Prof. Dr. Albert Sangra

UNESCO Chair in Education and Technology for Social Change
Universitat Oberta
Catalunya, Spain

Career, Research Areas, and Projects

Albert Sangrà, Ph.D. is Professor and researcher at the Open University of Catalonia, Department of Psychology and Education. Member of the founder team of this university (1994-95), where he served as Director, Methodology and Educational Innovation until 2004, being in charge of the educational model of the university; Director of the M.Sc. program in Education and ICT (elearning) (2006-2012), and Director of the eLearn Center (2012-2014). He has worked as a consultant and trainer in several online and blended learning projects in Europe, America, Asia, and Australia, focusing on implementation strategies for the use of technology in teaching and learning and its quality. Former Vice-president, European Foundation of Quality on E-Learning (EFQUEL), and member of the Executive Committee of EDEN (2003- 2009). Senior EDEN Fellow (2015), and recipient of the 2015 Award for Excellence in eLearning awarded by the World Education Congress. Albert

Sangrà, Ph.D., is the director for the UNESCO Chair in Education and Technology for Social Change. He is also currently the director for the Industrial Doctorates Programme at the Government of Catalonia (Generalitat de Catalunya).

Selected Publications

  • Bozkurt, A., Koseoglu, S., & Singh, L. (2019). An analysis of peer-reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere. Australasian Journal of Educational Technology, 35(4), 78-97. DOI:
  • Bozkurt, A., & Akbulut, Y. (2019). Dropout patterns and cultural context in online networked learning spaces. Open Praxis,11(1), 41-54. DOI:
  • Koseoglu, S., & Bozkurt, A. (2018). An exploratory literature review on open educational practices. Distance Education, 39(4), 441–461. DOI:
  • Bozkurt, A., & Keefer, J. (2018). Participatory learning culture and community formation in connectivist MOOCs. Interactive Learning Environments, 26(6), 776-788. DOI:
  • Bozkurt, A., Kilgore, W., & Crosslin, M. (2018). Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience. Australasian Journal of Educational Technology, 34(3), 39-59. DOI:
  • Bozkurt, A., Akgün-Özbek, E., & Zawacki-Richter, O. (2017). Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015). International Review of Research in Open and Distributed Learning, 18(5), 118-147. DOI:
  • Honeychurch, S., Bozkurt, A., Singh, L., & Koutropoulos, A. (2017). Learners on the periphery: Lurkers as invisible Learners. The European Journal of Open, Distance and E-Learning (EURODL), 20(1), 191-211. DOI:
  • Bozkurt, A., Honeychurch, S., Caines, A., Maha, B., Koutropoulos, A., & Cormier, D. (2016). Community Tracking in a cMOOC and Nomadic Learner Behaviour Identification on a Connectivist Rhizomatic Learning Network. The Turkish Online Journal of Distance Education (TOJDE), 17(4). 4-30. DOI:
  • Bozkurt, A., Akgun-Ozbek, E., Onrat-Yilmazer, S., Erdogdu, E., Ucar, H., Guler, E., Sezgin, S., Karadeniz, A., Sen, N., Goksel-Canbek, N., Dincer, G. D., Ari, S., & Aydin, C. H. (2015). Trends in Distance Education Research: A Content Analysis of Journals 2009-2013. International Review of Research in Open and Distributed Learning, 16(1), 330-363. DOI:
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