.org/10.1080/13613324.2018.1497968
Yin, R. K. (2003). Case study research: Design and methods
(3rd ed.). Thousand Oaks, CA: Sage.
Yu, T. and Richardson, J.C. (2015) An Exploratory Factor Analysis and
Reliability Analysis of the Student Online Learning Readiness (SOLR)
Instrument. Online Learning, 19, 120-141.
https://doi.org/10.24059/olj.v19i5.593
Zeegers, M. & Barron, D. (2008). Discourses of Deficit in Higher
Degree Research Supervisory Pedagogies for International Students.
Pedagogies: An International Journal, 3:2, 69-84.
http://dx.doi.org/10.1080/15544800801929393
