Anoush Margaryan
TitleCited byYear
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
Instructional quality of massive open online courses (MOOCs)
A Margaryan, M Bianco, A Littlejohn
Computers & Education 80, 77-83, 2015
Patterns of engagement in connectivist MOOCs
C Milligan, A Littlejohn, A Margaryan
Journal of Online Learning and Teaching 9 (2), 149-159, 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
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
Charting collective knowledge: Supporting self-regulated learning in the workplace
A Littlejohn, C Milligan, A Margaryan
Journal of Workplace Learning 24 (3), 226-238, 2012
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
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
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
How organisations learn from safety incidents: a multifaceted problem
D Lukic, A Margaryan, A Littlejohn
Journal of Workplace Learning 22 (7), 428-450, 2010
How health professionals regulate their learning in massive open online courses
C Milligan, A Littlejohn
The Internet and Higher Education 31, 113-121, 2016
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
A framework for learning from incidents in the workplace
D Lukic, A Littlejohn, A Margaryan
Safety Science 50 (4), 950-957, 2012
Are digital natives a myth or reality
A Margaryan, A Littlejohn
Students ‘use of technologies for learning http://www. academy. gcal. ac. uk …, 2008
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
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
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
Workplace learning in informal networks
C Milligan, A Littlejohn, A Margaryan
Reusing Open Resources, 115-125, 2014
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
Activity-based blended learning
A Margaryan, B Collis, A Cooke
Human resource development international 7 (2), 265-274, 2004
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