| Learning in MOOCs: Motivations and self-regulated learning in MOOCs A Littlejohn, N Hood, C Milligan, P Mustain The internet and higher education 29, 40-48, 2016 | 850 | 2016 |
| Context counts: How learners' contexts influence learning in a MOOC N Hood, A Littlejohn, C Milligan Computers & Education 91, 83-91, 2015 | 341 | 2015 |
| Teaching in the age of Covid-19 P Jandrić, D Hayes, I Truelove, P Levinson, P Mayo, T Ryberg, LD Monzó, ... Postdigital Science and Education 2, 1069-1230, 2020 | 328 | 2020 |
| Reconceptualising learning in the digital age: The [un] democratising potential of MOOCs A Littlejohn, N Hood Springer, 2018 | 96 | 2018 |
| Learning challenges in higher education: an analysis of contradictions within Open Educational Practice H Kaatrakoski, A Littlejohn, N Hood Higher education 74, 599-615, 2017 | 94 | 2017 |
| How educators build knowledge and expand their practice: The case of open education resources A Littlejohn, N Hood British Journal of Educational Technology 48 (2), 499-510, 2017 | 94 | 2017 |
| Teaching in the age of Covid-19—1 year later P Jandrić, D Hayes, P Levinson, LL Christensen, HO Lukoko, JE Kihwele, ... Postdigital Science and Education 3 (3), 1073-1223, 2021 | 72 | 2021 |
| MOOC Quality: the need for new measures N Hood, A Littlejohn Journal of Learning for Development 3 (3), 28-42, 2016 | 61 | 2016 |
| Teaching in the age of Covid-19—The new normal P Jandrić, AF Martinez, C Reitz, L Jackson, D Grauslund, D Hayes, ... Postdigital Science and Education 4 (3), 877-1015, 2022 | 52 | 2022 |
| Knowledge typologies for professional learning: educators’ (re)generation of knowledge when learning open educational practice N Hood, A Littlejohn Educational Technology Research and Development, 1-22, 2017 | 49 | 2017 |
| Quality in MOOCs: Surveying the terrain N Hood, A Littlejohn Commonwealth of Learning, 2016 | 44 | 2016 |
| Learning from lockdown: What the experiences of teachers, students and parents can tell us about what happened and where to next for New Zealand’s school system N Hood The Education Hub, 2020 | 42 | 2020 |
| Conceptualising online knowledge sharing: what teachers’ perceptions can tell us N Hood Technology, Pedagogy and Education, 1-13, 2017 | 35 | 2017 |
| Enchantment-disenchantment-re-enchantment: Postdigital relationships between science, philosophy, and religion J Reader, P Jandrić, MA Peters, R Barnett, M Garbowski, V Lipińska, ... Postdigital Science and Education 3, 934-965, 2021 | 31 | 2021 |
| Postdigital childhoods in the time of Anthropocene N Hood, M Tesar Postdigital Science and Education 1, 307-310, 2019 | 24 | 2019 |
| Infantologies. An EPAT collective writing project MA Peters, E Jayne White, M Tesar, A Gibbons, S Arndt, N Rutanen, ... Educational Philosophy and Theory, 1-19, 2020 | 23 | 2020 |
| Hacking history: Redressing gender inequities on Wikipedia through an editathon N Hood, A Littlejohn International Review of Research in Open and Distributed Learning 19 (5), 2018 | 23 | 2018 |
| Learning in MOOCs: A Comparison Study, Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs C Milligan, A Littlejohn, N Hood Karl-Franzens-Universität Graz, 2016 | 23 | 2016 |
| Postmodernism in education M Tesar, A Gibbons, S Arndt, N Hood Oxford research encyclopedia of education, 2021 | 22 | 2021 |
| Policy in the time of Anthropocene: Children, childhoods and digital worlds M Tesar, N Hood Policy Futures in Education 17 (2), 102-104, 2019 | 19 | 2019 |