You can find and download our latest publications on the quality of online courses and digital learning (all with an open and free license) here:
Stracke, C. M., Bozkurt, A., McGreal, R., & Zawacki-Richter, O. (2023). Open Educational Resources and their global needs, benefits and practices: The call for a future research agenda. IEEE Bulletin of the Technical Committee on Learning Technology, 23(1), 20-23. https://tc.computer.org/tclt/10-1109-2022-02003007
Stracke, C. M., Bozkurt, A., & Burgos, D. (2023). The Typologies of (Open) Online Courses and their Dimensions, Characteristics and Relationships with Distributed Learning Ecosystems, Open Educational Resources and Massive Open Online Courses. In Distributed Learning Ecosystems: Repositories, Resources and Practices (pp. 71-95). Springer Nature. https://doi.org/10.1007/978-3-658-38703-7_5
Stracke, C. M., Burgos, D., & Tlili, A. (2023). Instructional Quality and Learning Design of Massive Open Online Courses. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of Open, Distance, and Digital Education. Springer’s Major Reference Works (MRW) Series. https://doi.org/10.1007/978-981-19-2080-6_95
Stracke, C. M., Sharma, R. C., Bozkurt, A., Burgos, D., Swiatek, C., Inamorato dos Santos, A., Mason, J., Ossiannilsson, E., Santos-Hermosa, G., Shon, J. G., Wan, M., Agbu, J.-F., Farrow, R., Karakaya, Ö., Nerantzi, C., Ramírez Montoya, M. S., Conole, G., Cox, G., & Truong, V. (2022). Impact of COVID-19 on formal education: An international review on practices and potentials of Open Education at a distance. The International Review of Research in Open and Distributed Learning, 23(4), 1-18. https://doi.org/10.19173/irrodl.v23i4.6120
Stracke, C. M., Burgos, D., Santos-Hermosa, G., Bozkurt, A., Sharma, R. C., Swiatek, C., Inamorato dos Santos, A., Mason, J., Ossiannilsson, E., Shon, J. G., Wan, M., Agbu, J.-F., Farrow, R., Karakaya, Ö., Nerantzi, C., Ramírez Montoya, M. S., Conole, G., Cox, G., & Truong, V. (2022). Responding to the initial challenge of COVID-19 pandemic: Analysis of international responses and impact in school and higher education. Sustainability, 14(3), 1876. https://doi.org/10.3390/su14031876
Stracke, C. M., & Trisolini, G. (2021). A Systematic Literature Review on the Quality of MOOCs. Sustainability, 13(11), 5817. https://doi.org/10.3390/su13115817
Stracke, C. M., Downes, S., Conole, G., Burgos, D., & Nascimbeni, F. (2019). Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs. Open Praxis, 11(4), 331-341. https://doi.org/10.5944/openpraxis.11.4.1010
Stracke, C. M. (2019). The Quality Reference Framework for MOOC Design and Evaluation. In Proceedings of the Open Education Global Conference 2019 (s.p., 11 p.). https://doi.org/10.5281/zenodo.3966308
Stracke, C. M., & Bozkurt, A. (2019). Evolution of MOOC designs, providers and learners and the related MOOC research and publications from 2008 to 2018. In Proceedings of International Open and Distance Learning Conference 2019 (pp. 13-20). https://doi.org/10.5281/zenodo.3598418
Stracke, C. M. (2019). Quality Frameworks and Learning Design for Open Education. The International Review of Research in Open and Distributed Learning, 20(2), 180-203. https://doi.org/10.19173/irrodl.v20i2.4213
Stracke, C. M. (2019). Storia, Definizioni, Tipologie, Benefici e Prospettive di Utilizzo delle OER. L’integrazione scolastica e sociale, 17(2), 156-166. https://doi.org/10.5281/zenodo.3598534
Stracke, C. M. (2019). 開放教育和學習質量 [= Open Education and Learning Quality]. 教育傳播與技術 Journal on Educational Communications and Technology, 4, 14-17. https://doi.org/10.5281/zenodo.3598554
Stracke, C. M. (2018). Como a Educação Aberta pode melhorar a qualidade de aprendizagem e produzir impacto em alunos, organizações e na sociedade? [= How can Open Education improve learning quality and achieve impact for learners, organizations and in society?] In M. Duran, T. Amiel, & C. Costa (Eds.), Utopias and Distopias da Tecnologia na Educação a Distância e Aberta (pp. 499-545). Campinas: & Niterói: UNICAMP & UFF. https://doi.org/10.5281/zenodo.3956396
Stracke, C. M. (2018). 开放教育的学习质量和设计: OpenEd 框架 [= The Learning Quality and Design of Open Education. The OpenEd Framework (translated by Junhong Xiao)]. Distance Education in China, 11, 5-18+78. doi:http://cnki.net/kcms/doi/10.13541/j.cnki.chinade.20181108.005.html
Stracke, C. M., Sgouropoulou, C., Kameas, A., Vassiliadis, B., Texeira, A. M., & Pinto, M. (2018). Fostering Quality in MOOCs: a European Approach. In K. Ntalianis, A. Andreatos, & C. Sgouropoulou (Eds.), Proceedings 17th European Conference on e-Learning (ECEL) (pp. 533-538). http://opening-up.education/publications/stracke-c-m-et-al-2018-fostering-quality-in-moocs-a-european-approach
Stracke, C. M., Tan, E., Texeira, A. M., Pinto, M., Kameas, A., Vassiliadis, B., & Sgouropoulou, C. (2018). Gap between MOOC designers‘ and MOOC learners‘ perspectives on interaction and experiences in MOOCs: Findings from the Global MOOC Quality Survey. In M. Chang, N.-S. Chen, R. Huang, Kinshuk, K. Moudgalya, S. Murthy, & D. G. Sampson (Eds.), Proceedings 18th IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 1-5). https://doi.org/10.1109/ICALT.2018.00007
Stracke, C. M., & Tan, E. (2018). The Quality of Open Online Learning and Education: Towards a Quality Reference Framework for MOOCs. In J. Kay, & R. Luckin (Eds.), Rethinking learning in the digital age. Making the Learning Sciences Count: The International Conference of the Learning Sciences (ICLS) 2018 (pp. 1029-1032). https://doi.org/10.5281/zenodo.3715341
Stracke, C. M., Kloos, C., Hernández, R., Sanagustín, M., & Teixeira, A. (2018). How to make MOOCs better for specific target groups and developing countries? Proceedings of the Open Education Global Conference 2018. http://resolver.tudelft.nl/uuid:f7b38f45-8167-4dd3-a295-e2ddaba45566
Stracke, C. M. (2017). The Quality of MOOCs: How to improve the design of open education and online courses for learners? In P. Zaphiris, & A. Ioannou (Eds.), Learning and Collaboration Technologies. Novel Learning Ecosystems. LCT 2017, LNCS 10295 (pp. 285-293). https://doi.org/10.1007/978-3-319-58509-3_23
Stracke, C. M. (2017). The Quality of Open Online Education and Learning: A Quality Reference Framework for MOOCs. In C. M. Stracke, M. Shanks, & O. Tveiten (Eds.), Smart Universities: Education’s Digital Future. Official Proceedings of the International WLS and LINQ Conference 2017 (pp. 97-105). https://doi.org/10.6084/m9.figshare.9272657
Stracke, C. M. (2017). Why we need High Drop-out Rates in MOOCs: New Evaluation and Personalization Strategies for the Quality of Open Education. In M. Chang, N.-S. Chen, R. Huang, Kinshuk, D. G. Sampson, & R. Vasiu (Eds.), The 17th IEEE International Conference on Advanced Learning Technologies (ICALT 2017) (pp. 13-15). https://doi.org/10.1109/ICALT.2017.109
Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing Strategies and Learning Experiences. Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 1044-1048). https://doi.org/10.1109/EDUCON.2017.7942977
Stracke, C. M., Kameas, A., Vassiliadis, B., Sgouropoulou, C., Texeira, A. M., Pinto, M., & Vidal, G. (2017). The Quality of Open Online Education: Towards a Reference Framework for MOOCs. Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 1712-1715). https://doi.org/10.1109/EDUCON.2017.7943080
Stracke, C. M., Tan, E., Texeira, A., Pinto, M., Vassiliadis, B., Kameas, A., Sgouropoulou, C., & Vidal, G. (2018). Quality Reference Framework (QRF) for the Quality of Massive Open Online Courses (MOOCs). https://doi.org/10.5281/zenodo.3894573
And all our instruments and practical tools are available for download here.