Publications

Peer-reviewed publications:

Cronin, C., & MacLaren, I. (In press). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2).

Cronin, C. (In press). Why constructivist grounded theory? …and the importance of researcher reflexivity. In S. B. Merriam & R. Grenier (Eds.), Qualitative Research in Practice: Examples for Discussion and Analysis (2nd ed.). Jossey Bass-Wiley.

Cronin, C. (2018). Balancing privacy and openness, using a lens of contextual integrity. 11th International Conference on Networked Learning. Zagreb, Croatia (May 14-16).

Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning, 18(5). http://dx.doi.org/10.19173/irrodl.v18i5.3096.

Cronin, C. (2016). Open, connected and networked learning: Bridging the formal/informal learning divide in higher education. In S. Cranmer, M. de Laat, T. Ryberg, & J.A. Sime (Eds.), Proceedings of the 10th International Conference on Networked Learning. University of Lancaster.

Cronin, C., Cochrane, T., & Gordon, A. (2016). Nurturing global collaboration and networked learning in higher educationResearch in Learning Technology, 24(1). http://dx.doi.org/10.3402/rlt.v24.26497

Cronin, C. (2014). Networked learning and identity development in open online spaces. In S. Bayne, C. Jones, M. de Laat, T. Ryberg, & C. Sinclair (Eds.), Proceedings of the 9th International Conference on Networked Learning. University of Edinburgh.

Cochrane, T., Buchem, I., Camacho, M., Cronin, C., Gordon, A., & Keegan, H. (2013). Building global learning communities. Research in Learning Technology, 21(1). http://dx.doi.org/10.3402/rlt.v21i0.21955

Cronin, C., & Roger, A. (1999). Theorizing progress: Women in science, engineering, and technology in higher education. Journal of Research in Science Teaching, 36(6), 637-661.

Cronin, C., Foster, M., & Lister, E. (1999). SET for the future: Working towards inclusive science, engineering and technology curricula in higher education. Studies in Higher Education, 24(2), 165-182.

Roger, A., Cronin, C., Duffield, J., Cooper, M., & Watt, S. (1998). Winning women in science, engineering and technology in higher education in Scotland: Some epistemological and pedagogical questions. European Education, 30(4), 82-100.

PhD dissertation:

Cronin. C. (2018). Openness and praxis: A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education (doctoral thesis). National University of Ireland, Galway.

Other publications:

Cronin, C. (2017). Open Education, Open Questions. EDUCAUSE Review, 23 October.

Castañeda, L., Cosgrave, M., Marin, V., & Cronin, C. (2016). Personal Learning Environments: PLE Conference 2015 Special Issue. Guest Editorial. Digital Education Review, 29.

Cronin, C. (2014). Foreword. In D. Hopkins (Ed.), The Really Useful #EdTechBook. Warwick: CreateSpace.

Cronin, C. (2013). Foreword. In C. Fowley, C. English, & S. Thouesny (Eds.), 2013 Internet Research, Theory, and Practice: Perspectives from Ireland. Dublin: Research-publishing.net.

Cronin, C., Cooper, M., & Roger, A. (1997). Participation Guide: Women in science, engineering and technology in higher education. Scottish Higher Education Funding Council.

See also: