Anoush Margaryan

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Allison LittlejohnProfessor and Director, UCL Knowledge Lab, University College London, UKVerified email at ucl.ac.uk
Colin MilliganSenior Research Fellow, Glasgow Caledonian UniversityVerified email at gcu.ac.uk
Dane LukicSenior Lecturer in Organizational Learning, GCU LondonVerified email at gcu.ac.uk
isobel falconerUniversity of St AndrewsVerified email at st-andrews.ac.uk
Karen StepanyanUniversity College London (UCL)Verified email at ucl.ac.uk
Peter B. SloepProfessor emeritus of Technology Enhanced LearningVerified email at ou.nl
Rory SieSenior Lecturer at University of WollongongVerified email at uow.edu.au
Kamakshi RajagopalITEC, imec research group at KULeuvenVerified email at kuleuven.be
Vili LehdonvirtaOxford Internet Institute, University of OxfordVerified email at oii.ox.ac.uk
Neville A StantonUniversity of SouthamptonVerified email at soton.ac.uk
Sally FincherUniversity of KentVerified email at kent.ac.uk
Laura R. LarkeMassachusetts Institute of TechnologyVerified email at mit.edu
Siân BrookeFellow in Computational Social Science at LSEVerified email at lse.ac.uk
Riina VuorikariJoint Research Centre - European CommissionVerified email at ec.europa.eu
Heide LukoschAssociate Professor, HIT Lab NZ, University of Canterbury, Christchurch, NZVerified email at canterbury.ac.nz
Ujwal GadirajuAssistant Professor, Web Information Systems, Delft University of TechnologyVerified email at tudelft.nl
Heather HofmeisterProfessor of Sociology, Goethe University, FrankfurtVerified email at soz.uni-frankfurt.de
Maaike EndedijkAssociate Professor, Universiteit TwenteVerified email at utwente.nl
Mahdi BohlouliAssistant Professor, Institute for Advanced Studies in Basic SciencesVerified email at iasbs.ac.ir

Anoush Margaryan

Copenhagen Business School

Verified email at cbs.dk - Homepage

workplace learning self-regulated learning platform economy professional learning life course perspective


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Are digital natives a myth or reality? University students’ use of digital technologies A Margaryan, A Littlejohn, G Vojt Computers & education 56 (2), 429-440, 2011	1405	2011
Instructional quality of massive open online courses (MOOCs) A Margaryan, M Bianco, A Littlejohn Computers & Education 80, 77-83, 2015	795	2015
Patterns of engagement in connectivist MOOCs C Milligan, A Littlejohn, A Margaryan Journal of Online Learning and Teaching 9 (2), 149-159, 2013	464	2013
Learning from digital natives: bridging formal and informal learning K Trinder, J Guiller, A Margaryan, A Littlejohn, D Nicol Higher Education 1, 1-57, 2008	134	2008
Applying activity theory to computer-supported collaborative learning and work-based activities in corporate settings B Collis, A Margaryan Educational Technology Research and Development 52 (4), 38-52, 2004	132	2004
Charting collective knowledge: supporting self‐regulated learning in the workplace A Littlejohn, C Milligan, A Margaryan Journal of Workplace Learning, 2012	119	2012
Measuring self‐regulated learning in the workplace RP Fontana, C Milligan, A Littlejohn, A Margaryan International Journal of Training and Development 19 (1), 32-52, 2015	102	2015
Sustainable e-learning: Toward a coherent body of knowledge K Stepanyan, A Littlejohn, A Margaryan Journal of Educational Technology & Society 16 (2), 91-102, 2013	82	2013
How organisations learn from safety incidents: a multifaceted problem D Lukic, A Margaryan, A Littlejohn Journal of Workplace Learning, 2010	78	2010
Repositories and communities at cross‐purposes: issues in sharing and reuse of digital learning resources A Margaryan, A Littlejohn Journal of Computer Assisted Learning 24 (4), 333-347, 2008	77	2008
Exploring Students' Use of ICT and Expectations of Learning Methods. A Littlejohn, A Margaryan, G Vojt Electronic Journal of e-learning 8 (1), 13-20, 2010	74	2010
Design criteria for work‐based learning: Merrill's First Principles of Instruction expanded B Collis, A Margaryan British Journal of Educational Technology 36 (5), 725-738, 2005	72	2005
A framework for learning from incidents in the workplace D Lukic, A Littlejohn, A Margaryan Safety Science 50 (4), 950-957, 2012	69	2012
Goals, motivation for, and outcomes of personal learning through networks: Results of a tweetstorm RLL Sie, N Pataraia, E Boursinou, K Rajagopal, A Margaryan, I Falconer, ... Journal of Educational Technology & Society 16 (3), 59-75, 2013	62	2013
Are digital natives a myth or reality A Margaryan, A Littlejohn Students ‘use of technologies for learning http://www. academy. gcal. ac. uk …, 2008	57	2008
Workplace learning in informal networks C Milligan, A Littlejohn, A Margaryan Reusing open resources: Learning in open networks for work, life and …, 2014	54	2014
Collective learning in the workplace: Important knowledge sharing behaviours A Littlejohn, A Margarayn International Journal of Advanced Corporate Learning (iJAC) 4 (4), 26-31, 2011	52	2011
Activity-based blended learning A Margaryan, B Collis, A Cooke Human resource development international 7 (2), 265-274, 2004	51	2004
Self‐regulated learning in the workplace: strategies and factors in the attainment of learning goals A Margaryan, A Littlejohn, C Milligan International Journal of Training and Development 17 (4), 245-259, 2013	49*	2013
How and what do academics learn through their personal networks N Pataraia, A Margaryan, I Falconer, A Littlejohn Journal of Further and Higher Education 39 (3), 336-357, 2015	41	2015

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