Mostafa Azad Kamal has a long history with Bangladesh Open University. He is currently a Professor of International and Development Economics and also the Dean of the School of Business. Across his career, Mostafa has provided leadership in the university’s transition to online education, and his activities in OER, ODL and quality assurance continue to improve the learning prospects of hundreds of thousands of learners.
Kamal, M. A. (2022). Chapter III: Institutional Case Study Reports: Case study on Bangladesh Open University [Page 124-138], Handbook on Online Education in Commonwealth Asia. ISBN:978-81-88770-42-7. CEMCA, New Delhi, India. https://www.t.ly/FjsJ
Kamal, M. A., & Shelly, A. A. (2021). Chapter 3: Student Satisfaction with Open and Distance Education in the Context of the Covid-19 Pandemic: The Case of Bangladesh [Page 26-39], Student Satisfaction with Open Distance Learning: Experiences of Open Universities. ISBN: 978-81-88770-39-7. CEMCA, New Delhi, India. https://www.t.ly/VtCo
Kamal, M. A., Uys, P., & Sultana, S. A. (2016). Using Technologies and OER to Enhance Efficiency and Effectiveness of Higher Education in Bangladesh: Opportunities and Challenges. http://hdl.handle.net/11599/2511
Ferreira, F. J., & Kamal, M. A. (2017). Community Engagement to End Child Early Forced Marriage–Experiences in Selected South Asian Countries. Journal of Learning for Development, 4(3), 287-306. http://hdl.handle.net/11599/2816
Kamal, M.A., et al. (2012). Choosing Technologies for ODL in a Developing Country: Efficiency and Efficacy issues. In Effectively Implementing Information Communication Technology in Higher Education in the Asia-Pacific Region, Chapter 20. ISBN: 978-1-61942-573-6. Nova Publishers, New York, USA. https://wikieducator.org/images/6/69/Mostafa_Azad_Kamal.pdf
Dr Sanjaya Mishra is Director: Education with the Commonwealth of Learning. His extensive career in online education builds on a distance education foundation, which includes time with the Indira Ghandi National Open University. Sanjaya has an international profile and has authored over 300 papers across his 30 years experience.
Dr. Aras Bozkurt is an Associate Professor of Distance Education at Anadolu University in Turkey. His career in distance and online education is really one by accident – however, he is now an international scholar and researcher, with a strong interest in networks and learning ecosystems.
Bozkurt, A. (2022). A retro perspective on blended/hybrid learning: Systematic review, mapping and visualization of the scholarly landscape. Journal of Interactive Media in Education, 2022(1), 1-15. https://doi.org/10.5334/jime.751
Bozkurt, A. (2022). Resilience, adaptability, and sustainability of higher education: A systematic mapping study on the impact of the coronavirus (COVID-19) pandemic and the transition to the new normal. Journal of Learning for Development (JL4D), 9(1), 1-16. http://doi.org/10.5281/zenodo.6370948
Bozkurt, A. (2020). Educational technology research patterns in the realm of the digital knowledge age. Journal of Interactive Media in Education, 2020(1), 1-17. https://doi.org/10.5334/jime.570
Bozkurt, A., & Sharma, R. C. (2020). Education in normal, new normal, and next normal: Observations from the past, insights from the present and projections for the future. Asian Journal of Distance Education, 15(2), i-x. https://doi.org/10.5281/zenodo.4362664
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
Nominated publication (may require purchase):
Bozkurt, A., Karakaya, K., Turk, M., Karakaya,Ö., & Castellanos-Reyes, D. (2022). The Impact of COVID-19 on Education: A Meta-Narrative Review. Tech Trends. https://doi.org/10.1007/s11528-022-00759-0
Works cited in the interview (free to access):
Bozkurt, A., & Zawacki-Richter, O. (2021). Trends and patterns in distance education (2014–2019): A synthesis of scholarly publications and a visualization of the intellectual landscape. The International Review of Research in Open and Distributed Learning, 22(2), 19-45. https://doi.org/10.19173/irrodl.v22i2.5381
Bozkurt, A., & Sharma, R. C. (2022). Digital transformation and the way we (mis)interpret technology. Asian Journal of Distance Education, 17(1), i-viii. https://doi.org/10.5281/zenodo.6362290
Bozkurt, A., & Sharma, R. C. (2021). In pursuit of the right mix: Blended learning for augmenting, enhancing, and enriching flexibility. Asian Journal of Distance Education, 16(2), i-vi. https://doi.org/10.5281/zenodo.5827159
Work cited in the interview (may require purchase):
Bozkurt, A. (2019). Intellectual roots of distance education: a progressive knowledge domain analysis. Distance Education, 40(4), 497-514. DOI: https://doi.org/10.1080/01587919.2019.1681894
Dr Kate Bowles is a long-term strategic thinker about online education. Her points about the ‘vendoring’ of online education and the role of universities remain a useful and intriguing challenge to decision makers. Are our more complex, content-minded LMSs denying us the elegant simplicity of better-used collaborative tools? Can we ‘rewild’ education?
Dr Deborah Arnold is national and international projects coordinator at AUNEGE (Association of Universities for the Development of Digital Education in Economics and Management), and Chair of the EDEN Fellows Council. She is involved in several prominent online education projects alongside her expertise in digital education leadership.
Arnold, D. (2021). Supporting Leadership Development in European Universities: A Mixed Methods Study of Digital Education Leadership Literacies in Higher Education [Doctoral thesis, Universitat Oberta de Catalunya]. http://hdl.handle.net/10609/142686
Arnold, D., & Sangrà, A. (2018). Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017). International Journal of Educational Technology in Higher Education, 15(1), 24. https://doi.org/10.1186/s41239-018-0104-3
Arnold, D., & Sangrà, A. (2018). Developing a Framework of e-Leadership Literacies for Technology-Enhanced Learning in Higher Education: a Delphi Study. Towards Personalized Guidance and Support for Learning. Proceedings of the 10th European Distance and E-Learning Network Research Workshop, Barcelona, 24-26 October, 2018, 161–169. http://www.eden-online.org/wp-content/uploads/2018/11/RW10_2018_Barcelona_Proceedings.pdf#page=169
Read, T., & Arnold, D. (2020). ECCOE: Toward a Robust Solution for the Cross-Institutional Recognition and Validation of Prior Learning. In EDEN Conference Proceedings (No. 1, pp. 11-19). https://doi.org/10.38069/edenconf-2020-ac0002
Other works (may require purchase):
Arnold, D., & Sangrà, A. (2020). Digital Education Leadership Development for Strategic Change in Higher Education. In V. Wang (Ed.), Educational Leadership: Perspectives, Management and Challenges (pp. 185–214). Nova Science Publishers.
Sangrà, A., Arnold, D., & Gallifa, J. (2022). Liderazgo Y Tensiones En La Universidad: El Reto De Integrar La Educación Digital. American Journal of Distance Education, 1–14. https://doi.org/10.1080/08923647.2022.2027687
Works cited in the interview (may require purchase):
Bates, A. W. (Tony), & Sangrà, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. John Wiley & Sons.
Davis, H. (2012). Leadership Literacies for Professional Staff in Universities [Doctoral thesis, RMIT University]. https://researchrepository.rmit.edu.au
Fawns, T. (2022). An entangled pedagogy: Looking beyond the pedagogy – technology dichotomy. Postdigital Science and Education, 0123456789. https://doi.org/10.1007/s42438-022-00302-7
Jameson, J. (2013). E-Leadership in higher education: The fifth “age” of educational technology research. British Journal of Educational Technology, 44(6), 889–915. https://doi.org/doi:10.1111/bjet.12103
Johnston, B., MacNeill, S., & Smyth, K. (2018). Conceptualising the Digital University The Intersection of Policy, Pedagogy and Practice. Palgrave Macmillan.
Selwyn, N. (2021). Ed-Tech Within Limits: anticipating educational technology in times of environmental crisis. E-Learning and Digital Media, 18(5), 496–510. https://doi.org/10.1177/20427530211022951
Emeritus Professor Randy Garrison is an international expert on e-learning, building on a long career in distance education. He was instrumental in developing the Community of Inquiry model and his extensive publications still serve as the basis for others’ research.
Laura Gibbs PhD is a noteworthy practitioner of asynchronous online education, nominated for the podcast by a listener. You’ll soon learn why: her innovative practice spans over 20 years, and elements of her practice – including ungrading and microwriting – are enduring examples of effective online teaching.
Blum, S. D., & Kohn, A. (2020). Ungrading: Why rating students undermines learning (and what to do instead). West Virginia University Press. Available from Amazon.
Eodice, M., Geller, A. E., & Lerner, N. (2017). The Meaningful Writing Project: Learning, Teaching and Writing in Higher Education. University Press of Colorado. [Laura and her students participated in the study]. Available from Amazon.
Professor Albert Sangrà is an award-winning practitioner of eLearning and a member of the founding team of the Universitat Oberta de Catalunya in Barcelona. His research and consultancy continues to have a global influence.
Sangrà, A. (2021). Return to Campus: Making sense of (innovative) hybrid teaching and learning [33:08 to 1:01:59]. Chapter I. IAU-UOC Series: Innovative Education for Unshaped Futures (IE4UF) https://www.youtube.com/watch?v=eoSdh74Ykks
Sangrà, A. (Coord.) (2020). Decálogo para la mejora de la docencia online, Propuestas para educar en contextos presenciales discontinuos. Editorial UOC. http://hdl.handle.net/10609/122307. (English version coming soon).
Sangrà, A., Raffaghelli, J. & Guitert, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology (BJET), 50(4), 1619-1638, https://doi.org/10.1111/bjet.12795.
Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distributed Learning, 13(2), 145-159. https://doi.org/10.19173/irrodl.v13i2.1161
Bates, A.W. (Tony), & Sangrà, A. (2011). Managing Technology in Higher Education. Strategies for transforming teaching and learning. Wiley/Jossey-Bass. http://www.batesandsangra.ca
Sangrà, A., Arnold, D., & Gallifa, J. (2022). Liderazgo y tensiones en la universidad: el reto de integrar la educación digital. American Journal of Distance Education, 36(1), 70-83. https://doi.org/10.1080/08923647.2022.2027687
Sangrà, A. & Cleveland-Innes, M. (2020). Leadership in a New Era of Higher Distance Education. In Cleveland-Innes, M. & Garrison, R. (Eds.). An Introduction to Distance Education. Second Edition. Routledge (pp. 149-167).
Esposito, A.; Sangrà, A. & Maina, M. (2015). Emerging Learning Ecologies as a new challenge and essence for e-learning. The case of doctoral e-researchers. In Ally, M. & Khan, B. (Eds.) International Handbook of e- Learning (vol. 1). Routledge (pp. 331-342).
Associate Professor Michael Barbour is a specialist in K12 education, and the potential for asynchronous online education to make successful graduates. His scholarship is cited around the world and his work in policy, based on a practitioner’s perspective, continues to make a positive difference.
Barbour, M. K. (2020). Misbehaving toddler or moody teenager: Examining the maturity of the field of K-12 online learning. Revista de Educación a Distancia, 64(20). https://revistas.um.es/red/article/view/412821/286721
Barbour, M. K., LaBonte, R., Kelly, K., Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A., & Hill, P. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. Canadian eLearning Network. https://k12sotn.ca/wp-content/uploads/2020/12/understanding-pandemic-pedagogy.pdf
Barbour, M. K., LaBonte, R., & Nagle, J. (2008-2021). State of the nation study: K-12 e-learning in Canada. Canadian eLearning Network. https://k12sotn.ca/
Nominated work (requires purchase):
Clark, T., & Barbour, M. K. (Eds.) (2015). Online and distance education in schools: Global perspectives on policy and practice. Stylus Publishing.
Dr Dianne Conrad is a retired but active scholar and teacher in online education following a long post-secondary career at Canadian universities. Dianne’s multiple publications cover several diverse areas including adult education, assessment, and prior learning. Her most recent book considers how seniors can adapt their learning to current technologies. Seniors’ Learning in the Digital Age (University of Ottawa Press, 2022 (open).
Conrad, D. (2014). Interaction and communication in online learning communities: Toward an engaged and flexible future. In O. Zawacki-Richter and T. Anderson (Eds.), Online Distance Education: Towards a Research Agenda (pp 381-402). Edmonton, AB: Athabasca University Press. https://www.aupress.ca/books/120233-online-distance-education/
Conrad, D. (2005). Building and maintaining community in cohort-based online learning. International Journal of E-Learning & Distance Education 20(1), 1-20. Available from: http://www.ijede.ca/index.php/jde/article/view/78/59
