GO-GN Theses

Here you can find details of the PhD theses that have been completed by
researchers who have contributed their insights to this handbook. By consulting
these studies you can see how different methods have been applied. (Download
the full collection of doctoral theses completed by GO-GN members at
http://go-gn.net/theses/.)
Bozkurt, A. (2016). Identifying interaction patterns and teacher-learner roles in connectivist
massive open online courses. Anadolu University, Turkey.
https://www.academia.edu/28801353/Ba%C4%9Flant%C4%B1c%C4%B1_Kitlesel_A
%C3%A7%C4%B1k_%C3%87evrimi%C3%A7i_Derslerde_Etkile%C5%9Fim_%C3%9
6r%C3%BCnt%C3%BCleri_ve_%C3%96%C4%9Freten-%C3%96%C4%9Frenen_Rolle
rinin_Belirlenmesi
Cardoso, P. (2017). Open Educational Practices in public Higher Education in Portugal –
from Theory to Practice: Open Educational Resources and Open Access.
Universidade Aberta, Portugal.
Chtena, N. (2019). From Codex to Bits: Discourses, Practices and Materialities in the Open
Textbook Phenomenon. UCLA, USA. https://escholarship.org/uc/item/9ks282s1
Hayman, J. (2018). Open is an Invitation: Exploring Use of Open Educational Resources with
Ontario Post-Secondary Educators. Arizona State University, USA.
http://jennihayman.com/wp-content/uploads/2018/12/Dissertation_Hayman_Decem
ber2018_OpenlyPublished.pdf
Iniesto, F. (2020). An Investigation into the accessibility of Massive Open Online Courses
(MOOCs). The Open University, UK. http://oro.open.ac.uk/70010/
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/
Nerantzi, C. (2017). Towards a cross-boundary collaborative open learning framework for
cross-institutional academic development.Edinburgh Napier University, UK.
https://www.napier.ac.uk/research-and-innovation/research-search/outputs/towardsa-framework-for-cross-boundary-collaborative-open-learning-for
Paskevicius, M. (2018). Exploring educators experiences implementing open educational
practice. University of Victoria, Canada.
https://dspace.library.uvic.ca/handle/1828/10414
79
Pete, J. (2019) Open Education Resources Differentiation: A cross-country study on
Differentiation in Access, Use and Sharing of (Open) Educational Resources at
Universities in Kenya, Ghana and South Africa. The Open University, The
Netherlands.
https://research.ou.nl/en/publications/open-education-resources-differentiation-a-cr
oss-country-study-on
Pulker, H. (2019). Teacher’s Practices through Adaptation of Open Educational Resources
for Online Language Teaching. EdD thesis. The Open University, UK.
http://oro.open.ac.uk/62109/2/EdD_HelenePulker_%20FINAL_CopyForORO_Redact
ed_June2019.pdf
Roberts, V. (2019). Open Educational Practices (OEP): Design-based Research on Expanded
High School learning Environments, Spaces, and Experiences. University of Calgary,
Canada. https://prism.ucalgary.ca/handle/1880/110926
Rodés Paragarino, V. (2019). Una teoría fundamentada sobre la adopción de repositorios y
recursos educativos abiertos en universidades latinoamericanas. Universidade de
Santiago de Compostela, Spain. https://minerva.usc.es/xmlui/handle/10347/18238
Vladimirschi, V. (2018). Professional Development Guidelines for OER: A Case Study of
Brazilian Fundamental Education Public School Teachers. Athabasca University,
Canada. https://dt.athabascau.ca/jspui/handle/10791/266