References

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.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
Angrosino, M. (2007). Doing ethnographic and
observational research. SAGE.
Ajzen, I. (1991). Theory of planned behavior. Organization
Behavior and Human Decision Processes, 50,
179-211.
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
Anderson, T. (2013). Research paradigms: Ontologies, epistemologies, and methods.

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
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.
Beyer, C. (2016). Edmund Husserl. Stanford Encyclopedia of Philosophy.
https://plato.stanford.edu/entries/husserl/
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
68
Bloor, M. (Ed.). (2001). Focus groups in social research. Sage.
Bloor, C. M., & Wood, F. (2006). Keywords in Qualitative Methods Vignettes: A vocabulary
of research concepts. SAGE.
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.
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, DOI: 10.1080/01587919.2019.1681894
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77–101.
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.
Bryman A. (2011). Business research methods. Bell, Emma, 1968- (3rd ed.). Cambridge:
Oxford University Press
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
Charmaz, K. (2006). Constructing Grounded Theory. London, Thousands Oaks, New Delhi:
Sage. ISBN-13 978-0-7619-7352-2
69
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.
Clandinin, D. J. & Connelly, F. M. (2004). Narrative inquiry: Experience and story in
qualitative research. San Francisco, CA: John Wiley & Sons.
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
Conole, G. (2013). Designing for learning in an open world. New York, NY: Springer.
Corbin, J. M. , & Strauss, A. L. (2015). Basics of qualitative research: techniques and
procedures for developing grounded theory (Fourth edition). Los Angeles: SAGE.
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
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
Crotty, M. (1998). The Foundations of Social Research: Meaning and Perspective in the
Research Process. London: SAGE
Danermark, B., Ekström, M., Liselotte, J., & Karlsson, J. (2002). Explaining Society. Critical
Realism in the Social Sciences. London and New York: Routledge.
Davis, B. y Sumara, D. (2006). Complexity and Education: Inquiries into Learning, Teaching,
and Research. New York: Routledge.
Design-Based Research Collective. (2003). Design-based research: An emerging paradigm
for educational inquiry. Educational Researcher, 32(1), 5-8.
Design Thinking for Educators (2013). Toolkit. IDEO Riverdale.
https://designthinkingforeducators.com
Denzin, N. K. (2017). Critical Qualitative Inquiry. Qualitative Inquiry, 23(1), 8–16.
https://doi.org/10.1177/1077800416681864
Dominguez, S. & Hollstein, B. (2014). Mixed methods social networks research: Design and
analysis. Cambridge, Cambridge University Press.
70
Edwards, G. (2010) Mixed-method approaches to social network analysis. Discussion Paper.
NCRM.
Falzon, M. (2005). Multi-sited ethnography: theory, praxis and locality in contemporary
research. Routledge.
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
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
Fowler, F. J. (2014). Survey research methods (Fifth edition.). SAGE.
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.
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. (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., 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
Glaser, B. G. , & Strauss, A. L. (1967). The discovery of grounded theory: strategies for
qualitative research. Aldine Pub. Co.
Glaser, B. (2002). Constructivist Grounded Theory?, Forum: Qualitative Social Research, vol.
3, no. 3. http://www.qualitativeresearch.net/index.php/fqs/article/view/825/
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
Gray, D. E. (2014). Doing Research in the Real World (3rd ed.). SAGE.
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.
71
Guba, E. (1981). ERIC/ECTJ Annual Review Paper: Criteria for Assessing the Trustworthiness
of Naturalistic Inquiries. Educational Communication and Technology, 29(2), 75.
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.
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.
Hansen, D., Shneiderman, B., & Smith, M. A. (2010). Analyzing social media networks with
NodeXL: Insights from a connected world. Morgan Kaufmann.
Heath, C., Hindmarsh, J. and Luff, P. (2010) Using video in qualitative research. London:
Sage.
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.
Ivankova, N. V. (2015). Mixed methods applications in action research: From methods to
community action. Thousand Oaks, CA: Sage Publications, Inc.
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
Johnstone, B. (2018). Discourse analysis. John Wiley & Sons.
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
Kazdin, A. E. (2016). Single-case experimental research designs.
Kemmis, S., McTaggart, R., & Nixon, R. (2013). The action research planner: Doing critical
participatory action research. Springer Science & Business Media.
Khan, M. H. (2018). Ethnography: An Analysis of its Advantages and Disadvantages.
Available at SSRN 3276755.
72
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
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. (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
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.
Leong, F.T.L. & Austin, J.T. (2006). The Psychology Research Handbook (2
nd ed.). Sage
Publications, Thousand Oaks, California.
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.
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.
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.
Marton, F., 1981. Phenomenography – describing conceptions of the world around us.
Instructional Science, 10 (2), 177-200.
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.
Maxwell, J. (2012). A Realist Approach for Qualitative Research. London, Thousands Oaks,
New Delhi: SAGE Publications. ISBN 978-0-7619-2923-9
73
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.
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.
Miles, M. , & Huberman, A. M. (1999). Qualitative data analysis. 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.
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
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/
Newman, M. (2018). Networks (2
nd ed.). Oxford University Press
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
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
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.
74
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.
Pham, L. (2018). A Review of key paradigms: positivism, interpretivism and critical inquiry.
University of Adelaide. doi: 10.13140/RG.2.2.13995.54569.
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.
Quiñones, M., Supervielle, M., & Acosta, M. J. (2017). Introduction to qualitative sociology:
epistemological foundations and elements of design and analysis. UDELAR
University editions.
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
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, 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.
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.
Saunders, M., Lewis, P., Thornhill, A. (2009). Research Methods for Business Students. 5th
ed. Pearson.
Scott, J. (2000). Social network analysis: A handbook (2nd ed.). Thousand Oaks, CA: Sage
Sheremeta, R. M. (2018). Behavior in group contests: A review of experimental research.
Journal of Economic Surveys, 32(3), 683-704.
75
Shento, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects.
Education for Information, 22(2), 63–75.
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.
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
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 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
Solomon, D. (2001). Conducting web-based surveys. Practical Assessment, Research &
Evaluation, 7(19). http://PAREonline.net/getvn.asp?v=7&n=19 .
Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.
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.
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
76
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
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.
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/
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
Warschauer, M. (2003). Technology and Social Inclusion: Rethinking the Digital Divide. In
The MIT Press. https://doi.org/10.1086/381987
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-guerrilla-r
esearch.html
Weller, M., Jordan, K., DeVries, I & Rolfe, V. (2018). Open Praxis, 10(2), 109-126.
doi:http://dx.doi.org/10.5944/openpraxis.10.2.822
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.
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_De
Laat_Value_creation.pdf
77
Whyte, W. F., Greenwood, D. J., & Lazes, P. (1991). Participatory action research: Through
practice to science in social research. Participatory action research, 19-55
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.
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.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA:
Sage.