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Cited by

• 2021Exploring Student and Teacher Experiences in Hybrid Learning Environments: Does Presence Matter?190 cited
• 2021Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments160 cited
• 2020Designing for Transition: Supporting Teachers and Students Cope with Emergency Remote Education144 cited
• 2013In medias res: reframing design for learning134 cited
• 2020Design and co‐configuration for hybrid learning: Theorising the practices of learning space design127 cited
• 2018Framing learning entanglement in innovative learning spaces: Connecting theory, design and practice116 cited
• 2017Design, learning networks and service innovation78 cited
• 2019Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity73 cited
• 2022Designing Synchronous Hybrid Learning Spaces: Challenges and Opportunities73 cited
• 2020Space matters: framing the New Zealand learning landscape65 cited
• 2021“Like Pieces in a Puzzle”: Online Sacred Harp Singing During the COVID-19 Pandemic40 cited
• 2020Learning to be an interdisciplinary researcher: incorporating training about dispositional and epistemological differences into graduate student environmental science teams24 cited
• 2016The Methodological Challenge of Networked Learning: (Post)disciplinarity and Critical Emancipation