Social presence in the 21st century: An adjustment to the Community of Inquiry framework A Armellini, M De Stefani British Journal of Educational Technology 47 (6), 1202-1216, 2016 | 252 | 2016 |
Learning design and assessment with e‐tivities A Armellini, O Aiyegbayo British Journal of Educational Technology 41 (6), 922-935, 2010 | 112 | 2010 |
Social innovation education: towards a framework for learning design R Helyer, T Wall, B Alden Rivers, A Armellini, R Maxwell, S Allen, ... Higher Education, Skills and Work-Based Learning, 2015 | 105* | 2015 |
Open educational practices for curriculum enhancement A Armellini, M Nie Open Learning: The Journal of Open, Distance and e-Learning 28 (1), 7-20, 2013 | 97 | 2013 |
The OER mix in higher education: purpose, process, product, and policy S Nikoi, A Armellini Distance Education 33 (2), 165-184, 2012 | 79 | 2012 |
How do e-book readers enhance learning opportunities for distance work-based learners? M Nie, A Armellini, G Witthaus, K Barklamb Research in Learning Technology 19 (1), 19-38, 2011 | 76 | 2011 |
Building institutional capability in e-learning design G Salmon, S Jones, A Armellini ALT-J 16 (2), 95-109, 2008 | 71 | 2008 |
Carpe Diem: Seizing each day to foster change in e-learning design. A Armellini, S Jones University of Leicester, 2008 | 68 | 2008 |
Interaction and effectiveness of corporate e-learning programmes BC Padilla Rodriguez, A Armellini Human Resource Development International 16 (4), 480-489, 2013 | 62 | 2013 |
Are massive open online courses (MOOCs) pedagogically innovative? A Armellini, BC Padilla Rodriguez Journal of Interactive Online Learning 14 (1), 17-28, 2016 | 57 | 2016 |
Embedding social innovation and social impact across the disciplines: Identifying “Changemaker” attributes B Alden Rivers, A Armellini, M Nie Higher Education, Skills and Work-Based Learning, 2015 | 57 | 2015 |
Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context A Armellini, V Teixeira Antunes, R Howe TechTrends, 1-11, 2021 | 56 | 2021 |
Developing self-efficacy through a massive open online course on study skills BC Padilla Rodriguez, A Armellini Open Praxis 9 (3), 335-343, 2017 | 52 | 2017 |
The forgotten ones: how rural teachers in Mexico are facing the COVID19 pandemic BC Padilla Rodriguez, A Armellini, J Traxler Online Learning 25 (1), 2021 | 50 | 2021 |
Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes R Maxwell, A Armellini Higher Education, Skills and Work-Based Learning 9 (1), 76-91, 2019 | 49 | 2019 |
University teachers’ conceptions of “Changemaker” B Alden Rivers, M Nie, A Armellini Education + Training, 2015 | 46 | 2015 |
Active blended learning: Definition, literature review, and a framework for implementation A Armellini, BCP Rodriguez Cases on active blended learning in higher education, 1-22, 2021 | 45 | 2021 |
Learner engagement, retention and success: why size matters in massive open online courses (MOOCs) BC Padilla Rodriguez, A Armellini, MC Rodriguez Nieto Open Learning: The Journal of Open, Distance and e-Learning 35 (1), 46-62, 2020 | 39 | 2020 |
Student voice. Listening to students to improve education through digital technologies S Manca, V Grion, A Armellini, C Devecchi British Journal of Educational Technology 5 (48), 1075-1080, 2017 | 37 | 2017 |
Teacher collegiality and electronic communication: A study of the collaborative uses of email by secondary school teachers in Uruguay J Grünberg, A Armellini British Journal of Educational Technology 35 (5), 597-606, 2004 | 37 | 2004 |