Stephen Downes

Knowledge, Learning, Community

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Individual growth or institutional development? Ideological perspectives on motives behind Swedish higher education teacher training
Virtually unlimited classrooms: Pedagogical practices in massive open online courses
From conceptualisation to measurement of higher education as a common good: challenges and possibilities
Mapping the scattered field of research on higher education. A correlated topic model of 17,000 articles, 1991–2018
Discipline-specific feedback literacies: A framework for curriculum design
What makes a difference for further advancement of engineers: socioeconomic background or education programs?
Approaches to teaching in higher education: the perspective of network analysis using the revised approaches to teaching inventory
The portrayal of the future as legitimacy construction: discursive strategies in highly ranked business schools’ external communication
The semantics of diversity in higher education: differences between the Global North and Global South
“It’s hard to feel a part of something when you’ve never met people”: defining “learning community” in an online era
Strategic directions in the what and how of learning and teaching innovation—a fifty-year synopsis
Discourses of artificial intelligence in higher education: a critical literature review
Quality teaching and learning in a fully online large university class: a mixed methods study on students’ behavioral, emotional, and cognitive engagement
Disobedience, (dis)embodied knowledge management, and decolonization: higher education in The Gambia
On the affective threshold of power and privilege
Institutionalising a transdisciplinary curriculum: assemblages, territories, and refrains - Higher Education

Stephen Downes Stephen Downes, Casselman, Canada

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Last Updated: Jun 21, 2024 09:04 a.m.

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