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Social Sciences and Humanities

D-Index
48
Citations
9151
World Ranking
3163
National Ranking
1529

Overview

George Veletsianos is affiliated with the University of Minnesota in the United States. Their research spans multiple disciplines, primarily within the social sciences and computer science. The main fields of study in their work include social sciences with 66 publications and computer science with 33 publications. Subfields covered are sociology and political science, education, clinical psychology, information systems, and computer science applications.

Their research topics address contemporary issues including COVID-19 and mental health, misinformation and its impacts, digital education and society, online learning and analytics, hate speech and cyberbullying detection, higher education practices and engagement, as well as open education and e-learning.

Frequent co-authors collaborating on various research projects include Shandell Houlden, Jaigris Hodson, Nicole Johnson, Chandell Gosse, and Christiani P. Thompson.

Veletsianos has published extensively in several academic venues. The most frequent publication venues were:

  • Learning Media and Technology
  • Postdigital Science and Education
  • Distance Education
  • TechTrends
  • The Open/Technology in Education Society and Scholarship Association Journal

Recent papers authored or co-authored by Veletsianos include:

  • U.S. Faculty and Administrators' Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic, 2020, Online Learning
  • Elements of Open Education: An Invitation to Future Research, 2020, The International Review of Research in Open and Distributed Learning
  • Never-ending repetitiveness, sadness, loss, and "juggling with a blindfold on:" Lived experiences of Canadian college and university faculty members during the COVID-19 pandemic, 2021, British Journal of Educational Technology
  • Radical Flexibility and Relationality as Responses to Education in Times of Crisis, 2020, Postdigital Science and Education
  • The problem with flexible learning: neoliberalism, freedom, and learner subjectivities, 2020, Learning Media and Technology

They have authored books published by notable publishers such as Johns Hopkins University Press and Commonwealth of Learning (COL) eBooks. Titles include Learning Online (2020) and Making Digital Assessment Count: Designing for Engagement, Integrity and Authenticity (2022).

Best Publications

  • U.S. faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic

    Nicole Johnson;George Veletsianos;Jeff Seaman

  • Higher education scholars' participation and practices on Twitter

    G. Veletsianos

  • A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015

    George Veletsianos;Peter Shepherdson

  • Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development

    Aaron Doering;George Veletsianos;Cassandra Scharber;Charles Miller

  • Online social networks as formal learning environments: Learner experiences and activities

    George Veletsianos;Cesar C. Navarrete

  • Emerging Technologies in Distance Education

    George Veletsianos

  • Networked Participatory Scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks

    George Veletsianos;Royce Kimmons

  • Scholars and faculty members' lived experiences in online social networks

    George Veletsianos;Royce Kimmons

  • Digging deeper into learners' experiences in MOOCs: Participation in social networks outside of MOOCs, notetaking and contexts surrounding content consumption

    George Veletsianos;Amy Collier;Emily Schneider

  • Assumptions and Challenges of Open Scholarship

    George Veletsianos;Royce Kimmons

  • Open practices and identity: Evidence from researchers and educators' social media participation

    George Veletsianos

  • Scholars in an increasingly open and digital world: How do education professors and students use Twitter?

    George Veletsianos;Royce Kimmons

  • An Investigation of the Use of Real-Time, Authentic Geospatial Data in the K-12 Classroom.

    Aaron H Doering;George Veletsianos

  • Instructor experiences with a social networking site in a higher education setting: expectations, frustrations, appropriation, and compartmentalization

    George Veletsianos;Royce Kimmons;Karen D. French

  • The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation

    Royce Kimmons;George Veletsianos

  • Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame

    George Veletsianos;Shandell Houlden;Jaigris Hodson;Chandell Gosse

  • Contextually relevant pedagogical agents: Visual appearance, stereotypes, and first impressions and their impact on learning

    George Veletsianos

  • Hybrid Online Education: Identifying Integration Models Using Adventure Learning

    Aaron Doering;George Veletsianos

  • Institutional Uses of Twitter in U.S. Higher Education

    Royce Kimmons;George Veletsianos;Scott Woodward

  • GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge

    Aaron Doering;Cassandra Scharber;Charles Miller;George Veletsianos

  • Emergence and Innovation in Digital Learning: Foundations and Applications

    George Veletsianos

Frequent Co-Authors

Jan U.H. Eitel
Jan U.H. Eitel University of Idaho
Nathan C. Hall
Nathan C. Hall McGill University
Matthew J. Koehler
Matthew J. Koehler Michigan State University
Curtis J. Bonk
Curtis J. Bonk Indiana University

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