In press:

Ross, J. and Sheail, P. (in press). The ‘campus imaginary’: online students’ experience of the masters dissertation at a distance. Teaching in Higher Education.

Ross, J., Sowton, C., Knox, J. and Speed, C. (in press). Artcasting, mobilities, and inventiveness: engaging with new approaches to arts evaluation. Cultural Heritage Communities: Technologies and Challenges (eds L Ciolfi, A Damala, E Hornecker, M Lechner, L Maye). Routledge.


Collier, A. and Ross, J. (2017). For whom, and for what? Not- yetness and thinking beyond open content. Open Praxis, 9/1.


Ross, J (2016). Speculative method in digital education research. Learning, Media and Technology. Online First, Open Access.

Ross, J. and Collier, A. (2016). Complexity, mess and not-yetness: teaching online with emerging technologies. In G. Veletsianos (ed), Emergence and Innovation in Digital Learning: Foundations and Applications. Athabasca University Press.

Ross, J. and Bayne, S. (2016) Manifesto Redux: making a teaching philosophy from networked learning research. Proceedings of the 10th International Conference on Networked Learning 2016, Edited by: Cranmer S, Dohn NB, de Laat M, Ryberg T & Sime JA.

Knox, J. and Ross, J., (2016). “where does this work belong?” new digital approaches to evaluating engagement with art. Proceedings of the Museums and the Web conference, 2016, Los Angeles.

Sheail, P. and Ross, J. (2016). ‘Hospitality at a distance’: supervisory practices and student experiences of supervision in online Masters dissertations. Proceedings of the 10th International Conference on Networked Learning 2016, Edited by: Cranmer S, Dohn NB, de Laat M, Ryberg T & Sime JA.



Bayne, S., Knox, J. and Ross, J. (2015). Open education: the need for a critical approach. Introduction to special issue – critical approaches to open education. Learning, Media and Technology, 40/3.

Ross, J. and Bayne, S. (editors, 2015) Spotlight Issue: Digital Education at the University of Edinburgh. TechTrends. 59/1.

Bayne, S. and Ross, J. (2015). MOOC Pedagogy. In Massive Open Online Courses: The MOOC Revolution (P. Kim, ed). Routledge.

Fawns, T., Bayne, S., Ross, J. et al., 2015. Socially reconstructing history: the Social History Timestream application. Continuum, online first, pp.1–12.


Ross, J. (2014). Engaging with “webness” in online reflective writing practices. Computers and Composition, 34, 96-109.

Ross, J. (2014). Performing the reflective self: audience awareness in high-stakes reflection. Studies in Higher Education, 39/2.

Ross, J., Sinclair, C., Knox, J., Bayne, S. and Macleod, H. (2014). Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy. Journal of Online Learning and Teaching, 10/1.

Bayne, S. and Ross, J. (2014) The Pedagogy of the MOOC: the UK View. York: Higher Education Academy.


Ross, J., Gallagher, M. and Macleod, H. (2013). Making distance visible: assembling nearness in an online distance learning programme. International Review of Research in Online and Distance Learning, 14/4.

Bayne, S. and Ross, J. (2013) Posthuman literacy in heterotopic space: a pedagogical proposal. In R Goodfellow and M Lea (eds) Literacy in the Digital University. Taylor and Francis.


Knox, J., Bayne, S., Macleod, H., Ross, J. and Sinclair, C. (2012). MOOC pedagogy: the challenges of developing for Coursera. Association for Learning Technology Newsletter, August 2012.

Ross, J. (2012). The spectacle and the placeholder: digital futures for reflective practices in higher education. Proceedings of the 8th International Conference on Networked Learning 2012, eds Hodgson V, Jones C, de Laat M, McConnell D, Ryberg T & Sloep P.

Ross, J. (2012). Just what is being reflected in online reflection?: new literacies for new media learning practices. in L Dirckinck-Holmfeld, V Hodgson, D McConnell (eds), Exploring the Theory, Pedagogy and Practice of Networked Learning. New York: Springer, pp.191-207.


Ross, J., Bayne, S., Macleod, H., & O’Shea, C. (2011). Manifesto for teaching online. University of Edinburgh. Retrieved: 29 February 2012.

Ross, J. (2011). Traces of self: online reflective practices and performances in higher education. Teaching in Higher Education, 16/1.

Bayne, S., & Ross, J. (2011). ‘Digital Native’ and ‘Digital Immigrant’ Discourses: A Critique. In R. Land & S. Bayne (Eds.), Digital difference:  perspectives on online learning. Rotterdam: Sense. pp. 159-170.

Macleod, H., & Ross, J. (2011). Structure, Authority and Other Noncepts: Teaching in Fool-ish Spaces. In R. Land & S. Bayne (Eds.), Digital Difference: Perspectives on Online Learning. Rotterdam: Sense. pp. 15-28.

2010 and earlier

Ross, J. (2010). Was that Infinity or Affinity? Applying Insights from Translation Studies to Qualitative Research Transcription. Forum: Qualitative Social Research, 11/2.

Ross, J., 2009, Review: Making Digital Cutures: Access, Interactivity and Authenticity,

Bayne, S., Ross, J. and Williamson, Z. (2009), Objects, subjects, bits and bytes: learning from the digital collections of the National Museums, Museum and Society 7/2.

Bayne, S., Ross, J., Williamson, Z. (2009) National Museums Online Learning Project final report. V&A/University of Edinburgh.

Macleod, H., Ross, J. and Bayne, S., 2009, Co-creating a programme: the MSc in E-learning at the University of Edinburgh, proceedings from Learners in the Co-creation of Knowledge. Edinburgh: Napier University.

Ross, J., Bayne, S., and Williamson, Z. (2008). Reach, Relevance, Relationship and Recontextualisation: The 4 Rs of Inclusive Online Museum Learning. International Journal of the Inclusive Museum, Vol 1.