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Article

1. Armellini, A., Antunes, V. and Howe, R. (2023) Beliefs and engagement in an institution-wide pedagogic shift. Teaching in Higher Education. 28(6), pp. 1328-1348. 1356-2517.
2. Howe, R., Antunes, V. and Armellini, A. (2021) Academic staff perspectives on an institution-wide shift to Active Blended Learning. Italian Journal of Educational Technology.
3. Armellini, A., Antunes, V. and Howe, R. (2021) Student perspectives on learning experiences in a higher education active blended learning context. TechTrends. 65(4), pp. 433-443. 8756-3894.
4. Padilla Rodriguez, B. C., Armellini, A. and Rodriguez Nieto, M. C. (2020) Learner Engagement, Retention and Success: Why Size Matters in Massive Open Online Courses (MOOCs). Open Learning: The Journal of Open and Distance Learning. 35(1), pp. 46-62. 0268-0513.

Book Section

1. Armellini, A. and Sharpe, R. Designing for learning within an organisational context. In: Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age : Principles and Practices of Design. New York and Abingdon: Routledge. pp. 134-148.

Book

1. Devecchi, C., Turner, S., Armellini, A., Brooks, I., Mellish, B., Petford, N., Taeed, O. and Hadawi Cbe, A. (2017) SER05 Blockchain Educational Passport Blockchain Educational Passport : Decentralised Learning Ledger (DLL).

Thesis

1. Cartwright, N., Armellini, A., Pilkington, A. and Devecchi, C. Dominance and Subordination: A Case study of Race, Identity and Pedagogy in Higher Education. PhD thesis. University of Northampton.