UNESCO Chair Research

Bahari, A., Smith, M. & Scott, H. (2024). Examining the Impact of Chatbot-Based Language Learning Support, Adaptive Learning Algorithms, and Virtual Reality Language Immersion on EFL Learners’ Language Learning Proficiency and Self-Regulated Learning Skills. Preprints, 2024031715. https://doi.org/10.20944/preprints202403.1715.v1

Bakeer, A., Dweikat, K. & Smith, M. (2023) The Effectiveness of Project-Based Learning on Improving the Undergraduate Students’ Speaking Skills through M-Learning. Rihan Journal for Scientific Publishing 38, 63-93. https://rjsp.org/?p=2846

Hodkinson, A., & Williams-Brown, Z. (Eds.). (2022). International Issues in SEND and Inclusion: Perspectives Across Six Continents. London: Taylor & Francis. https://doi.org/10.4324/9781003177135

Itmeizeh, M., Khalil, Z. & Smith, M. (2022). Palestinian EFL Students' Perceptions of Using Edmodo in Developing their Writing Skills. Journal of Palestine Ahliya University for Research and Studies, 1(1), 143-160. https://journal.paluniv.edu.ps/index.php/journal/article/view/41

Muhtaseb, R., Traxler, J., & Scott, H. (2023). Educators’ Perceptions of the Influence of Culture on Social Media Use in Education in Palestine. Asian Journal of Distance Education, 18(1). https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/698

Networked Learning Editorial Collective (NLEC) v. hodgson@ lancaster. ac. uk, Gourlay, L., Rodríguez-Illera, J. L., Barberà, E., Bali, M., Gachago, D., Scott, H.... & Knox, J. (2021). Networked learning in 2021: A community definition. Postdigital Science and Education, 3, 326-369.

Padilla Rodriguez, B. C., Armellini, A., & Traxler, J. (2021). The forgotten ones: How rural teachers in Mexico are facing the Covid-19 pandemic. Online Learning, 25(1), 253-268. https://files.eric.ed.gov/fulltext/EJ1287126.pdf

Qaddumi, H., & Smith, M. (2024). Implementation of Learning Management Systems (Moodle): Effects on Students’ Language Acquisition and Attitudes towards Learning English as a Foreign Language. Trends in Higher Education 3(2), 260-272. https://doi.org/10.3390/higheredu3020016

Qaddumi, H., Smith, M., Alawneh, Y., Shawamreh, N., Bakeer, A. & Itmeizeh, M. (2023). Palestinian undergraduate learners’ foreign language classroom anxiety in online environments. Studies in English Language and Education 10(3), 1358-1378. https://doi.org/10.24815/siele.v10i3.30031

Qaddumi, H., Smith, M., Masd, K., Bakeer, A. & Abu-Ulbeh, W. (2023). Investigating Palestinian in-service teachers’ beliefs about the integration of information and communication technology (ICT) into teaching English. Educ Inf Technol. https://doi.org/10.1007/s10639-023-11689-6

Read, T., Kukulska-Hulme, A., Barcena, E. & Traxler, J. (2021). Mobile Open Social Learning for Languages (MOSL4L). Journal of Universal Computer Science, 27(5) pp. 425–436. https://doi.org/10.3897/jucs.67701

Scott, H., & Jarrad, S. (2023). To Exist Is to Resist. Critical Digital Pedagogy in Higher Education. https://doi.org/10.15215/aupress/9781778290015.01

Scott, H. & Smith, M. (2023). A Design-Based Research Approach to Developing Teacher-Student Co-creation through Interactive E:books. Preprints, 2023121474. https://doi.org/10.20944/preprints202312.1474.v1

Scott, H. & Smith, M. (2024). Innovation from necessity: digital technologies, teacher development and reciprocity with organisational innovation. Open Learning: the Journal of Open, Distance and e-Learning. https://doi.org/10.1080/02680513.2024.2307627

Scott, H., Ujvari, M. & Smith, M. (2024). “Our Identity is Our Dignity”: Digital Transformations: Palestinian Aspirations, Idealism, Reality and Pragmatism. Education as Change, 28. https://doi.org/10.25159/1947-9417/13828  

Smith, M., Koole, M., Adam, T., Traxler, J. & Footring, S. (2024). Methodological Insights for Decolonising Research and EdTech. Educational Sciences, 14(6), 580. https://doi.org/10.3390/educsci14060580

Smith, M. & Scott, H. (2023). Distance Education under Oppression: The Case of Palestinian Higher Education. Education Sciences 13(7), 729. https://doi.org/10.3390/educsci13070729

Traxler, J. (2021). A Critical Review of Mobile Learning: Phoenix, Fossil, Zombie or…..?. Education Sciences, 11(9), 525. . https://doi.org/10.3390/educsci11090525

Traxler, J. (2023). Decolonising Digital Language Learning in Palestine. Journal of Research in Applied Linguistics, 14(2), 20-29. https://doi.org/10.22055/RALS.2023.43549.3039

Traxler, J., Barcena, E., Andujar, A., Jalilifar, A. & Mashhadi, A. (2023). Introduction: Teaching Languages in Times of Social and Technological Change and Divide. Journal of Research in Applied Linguistics, 14(2), 20-29. https://doi.org/10.22055/RALS.2023.18722

Traxler, J., Koole, M. & Footring, S. (2022). Decolonization of Digital Learning Spaces: It’s Not About Knowing More but Knowing Better. OTESSA Conference Proceedings, 2(1). https://doi.org/10.18357/otessac.2022.2.1.85

Williams-Brown, Z. & Hodkinson, A. (2021) What is considered good for everyone may not be good for children with Special Educational Needs and Disabilities: teacher’s perspectives on inclusion in England, Education 3-13, 49:6, 688-702. https://doi.org/10.1080/03004279.2020.1772845

Williams-Brown, Z., Hodkinson, A. & Jopling, M. (2023) Mission impossible: inclusive teaching in a standards-driven system, Education 3-13. https://doi.org/10.1080/03004279.2022.2155066

Williams-Brown, Z. & Jopling, M. (2021) Measuring a plant doesn’t help it to grow: teacher’s perspectives on the standards agenda in England, Education 3-13, 49:2, 227-240. https://doi.org/10.1080/03004279.2020.1717573

Cameron, L. M., Mitchell, R., Lalli, G., & Bartram, B. (2023). Taking a global perspective: The nature and value of comparative and international education (CIE) in UK universities. In Understanding Education Studies: Critical Issues and New Directions (1 ed.). Routledge. https://doi.org/10.4324/9781003296935-11

Smith, M. & Traxler, J. (2022). Digital Learning in Higher Education: COVID-19 and Beyond. London: Edward Elgar Publishers. https://doi.org/10.4337/9781800379404 ISBN: 9781800379398

Smith, M., De Laet, T. & Barata, A. (2023). Learning Analytics for Co-Creation and Interactive Courseware. In: Hayes, S., Jopling, M., Connor, S., Johnson, M. (Eds) Human Data Interaction, Disadvantage and Skills in the Community. Postdigital Science and Education. Springer, Cham. https://doi.org/10.1007/978-3-031-31875-7_10

 Scott, H. (2023). ‘Reject All’: Data, Drift and Digital Vigilance. In Human Data Interaction, Disadvantage and Skills in the Community: Enabling Cross-Sector Environments for Postdigital Inclusion (pp. 285-298). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-31875-7_15

Smith, M., Scott, H. & De Laet, T. (2023). Learning analytics: panopticon or panacea? In R. Sooryamurthy & V. Ojang (Eds) Researching the ‘New Normal’ Social World: Methodological Adaptations and Innovations. London: Routledge. https://doi.org/10.4324/9781003386087-8

Smith, M., Scott, H. & Traxler, J. (2022). Researching Mobile Language Learning through Disruption. In H. Reinders, C. Lai & P. Sundqvist (Eds) The Routledge Handbook of Language Learning and Teaching Beyond the Classroom. London: Routledge. https://doi.org/10.4324/9781003048169

g (2020) Game mechanics for digital learning, in Jagannathan, S. (ed.) Reimagining Digital Learning for Sustainable Development: How Upskilling, Data Analytics, and Educational Technologies Close the Skills Gap. Abingdon: Routledge. https://wlv.openrepository.com/handle/2436/624316