• In addition to the abstract references, the following have also influenced my thinking:

    Learning theories and design framworks
    Anderson, T. (2003). ‘Getting the Mix Right Again: An updated and
    theoretical rationale for interaction’, International Review of Research in Open and Distance Learning, 4(2).

    Engeström, Y. (2001). ‘Expansive Learning at Work: toward an activity theoretical reconceptualization’, Journal of Education and Work, 14(1), 133-156.

    Laurillard, D. (2012). Teaching as a Design Science. Abingdon: Routledge. (Specifically types of learner intervention.)

    Young, C. and Perović, N. (2015). ABC Learning Design. UCL.

    Open/online courses
    Conole, G. (2015). ‘Designing effective MOOCs’, Educational Media International, 52(4), 239-252. (Specifically study guide suggestion.)

    DeBoer, J., Ho, A. D., Stump, G. S. and Breslow, L. (2014). ‘Changing “Course”: Reconceptualizing Educational Variables for Massive Open Online Courses”, Educational Researcher, 42(2), 74-84.

    Swinnerton, B., Hotchkiss, S. and Morris, N. P. (2017). Comments in MOOCs: who is doing the talking and does it help?, Journal of Computer Assisted Learning, 33, 51-64.

    Teacher/professional development
    Department for Education (2016). Standards for teachers’ professional development: implementation guidance for school leaders, teachers and organisations that offer professional development for teachers.

    Guskey, T.R. (2002). ‘Professional development and teacher change’, Teachers and Teaching: theory and practice, 8(3/4).

    Laurillard, D. (2016). ‘The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students’, Research in Learning Technology, 24(1).

    Louws, M. L., Meirink, J. A., Van Veen, K., and Van Driel, J. H. (2017). ‘Teachers’ self-directed learning and teaching experience: what, how and why teachers want to learn’, Teaching and Teacher Education, 66, 171-183.