Books

Veletsianos, G. (2020). Learning Online: The Student Experience. Baltimore, MD: Johns Hopkins University Press.

Veletsianos, G. (2016). Social Media in Academia: Networked Scholars. New York, NY: Routledge.

Edited Books

Koseoglu, S., & Veletsianos, G. (2022). Feminist Critical Digital Pedagogy: An Open Book. Provo, UT: EdTech Books.

Koseoglu, S., Veletsianos, G., & Rowell, C., (in press). Critical Digital Pedagogy in Higher Education. Edmonton, AB: Athabasca University Press.

Veletsianos, G. (2016). Emergence and Innovation in Digital Learning: Foundations and Applications. Edmonton, AB: Athabasca University Press.

Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Madison, WI: Hybrid Pedagogy Press.

Veletsianos, G. (2010). Emerging Technologies in Distance Education. Edmonton, AB: Athabasca University Press.

Journal Articles & Book Chapters

Veletsianos, G., & Houlden, S. (in press). On the “university of the future”: A critical analysis of cohort-based course platform Maven. Learning, Media, & Technology. https://doi.org/10.1080/17439884.2023.2164862 or pre-print (pdf).

Gosse, C., O’Meara, V., Hodson, J., & Veletsianos, G. (in press). Too rigid, too big, too slow: Institutional readiness to protect and support faculty from technology facilitated violence and abuse. Higher Educationhttps://doi.org/10.1007/s10734-023-01043-7  or preprint (pdf).

Veletsianos, G., & Johnson, N. (2023). Canadian Faculty Members’ Hopes and Anxieties about the Near-future of Higher Education. Canadian Journal of Learning and Technology, 48(3), 1-23. https://cjlt.ca/index.php/cjlt/article/view/28319

Houlden, S. & Veletsianos, G. (2022). Impossible dreaming: On speculative education fiction and hopeful learning futures. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00348-7 or preprint (pdf).

Veletsianos, G., Houlden, S., Hodson, J., Thompson, & C., Reid, D. (2022). An evaluation of a microlearning intervention to limit COVID-19 online misinformation. Journal of Formative Design in Learning, 6, 13-24. https://doi.org/10.1007%2Fs41686-022-00067-z

Veletsianos, G., Houlden, S., Reid, D., Hodson, J., Thompson, C. (2022). Design Principles for an Educational Intervention into Online Vaccine Misinformation. Tech Trends, 66(5), 748-759.

Houlden, S., & Veletsianos, G. (2022). A synthesis of surveys examining the impacts of COVID-19 and emergency remote learning on students in Canada. Journal of Computing in Higher Education, 34, 820–843. Preprint (pdf) or https://doi.org/10.1007/s12528-022-09323-4

Moore, S., Veletsianos, G., & Barbour, M. (2022). A synthesis of research on mental health and remote learning: How pandemic grief haunts claims of causality. The Open/Technology in Education, Society, and Scholarship Association Journal, 2(1), 1-19. https://doi.org/10.18357/otessaj.2022.1.1.36

Veletsianos, G., Childs, E., Cox, R., Cordua-von Specht , I., Grundy, S., Hughes, J., Karleen, D., & Wilson, A. (2022). Person in environment: Ecological aspects of online and distance learning. Distance Education, 43(2), 318-324. Preprint (pdf) or https://doi.org/10.1080/01587919.2022.2064827

Johnson, N., Veletsianos, G., Reitzik, O., & VanLeeuwen, C. (2022). Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019. Online Learning, 26(3). http://dx.doi.org/10.24059/olj.v26i3.2824.

Belikov, O., VanLeeuwen, C., Veletsianos, G., Johnson, N., Torcivia, P. (2021). Professional and personal impacts experienced by faculty stemming from the intersection of the COVID-19 pandemic and racial tensions. Journal of Interactive Media in Education, 1, p. 8. http://doi.org/10.5334/jime.647

Veletsianos, G., VanLeeuwen, C.A., Belikov, O., & Johnson, N. (2021). An Analysis of Digital education in Canada 2017-2019. The International Review of Research in Open and Distributed Learning. 22(2), 102-117. http://www.irrodl.org/index.php/irrodl/article/view/5108/5501

VanLeeuwen, C.A., Veletsianos, G., Belikov, O. Johnson, N. (2021).  Never-ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID-19 pandemic. British Journal of Educational Technology, 52(4), 1306-1322. http://doi.org/10.1111/bjet.13065 or author’s pre-print copy.

Gosse, C., Veletsianos, G., Hodson, J., Houlden, S., Dousay, T., Lowenthal, P., Hall, N.C. (in press). The Hidden Costs of Connectivity: Nature and Effects of Scholars’ Online Harassment. Learning, Media, & Technology, xx-xx. https://doi.org/10.1080/17439884.2021.1878218 or author’s copy.

Kimmons, R., & Veletsianos, G. (2021). Proctoring Software in Higher Ed: Prevalence and Patterns. Educause Review, https://er.educause.edu/articles/2021/2/proctoring-software-in-higher-ed-prevalence-and-patterns.

Veletsianos, G., Kimmons, R. Larsen, R., & Rogers, J. (2021). Flexibility, Time, Gender, and Online Learning Completion. Distance Education, 42(1), 22-36. https://doi.org/10.1080/01587919.2020.1869523 or author’s pre-print copy.

Houlden, S., & Veletsianos, G. (2021). The Problem with Flexible Learning: Neoliberalism, Freedom, and Learner Subjectivities. Learning, Media, & Technology, 46(2), 144-155. https://doi.org/10.1080/17439884.2020.1833920 or author’s pre-print copy.

Veletsianos, G., & Houlden, S. (2020). Radical Flexibility and Relationality as Responses to Education in Times of Crisis. Postdigital Science and Education, 2(3), 849-862. https://doi.org/10.1007/s42438-020-00196-3

VanLeeuwen, C.A., Veletsianos, G., Belikov, O. , & Johnson, N. (2020).  Institutional perspectives on faculty development for digital education in Canada. The Canadian Journal of Learning and Technology, 46(2), 1-20. https://www.cjlt.ca/index.php/cjlt/article/view/27944 *Canadian Network for Innovation Editor’s Award

Veletsianos, G.  (2020). Open Educational Resources: Expanding Equity or Reflecting and Furthering Inequities? Educational Technology Research & Development

Veletsianos, G. (2020). How should we respond to the life-altering crises that education is facing? Distance Education, 41(4), 1-3. https://doi.org/10.1080/01587919.2020.1825066

Johnson, N., Veletsianos, G., Seaman, J. (2020). U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning Journal, 24(2), 6-21. http://dx.doi.org/10.24059/olj.v24i2.2285

Childs, E., Axe. J., Veletsianos, G., & Webster, K. (2020). Fostering Openness Within a higher education institution: tensions, opportunities, and a work in progress. In Prinsloo, P. & Conrad D. (Eds), Open(ing) Education (pp. 345-363). Brill | Sense Publishers. http://dx.doi.org/10.25316/IR-14930

Veletsianos, G. & Houlden, S., (2019). Flexible Learning Over the Last 40 Years of Distance Education. Distance Education, 40(4), 454-468.

Veletsianos, G., Johnson, N., Belikov, O. (2019). Academics’ Social Media Use Over Time is Associated with Individual, Relational, Cultural, and Political Factors. British Journal of Educational Technology, 50(4), 1713-1728.

Houlden, S., & Veletsianos, G. (2019). A Posthumanist Critique of Flexible Online Learning and its “Anytime Anyplace” Claims. British Journal of Educational Technology, 50(3), 1005-1018.

Veletsianos, G., Houlden, S., Hodson, J., Gosse, C. (2018). Women Scholars’ Experiences with Online Harassment and Abuse: Self-protection, Resistance, Acceptance, and Self-Blame. New Media & Society, 20(12), 4689-4708.

Hodson, J., Gosse, C., Veletsianos, G., Houlden, S. (2018). I Get By With a Little Help From My Friends: The Ecological Model and Support for Women Scholars Experiencing Online Harassment. First Monday, 23(8). doi: https://doi.org/10.5210/fm.v23i8.9136

Veletsianos, G., Kimmons, R., Belikov, O., Johnson, N. (2018). Scholars’ Temporal Participation on, Temporary Disengagement from, and Return to Twitter. First Monday, 23(11). http://dx.doi.org/10.5210/fm.v23i11.8346

Kimmons, R., & Veletsianos, G. (2018). Public Internet Data Mining Methods in Instructional Design, Educational Technology, and Online Learning Research. Tech Trends, 62(5), 492-500.

Veletsianos, G., Kimmons, R., Larsen, R., Dousay, T., & Lowenthal, P. (2018). Public Comment Sentiment on Educational Videos: Understanding the Effects of Presenter Gender, Video Format, Threading, and Moderation on YouTube TED Talk Comments. PLOS ONE 13(6): e0197331. https://doi.org/10.1371/journal.pone.0197331

Barker, J., Jeffery, K., Jhangiani, R., & Veletsianos, G. (2018). Eight Patterns of Open Textbook Adoption in British Columbia. The International Review of Research in Open and Distributed Learning, 19(3).

Paskevicius, M., Veletsianos, G., & Kimmons, R. (2018). Content is King: An analysis of how the Twitter discourse surrounding open education unfolded from 2009-2016. The International Review of Research in Open and Distributed Learning, 19(1).

Romero-Hall, E., Kimmons, R., & Veletsianos, G. (2018). Social Media Use by Instructional Design Departments. Australasian Journal of Educational Technology, 38(5).

Veletsianos, G., & Shaw, A. (2018). Scholars in an Increasingly Open and Digital World: Imagined Audiences and their Impact on Scholars’ Online Participation. Learning, Media, & Technology, 43(1), 17-30.

Veletsianos, G. (2017). Three Cases of Hashtags Used as Learning and Professional Development Environments. Tech Trends, 61(3), 284-292.

Veletsianos, G., Kimmons, R., Shaw, A., Pasquini, L. & Woodward, S. (2017). Selective Openness, Broadcasting, Branding, and Promoting: Twitter Use in Canada’s Public Universities. Educational Media International, 54(1), 1-19.

Veletsianos, G. (2017). Toward a Generalizable Understanding of Twitter and Social Media Use Across MOOCs: Who Participates on MOOC Hashtags and In What Ways? Journal of Computing in Higher Education, 29(1), 65-80.

Veletsianos, G., & Moe, R. (2017). The Rise of Educational Technology as a Sociocultural and Ideological Phenomenon. Educause Review. Retrieved on Apr 10, 2017 from http://er.educause.edu/articles/2017/4/the-rise-of-educational-technology-as-a-sociocultural-and-ideological-phenomenon

Kimmons, R., Veletsianos, G., & Woodward, S. (2016). Institutional Uses of Twitter in Higher Education. Innovative Higher Education, 42(2), 97-111.

Veletsianos, G. & Stewart, B. (2016). Scholars’ open practices: Selective and intentional self-disclosures and the reasons behind them. Social Media + Society, 2(3). doi: 10.1177/2056305116664222

Veletsianos, G., Reich, J., & Pasquini, L. (2016). The Life Between Big Data Log Events: Learners’ Strategies to Overcome Challenges in MOOCs? AERA Open, 2(3).

Kimmons, R. & Veletsianos, G. (2016 ). Education Scholars’ Evolving Uses of Twitter as a Conference Backchannel and Social Commentary Platform. British Journal of Educational Technology, 47(3), 445—464.

Veletsianos, G. & Shepherdson, P. (2016). A Systematic Analysis And Synthesis of the Empirical MOOC Literature Published in 2013-2015The International Review of Research in Open and Distributed Learning, 17(2).

Veletsianos, G. (2016).Digital Learning Environments. In Rushby, N. & Surry D. (Eds) Handbook of Learning Technologies (pp. 242-260). Wiley.

Veletsianos, G., & Kimmons, R. (2016). Scholars in an Increasingly Digital and Open World: How do Education Professors and Students use Twitter? The Internet and Higher Education, 30, 1-10.

Veletsianos, G., Beth, B., Lin, C., & Russell, G. (2016). Design Principles for Thriving in Our Digital World, a High School Computer Science Course. Journal of Educational Computing Research, 54(4), 443-461.

Kimmons, R., & Veletsianos, G. (2015). Teacher Professionalization in the Age of Social Networking Sites: Identifying Major Tensions and DilemmasLearning, Media, and Technology, 40(4), 480-501.

Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7(3), 199-209. http://openpraxis.org/index.php/OpenPraxis/article/view/206/168

Veletsianos, G. & Shepherdson, P. (2015). Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time. The International Review of Research in Open and Distributed Learninghttp://www.irrodl.org/index.php/irrodl/article/view/2202/3348

Veletsianos, G., Miller, B., Eitel, K., Eitel, J., Hougham, J., & Hansen, D. (2015). Lessons Learned from the Design and Development of Technology-Enhanced Outdoor Learning Experiences. Tech Trends, 59(4), 78-86.

Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging Deeper into Learners’ Experiences in MOOCs: Participation in social networks outside of MOOCs, Notetaking, and contexts surrounding content consumptionBritish Journal of Educational Technology 46(3), 570-587.

Kimmons, R., & Veletsianos, G. (2014). The Fragmented Educator 2.0: Social Networking Sites. Acceptable Identity Fragments, and the Identity Constellation. Computers & Education, 72, 292-301.

Ford, K., Veletsianos, G., & Resta, P. (2014). The Structure and Characteristics of #PhDChat, an Emergent Online Social Network. Journal Of Interactive Media In Education, 18(1). Retrieved April 16, 2014, from http://www-jime.open.ac.uk/jime/article/view/2014-08

Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651.

Veletsianos, G. & Russell, G. (2014). Pedagogical Agents. In Spector, M., Merrill, D., Elen, J., & Bishop, MJ  (Eds.), Handbook of Research on Educational Communications and Technology, 4th Edition (pp. 759-769). Springer Academic.

Veletsianos, G. & Russell, G. (2013). What do learners and pedagogical agents discuss when given opportunities for open-ended dialogue? Journal of Educational Computing Research, 48(3), 381-401.

Veletsianos, G., Kimmons, R., & French, K. (2013). Instructor experiences with a social networking site in a higher education setting: Expectations, Frustrations, Appropriation, and Compartmentalization. Educational Technology, Research and Development, 61(2), 255-278.

Veletsianos, G. & Kimmons, R. (2013). Scholars and Faculty Members Lived Experiences in Online Social Networks. The Internet and Higher Education, 16(1), 43-50.

Veletsianos, G., Doering, A, & Henrickson, J. (2012). Field-based professional development of teachers engaged in distance education: experiences from the Arctic. Distance Education, 33(1), 45-59.

Veletsianos, G. & Kimmons, R. (2012). Assumptions and Challenges of Open Scholarship. The International Review Of Research In Open And Distance Learning,13(4), 166-189. [HTML access or PDF access]

Veletsianos, G. (2012). Higher Education Scholars’ Participation and Practices on Twitter. Journal of Computer Assisted Learning, 28(4), 336-349.

Veletsianos, G. (2012). Adventure Learning. In Seel, N. (Ed.), Encyclopedia of the Sciences of Learning (pp. 157-160). Springer Academic.

Veletsianos, G. & Navarrete, C. (2012). Online Social Networks as Formal Learning Environments: Learner Experiences and Activities. The International Review Of Research In Open And Distance Learning, 13(1), 144-166

Veletsianos, G. (2012). How do Learners Respond to Pedagogical Agents that Deliver Social-oriented Non-task Messages? Impact on Student Learning, Perceptions, and Experiences. Computers in Human Behavior, 28(1), 275-283.

Veletsianos, G. & Kimmons, R. (2012). Networked Participatory Scholarship: Emergent Techno-Cultural Pressures Toward Open and Digital Scholarship in Online Networks. Computers & Education, 58(2), 766-774.

Veletsianos, G. (2011). Designing Opportunities for Transformation with Emerging Technologies. Educational Technology, 51(2), 41-46.

Gulz, A., Haake, M., Silvervarg, A., Sjoden, B., & Veletsianos, G. (2011). Building a Social Conversational Pedagogical Agent: Design Challenges and Methodological Approaches. In Perez-Marin, D., & I. Pascual-Nieto (Eds.), Conversational Agents and Natural Language Interaction: Techniques and Effective Practices (pp. 128-155). IGI Global.

Veletsianos, G. (2010). A Definition of Emerging Technologies for Education. In G. Veletsianos (Ed.), Emerging Technologies in Distance Education (pp. 3-22). Athabasca University Press.

Veletsianos, G. (2010). A Small-Scale Adventure Learning Activity and its Implications for Higher Education Practice and Research. in education, 16(1).

Veletsianos, G. (2010). Contextually relevant pedagogical agents: Visual appearance, stereotypes, and first impressions and their impact on learning. Computers & Education, 55(2), 576-585.

Veletsianos, G., & Doering, A. (2010). Long-term student experiences in a hybrid, open-ended and problem based Adventure Learning program. Australasian Journal of Educational Technology, 26(2), 280-296. Retrieved April 14, 2010 from http://www.ascilite.org.au/ajet/ajet26/veletsianos.html

Veletsianos, G., Heller, R., Overmyer, S., & Procter, M. (2010). Conversational Agents in Virtual Worlds: Bridging Disciplines. British Journal of Educational Technology, 41(1), 123-140.

Veletsianos, G., & Kleanthous, I. (2009). A review of adventure learning. The International Review Of Research In Open And Distance Learning, 10(6), 84-105. Retrieved December 27, 2009, from http://www.irrodl.org/index.php/irrodl/article/view/755

Doering, A., Veletsianos, G., & Scharber, C., & Miller, C. (2009). Using the Technological, Pedagogical, And Content Knowledge Framework to Design Online Learning Environments and Professional Development. Journal of Educational Computing Research, 41(3), 319-346.

Doering, A., & Veletsianos, G. (2009). Teaching with Instructional Software. In M. D. Roblyer & A. Doering (Eds.), Integrating Educational Technology into Teaching (73-108). Upper Saddle River, NJ: Pearson Education.

Veletsianos, G., Miller, C., & Doering, A. (2009). EnALI: A Research and Design Framework for Virtual Characters and Pedagogical Agents. Journal of Educational Computing Research, 41(2), 171-194.

Veletsianos, G. (2009). The impact and implications of virtual character expressiveness on learning and agent-learner interactions. Journal of Computer Assisted Learning, 25(4), 345-357.

Doering, A., Scharber, C., Miller, C., & Veletsianos, G. (2009). GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge. Contemporary Issues in Technology and Teacher Education, 9(3).

Veletsianos, G. & Eliadou, A. (2009). Conceptualizing the Use of Technology to Foster Peace via Adventure Learning. The Internet and Higher Education, 12, 63-70.

Doering, A., & Veletsianos, G. (2008). What lies beyond effectiveness and efficiency? Adventure Learning Design. The Internet and Higher Education, 11(3-4), 137-144.

Veletsianos, G., & Miller, C. (2008). Conversing with Pedagogical Agents: A Phenomenological Exploration of Interacting with Digital Entities. British Journal of Educational Technology, 39(6), 969-986.

Doering, A., Miller, C., & Veletsianos, G. (2008). Adventure Learning: Educational, social, and technological affordances for collaborative hybrid distance education. Quarterly Review of Distance Education, 9(3), 249-266.

Miller, C., Veletsianos, G., & Doering, A. (2008). Curriculum at forty below: A phenomenological inquiry of an educator explorer’s experiences with adventure learning in the Arctic. Distance Education, 29(3), 253-267.

Doering, A., & Veletsianos, G. (Fall 2008). Hybrid Online Education: Identifying Integration Models using Adventure Learning. Journal of Research on Technology in Education, 41(1), 101-119.

Doering, A., Lewis, C., Veletsianos, G., & Nichols, K. (2008). Preservice Teachers’ Perceptions of Instant Messaging in Two Educational Contexts. Journal of Computing in Teacher Education, 25(1), 45-52.

Veletsianos, G., Scharber, C., & Doering, A. (2008). When Sex, Drugs, and Violence Enter the Classroom: Conversations between Adolescent Social Studies Students and a Female Pedagogical Agent. Interacting with Computers, 20(3), 292-301.

Wilson, B., Parrish, P., & Veletsianos, G. (2008). Raising the bar for instructional outcomes: Towards transformative learning experiences. Educational Technology, 48(3), 39-44.

Doering, A., Veletsianos, G., & Yerasimou, T. (2008). Conversational Agents and their Longitudinal Affordances on Communication and Interaction. Journal of Interactive Learning Research, 19(2), 251-270.

Doering, A., & Veletsianos, G. (2007). An Investigation of the Use of Real-Time, Authentic Geospatial Data in the K-12 Classroom. Journal of Geography, Special Issue on Using Geospatial Data in Geographic Education, 106(6), 217-225.

Veletsianos, G. (2007). Cognitive and Affective Benefits of an Animated Pedagogical Agent: Considering Contextual Relevance and Aesthetics. Journal of Educational Computing Research, 36(4), 373-377.

Doering, A., Veletsianos, G., & Scharber, C. (2007). Coming of Age: Research and Pedagogy on Geospatial Technologies within K-12 Social Studies Education. In A. J. Milson, and Alibrandi, M. (Eds), Digital Geography: Geo-Spatial Technologies in the Social Studies Classroom (pp. 213-226). Charlotte, NC: Information Age Publishing.

Doering, A., & Veletsianos, G. (2007). Multi-Scaffolding Learning Environment: An Analysis of Scaffolding and Its Impact on Cognitive Load and Problem-Solving Ability. Journal of Educational Computing Research, 37(2), 107-129.

Hooper, S., Miller, C., Rose, S., & Veletsianos, G. (2007). The Effects of Digital Video Quality on Learner Comprehension in an American Sign Language Assessment Environment. Sign Language Studies, 8(1), 42-58.

Other

Veletsianos, G., & Vrasidas C. (2015). Contributions to the mosaic describing learners’ experiences with open online learning. Educational Media International, 52(2), 69-71.