| Postdigital science and education P Jandrić, J Knox, T Besley, T Ryberg, J Suoranta, S Hayes Educational philosophy and theory 50 (10), 893-899, 2018 | 397 | 2018 |
| Teacher experiences and academic identity: The missing components of MOOC pedagogy J Ross, C Sinclair, J Knox, S Bayne, H Macleod MERLOT Journal of Online Learning and Teaching 10 (1), 57-69, 2014 | 309 | 2014 |
| Digital culture clash:“massive” education in the E-learning and Digital Cultures MOOC J Knox Distance Education 35 (2), 164-177, 2014 | 255 | 2014 |
| Five critiques of the open educational resources movement J Knox Teaching in Higher Education 18 (8), 821-832, 2013 | 175 | 2013 |
| What’s next for Ed-Tech? Critical hopes and concerns for the 2020s N Selwyn, T Hillman, R Eynon, G Ferreira, J Knox, F Macgilchrist, ... Learning, Media and Technology 45 (1), 1-6, 2020 | 154 | 2020 |
| Postdigital dialogue P Jandrić, T Ryberg, J Knox, N Lacković, S Hayes, J Suoranta, M Smith, ... Postdigital science and education 1, 163-189, 2019 | 135 | 2019 |
| What does the ‘postdigital’mean for education? Three critical perspectives on the digital, with implications for educational research and practice J Knox Postdigital Science and Education 1 (2), 357-370, 2019 | 125 | 2019 |
| The limitations of access alone: Moving towards open processes in education technology J Knox Open Praxis 5 (1), 21-29, 2013 | 125 | 2013 |
| Machine behaviourism: Future visions of ‘learnification’and ‘datafication’across humans and digital technologies J Knox, B Williamson, S Bayne Learning, Media and Technology 45 (1), 31-45, 2020 | 119 | 2020 |
| The manifesto for teaching online S Bayne, P Evans, R Ewins, J Knox, J Lamb MIT Press, 2020 | 108 | 2020 |
| Artificial intelligence and education in China J Knox Learning, Media and Technology 45 (3), 298-311, 2020 | 88 | 2020 |
| Posthumanism and the massive open online course: Contaminating the subject of global education J Knox Routledge, 2016 | 74 | 2016 |
| MOOC Pedagogy: the challenges of developing for Coursera J Knox, S Bayne, J Ross, H Macleod, C Sinclair Association for Learning Technology (ALT) Online Newsletter, 2012 | 68 | 2012 |
| Open education: The need for a critical approach S Bayne, J Knox, J Ross Learning, Media and Technology 40 (3), 247-250, 2015 | 67 | 2015 |
| Posthumanism and the MOOC: opening the subject of digital education J Knox Studies in Philosophy and Education 35, 305-320, 2016 | 59 | 2016 |
| Data power in education: Exploring critical awareness with the “Learning Analytics Report Card” J Knox Television & New Media 18 (8), 734-752, 2017 | 36 | 2017 |
| Beyond the “c” and the “x”: Learning with algorithms in massive open online courses (MOOCs) J Knox International review of Education 64, 161-178, 2018 | 28 | 2018 |
| Networked learning in 2021: a community definition Networked Learning Editorial Collective (NLEC) v. hodgson@ lancaster. ac. uk Postdigital Science and Education 3, 326-369, 2021 | 26 | 2021 |
| Critical education and digital cultures J Knox Encyclopedia of educational philosophy and theory, 1-6, 2015 | 25 | 2015 |
| Multimodal profusion in the literacies of the Massive Open Online Course J Knox, S Bayne Research in Learning Technology 21, 2013 | 24 | 2013 |
Jen RossUniversity of EdinburghVerified email at ed.ac.uk
