Publications

Peer-reviewed publications:

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., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2).

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: