George Veletsianos

Using a phenomenological approach with 20 in‑depth interviews, this study portrays early‑pandemic experiences of Canadian faculty. Participants described overwhelming, exhausting cycles; juggling professional and personal responsibilities amid uncertainty; and feelings of sadness and loss. The analysis offers vivid, holistic accounts and implications for trauma‑aware institutional practices and support.

Drawing on data from 380,000 MOOC learners, the authors model how temporal learning behaviors and gender relate to course completion. Successful completers logged in more frequently, spent longer per session, moved quickly through materials, and finished early. Consistent study was associated with lower completion likelihood, and women benefited more from reduced consistency, suggesting that temporal flexibility can be especially advantageous for women. Implications are discussed for designing flexible online learning.

Surveying 897 faculty and administrators at 672 U.S. institutions in spring 2020, the study documents an almost universal pivot to emergency remote teaching. Faculty—regardless of prior online experience—reported adopting new methods and altering assessments; many reduced workload or moved to pass/fail. Primary needs centered on student support, access to digital materials, and guidance for working from home, offering an early snapshot to inform future research and practice.

From 8,275 institutional K–12 Twitter accounts (over 9.2 million tweets), the study explores how schools use Twitter and how participation varies by demographics. U.S. schools largely use Twitter for unidirectional broadcasting. Wealthy, suburban schools are more likely to use Twitter than poor, rural schools, and content differs by urbanity and charter status (e.g., coding/college topics more prevalent in populated areas). Results highlight participation divides and suggest directions for large‑scale analyses of public social media data in education.

Analyzing 774,939 comments and replies on 655 TEDx and TED‑Ed YouTube videos, the study examines how sentiment varies by topic, presenter gender, video format, threading, and moderation. Most comments were neutral; however, replies to female presenters exhibited greater positive and negative polarity. Animated videos reduced both negative and positive extremity. The authors also demonstrate that sentiment‑based moderation could suppress substantial amounts of non‑offensive content, raising design and policy implications for social platforms and educators.

Mining 5.7 million tweets from 2,411 institutional accounts across U.S. higher education, this paper shows that institutional tweeting is predominantly monologic, informational rather than action‑oriented, links to a relatively insular web ecosystem, and expresses neutral or positive sentiment. Despite hopes for dialogic engagement via social media, the findings provide generalizable evidence that innovation in institutional social media practice is limited.

Comprehensive synthesis of empirical MOOC research (2013–2015) examining geography, outlets, citations, methods, and focal strands. Results show over 80% of publications from North America/Europe, heavy reliance on quantitative/automated data, scant instructor‑focused research, and limited attention to learner subpopulations—highlighting gaps and future directions for MOOC scholarship.

Using phenomenological interviews with faculty members, this study investigates lived experiences with social networking sites. Findings reveal tensions between personal connection and professional responsibility as participants navigate boundaries, manage identity, cultivate appropriate relationships, and use time effectively. Results illuminate synergies and frictions between online social networks and faculty identity, showing how these technologies can support professional purposes while also challenging scholars’ perceptions of themselves, their teaching, and research.

Qualitative analysis of tweets from 45 scholars identifies dominant themes in scholarly use of Twitter: sharing resources; discussing classroom and student matters; seeking and offering assistance; social commentary; digital identity and impression management; networking; and cross‑platform participation. Findings clarify how networked practices support professional learning and scholarship.

Conceptual article proposing “Networked Participatory Scholarship” to describe scholars’ participation in online social networks to share, reflect upon, critique, and develop their scholarship. It outlines techno‑cultural pressures prompting reconsideration of long‑standing scholarly norms and explains how participatory technologies are reshaping scholarly communication and practice.

Case study of a graduate online course taught via the Elgg social networking platform. Learners valued social learning and peer support; however, most activity remained tied to graded, course‑related tasks. Students needed support to manage information flow and devised strategies to handle participation demands—illustrating benefits and tensions in adopting social networks for formal learning.

This paper examines scholars’ participation in online social networks as a form of “networked participatory scholarship.” Drawing from empirical observations and literature, the authors describe how participatory technologies and emergent techno‑cultural pressures invite scholars to share, reflect on, critique, and develop their work in online networks. The paper delineates changing norms and expectations surrounding openness and digital practices in scholarship and argues for thoughtful engagement by scholars in an increasingly networked world.

Open scholarship is often assumed to broaden access to education and improve scholarship. This article identifies core assumptions behind the open scholarship movement and highlights challenges that may accompany them, including participation gaps, misappropriation of openness, and new inequities. The authors call for a critical, equity‑oriented approach to openness that recognizes both its potential and its pitfalls for scholars, institutions, and learners.