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., 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 2013-2015. The 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.
Kimmons, R., & Veletsianos, G. (2015). Teacher Professionalization in the Age of Social Networking Sites: Identifying Major Tensions and Dilemmas. Learning, 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 Learning. http://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 consumption. British 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.
- Translated to Danish and reprinted as: Veletsianos, G (2014). Abne Praksisser Og Identitet – evidens fra forskeres og underviseres deltagelse i sociale medier. Kognition & Paedagogik, 92 (24), 12-30.
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. (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.
Veletsianos, G., & Vrasidas C. (2015). Contributions to the mosaic describing learners’ experiences with open online learning. Educational Media International, 52(2), 69-71.