Exploring (in)dependent learning in a cross-institutional project about perceptions of learning

References

• Association for Learning Technology. (2021). Trends in Learning Technology: Key findings from the 2021 Annual Survey 2021. https://bit.ly/40iERUj
   Google Scholar
• Arday, J., Branchu, C., & Boliver, V. (2022). What do we know about black and minority ethnic (BAME) participation in UK higher education? Social Policy and Society, 21(1), 12–25. https://doi.org/10.1017/S1474746421000579
   Web of Science ®Google Scholar
• Armellini, C. A., Teixeira Antunes, V., & Howe, R. (2021). Student perspectives on learning experiences in a higher education active blended learning context. TechTrends, 65, 433–443. https://doi.org/10.1007/s11528-021-00593-w
   Web of Science ®Google Scholar
• Barnett, R. (2022). The homeless student – and recovering a sense of belonging. Journal of University Teaching & Learning Practice, 19(4). https://ro.uow.edu.au/jutlp/vol19/iss4/02
   Web of Science ®Google Scholar
• Bayne, S. (2015). What's the matter with ‘technology-enhanced learning’? Learning, Media and Technology, 40(1), 5–20. https://doi.org/10.1080/17439884.2014.915851
   Web of Science ®Google Scholar
• Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education, 15(1), i–vi. https://doi.org/10.5281/zenodo.3778083
   Google Scholar
• College Innovation Network. (2022). Faculty as edtech innovators: Moving beyond stereotypes to promote institutional change. CIN EdTech Survey Series. https://wgulabs.org/cin-edtech-faculty-survey-may-2022/
   Google Scholar
• 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). https://doi.org/10.19173/irrodl.v18i5.3096
   Web of Science ®Google Scholar
• Dunbar-Morris, H., Ali, M., Brindley, N., Farrell-Savage, K., Sharp, L., Sidiropoulou, M. P., Heard-Laureote, K., Lymath, D., Nawaz, R., Nerantzi, C., Prathap, V., Reeves, A., Speight, S., & Tomas, C. (2021). Analysis of 2021 Differing perceptions of quality of learning (Final report). University of Portsmouth. https://doi.org/10.6084/m9.figshare.16892494.v1
   Google Scholar
• Graham, C. W., & Moir, Z. (2022). Belonging to the university or being in the world: From belonging to relational being. Journal of University Teaching & Learning Practice, 19(4). https://ro.uow.edu.au/jutlp/vol19/iss4/04
   Web of Science ®Google Scholar
• Harkin, B., Yates, A., Wright, L. & Nerantzi, C. (2022). The impact of physical, mental, social and emotional dimensions of digital learning spaces on student’s depth of learning: The quantification of an extended Lefebvrian model. International Journal of Management and Applied Research, 9(1), 50–73. https://doi.org/10.18646/2056.91.22-003
   Google Scholar
• Jackson, N. (2021). Enriching and vivifying the concept of lifelong learning through lifewide learning and ecologies for learning & practice [White paper]. Lifewide Education. https://www.lifewideeducation.uk/uploads/1/3/5/4/13542890/white_paper_.pdf
   Google Scholar
• Jackson, N., & Barnett, R. (2019). Introduction. Steps to ecologies for learning and practice. In R. Barnett & N. Jackson (Eds.), Emerging ideas, sightings, and possibilities: Ecologies for learning and practice (pp. 1–16). Routledge.
   Google Scholar
• Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Guitert, M., Herodotou, C., Maina, M., Prieto-Blázquez, J., Rienties, B., Sangrà, A., Sargent, J., Scanlon, E., & Whitelock, D. (2022). Innovating pedagogy 2022: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers (Open University Innovation Report 10). The Open University. https://bit.ly/3FCw1bU
   Google Scholar
• Murray, G. (2014). The social dimensions of learner autonomy and self-regulated learning. Studies in Self-Access Learning Journal, 5(4), 320–341. http://sisaljournal.org/archives/dec14/ murray
   Google Scholar
• Nerantzi, C. (2017). Towards a framework for cross-boundary collaborative open learning for cross-institutional academic development [Doctoral thesis, Edinburgh Napier University]. https://bit.ly/3lsL4yg
   Google Scholar
• Nerantzi, C., Sidiropoulou, M. P., Dunbar-Morris, H., Sharp, L., Farrell-Savage, K., Heard-Lauréote, K., Speight, S., Nawaz, R. & Ali, M. (2023) Activation: There are other fish in the sea: Open-up and connect. In M. Harrison, M. Paskevicious, & I. DeVries (Eds.), Rethink learning design. Rethink Learning Design. https://rethinkld.trubox.ca/chapter/activation-there-are-other-fish-in-the-sea-open-up-and-connect/
   Google Scholar
• Stracke, C. M., Burgos, D., Santos-Hermosa, G., Bozkurt, A., Sharma, R. C., Cassafieres, C. S., dos Santos, A. I., Mason, J., Ossiannilsson, E., Shon, J. G., Wan, M., Agbu, J.-F., Farrow, R., Karakaya, Ö., Nerantzi, C., Ramírez Montoya, M. S., Conole, G., Cox, G., & Truong, V. (2022). Responding to the initial challenge of the COVID-19 pandemic: Analysis of international responses and impact in school and higher education. Sustainability, 14(3). https://doi.org/10.3390/su14031876
   Web of Science ®Google Scholar
• Teece, D., Pisano, G., & Shuen, A. (1997). Dynamic capabilities and strategic management. Strategic Management Journal, 18(7), 509–533. http://www.jstor.org/stable/3088148
   Web of Science ®Google Scholar
• Turan, Z., Kucuk, S., & Cilligol Karabey, S. (2022). The university students’ self-regulated effort, flexibility and satisfaction in distance education. International Journal of Educational Technology in Higher Education, 19, Article 35. https://doi.org/10.1186/s41239-022-00342-w
   PubMed Web of Science ®Google Scholar