Publications 

2025

Rienties, B., Martin, L. and Goshtasbpour, F. (in press). Exploring Physical Activity Levels and Performance Among High-Intensity Transplant Athletes: Insights from the World Transplant Games. Journal of Progress in Transplantation.

Charitonos, K., Littlejohn, Al., Dawadi, S., Vaidy, A., Owusu-Ofori, Goshtasbpour, F. and Giri, S. (under review). Fostering deliberation and action in context: an analysis of implementation research among healthcare professionals in LMICs from a post-digital perspective.  British Journal of Educational Technology. 

Kukulska-Hulme, A., Goshtasbpour, F. and Conde-Gafaro, B. (2025). Communication in Language MOOCs. In Stockwell, G. and Wang, J. Cambridge Handbook of Technology in Language Teaching and Learning. Chapter 11: 179-194 https://www.cambridge.org/us/universitypress/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/cambridge-handbook-technology-language-teaching-and-learning?format=HB&isbn=9781009294805 

2024

Goshtasbpour, F, Cornock, M, Swinnerton, B, Harris, L,Ferguson, R and Scanlon,E. (2024). Open Learning and Learning at Scale: The Legacy of MOOCs. Journal of Interactive Media in Education, 1–8. DOI: https:// doi.org/10.5334/jime.948

Rets, I, Whitelock, D., Edwards, C., Perryman, L. and Goshtasbpour, F. (2024). Energising the energy literacy debate for environmental education: Exploring citizens’ personal interests, knowledge gaps and individual differences. Australian Journal of Environmental Education. 1-18 https://doi.org/10.1017/aee.2024.37 

Ferguson, R., Whitelock, D., Cross, S., Pitt, B. and Goshtasbpour, F. (2024). Capacity Building for Digital Education. Open Learning: The Journal of Open, Distance and e-Learning . https://www.tandfonline.com/doi/full/10.1080/02680513.2024.2317894 

Dawadi, S., Goshtasbpour, F. and Kukulska-Hulme, A. (2024). Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts. Journal of Interactive Media in Education. 

Goshtasbpour, F., Whitelock, D., Cross, S. and Shakeshef, K. ( 2024). The Open University ‘s Reach, Methods and Mission: An Open Response to Supporting International Colleagues in the time of Covid-19. In Xianrui, F. (Ed).  Towards Digital Education: Cutting-Edge Perspectives on Digital Transformation. Beijing, China: Open University of China Press, pp. 36-52

2023

Farrow, R., Coughlan, T., Goshtasbpour, F. and Pitt, B. (2023). Supported Open Learning and Decoloniality: Critical Reflections on Three Case Studies. Education Sciences. 13(11), 1115; https://doi.org/10.3390/educsci13111115

Littlejohn, A., Charitonos, K., Goshtasbpour, F., Dawadi, S., and McMullan, R. (2023). Addressing the persistent disconnect between learning and work: Using a Logic Model to support negotiations of diverse actors during the design of digital learning systems. Learning Letters.

Charitonos, Koula; Littlejohn, Allison; Dawadi, Saraswati; Vaidya, Abhinav; Giri, Santosi; Owusu-Ofori, Alex and Goshtasbpour, Fereshte (2023). Developing Relational Work as a Design Tool in activities with health professionals. In: EARLI2023 Conference, Thessaloniki, Greece.

Goshtasbpour, F., Biard, O., Ferguson, R., Cross, S., Pitt, B. and Whitelock, D. (2023). Digital Education for Universities in Kenya (Skills for Prosperity Kenya Project). [Project report]

Goshtasbpour, F., Pitt, B., Cross, S., Ferguson, R., and Whitelock, D. (2023). Challenges for Innovation and Educational Change in Digital Education in Low-Resourced Settings: A Kenyan Example. EDEN 2023 Annual Conference. National Institute for Digital Learning (NIDL), Dublin City University.

Coughlan, T., Goshtasbpour, F. Mwoma, T., Maoke, M., Tanglang, N., Bonney, S. and Aubery-Smith, F. (2023). Decision making in shifts to online teaching: Analysing reflective narratives from staff working in African higher educational institutions. Trends in Higher Education. https://www.mdpi.com/2813-4346/2/1/8 

2022

Goshtasbpour, F. and Ferguson, R. (2022). High quality professional training using Open Educational Resources (OER). blog post.

Goshtasbpour, F., Ferguson, R., Pitt, B., Cross, S. and Whitelock, D. (2022). Adapting OER: Addressing the Challenges of Reuse When Designing for HE Capacity Development. 21st European Conference on e-Learning - ECEL 2022. https://doi.org/10.34190/ecel.21.1.718  

Jordan, K. and Goshtasbpour, F. (2022). 2012 to 2022: The decade of the MOOC (JIME virtual special collection). Journal of Interactive Media in Education.  http://doi.org/10.5334/jime.757 

Goshtasbpour, F. and Ferguson, R. (2022). Three steps to inclusive and accessible online training. Blog post

Ngatia, D., Kamonjo, F. and Goshtasbpour, F. (2022). The impact of online teaching capacity development programmes on online teaching: A case of University of Kabaianga Kenya. Tenth Pan-Commonwealth Forum on Open Learning conference proceedings. http://oro.open.ac.uk/83127/ 

2021

Goshtasbpour, F., Swinnerton, B. and Pickering, J. (2021). Twelve tips for engaging learners online in discussions. Medical Teacher . https://doi.org/10.1080/0142159X.2021.1898571   

Coughlan, T., Goshtasbpour, F. Mwoma, T., Maoke, M., Tanglang, N., Bonney, S. and Aubery-Smith, F. ( 2021). Digital Decision: Understanding and supporting key choices in online and blended teaching in Sub-Saharan Africa. [Project report]

Coughlan, T., Goshtasbpour, F. Mwoma, T., Maoke, M., Tanglang, N., Bonney, S. Biard, O. (2021). Making digital decisions: A guide to harnessing the potential of online learning and digital technologies  (PDF) (Project website)

Charitonos, K., Littlejohn, A., Dawadi, S., Goshtasbpour, F., Seal, T. , MacQueen, H., and Mcmullan, R. (2021).  Fleming Fund: Tackling Antimicrobial Resistance (AMR). [Project report]

Littlejohn, A., Charitonos, K. Goshtasbpour, F. Dawadi, S. and  Badger,S. Vaidya, A., Giri, S., Owusu-Ofori, A. (2021). Tackling antimicrobial resistance: The AMR surveillance toolkit, a resource for managers, team leads and senior staff in healthcare settings in AMR surveillance networks (Toolkit)

2020

Goshtasbpour, F., Swinnerton, B. and Morris, N. (2020). See who’s talking: exploring instructors’ contributions to Massive Open Online Course. British Journal of Educational Technology. DOI:10.1111/bjet.12787

de Jong,P., Pickering, J.D., Hendriks, R., Swinnerton, B., Goshtasbpour, F., and  Reinders, M. (2019). Twelve Tips for Integrating Massive Open Online Course Content into Classroom Teaching. Medical Teacher. https://doi.org/10.1080/0142159X.2019.1571569

2019

Goshtasbpour, F. (2019) Exploring instructors’ contributions to Massive Open Online Courses. BERA Blog post

Goshtasbpour, F. (2017) Educators’ Participation in MOOCs:  Barriers and Disablers. Westminster Higher Education Forum briefing document (Technology in Higher Education-Data analytics, the learning experience and next steps for MOOCs). http://www.westminsterforumprojects.co.uk/order/tech-in-HE-17.

Goshtasbpour, F. (2019). Exploring Instructor Contributions to Discussions in Massive Open Online Courses (MOOCs). [PhD thesis].

Invited talkes

Goshtasbpour, F. (2024). MOOCs and Dialogue: A great pairing. University of Cambridge, online. 

Goshtasbpour, F. (2024). Building staff capacity for the campus of future: A Kenyan example.  Trends and Training: Digitalisation of University Conference, Online.

Goshtasbpour, F. (2023). Sharing innovation practices around OER: Theory, practice, examples and debates. OER Innovation Network Event 2023. Panel Discussion, Online.

Goshtasbpour, F. (2022). How Our Profession is changing? Association of Learning Technologist Annual Conference 2022. Panel Discussion. University of Manchester, UK.  https://altc.alt.ac.uk/2022live/# 

Goshtasbpour, F. Technology-supported innovative pedagogies. (2022). Nairobi Innovation Week, University of Nairobi, Kenya. 

Kukulska-Hulme, A., Goshtasbpour, F. and Dawadi, S. (2022). Impact of Covid on Equitable Access to Higher Education in Low-income Countries. Computer and Learning Research Group (CALRG) seminars at Open University.

Goshtasbpour, F. (2020) Art-based Digital Research Methods. MRes Arts Programme seminars at University of Lincoln.

Goshtasbpour, F. (2020) Educators and large-scale online teaching: What free-flowing discussions in Massive Open Online Courses (MOOCs) tell us. Computer and Learning Research Group (CALRG) seminars at Open University.

Goshtasbpour, F. (2020) The role of online instructors in facilitating students’ learning. Leeds Institute for Teaching Excellence (LITE), Masterclass’ series at University of Leeds.

Goshtasbpour, F. (2019) Facilitating learning in Massive Open Online Courses (MOOCs): Challenges of scale and openness for educators. TESOL and Language Education seminars at Queen’s University, Belfast.

Goshtasbpour, F. (2018) How do educators facilitate learning of educationally and culturally diverse community of learners in MOOCs? TESOL and Linguistics seminars at Manchester Metropolitan University.

Conference and symposium presentations

Duncan, E., Goshtasbpour, F., Harris, M., Heliot Y.F., Rienties, B., and vanVuuren, L. (2025). FACiliTating Physical Activity for people with long-term health conditions: understanding barriers and enablers for a fit society (FACT-PA) and how (educational) technology might help.  CALRG 48th Annual Conference. Online
Goshtasbpour, F. (2024).  Supporting professional learners at sclae: Skills for Prosperity Kenya. Learning@Scale SIG. Open University, Online.

Goshtasbpour, F. and Jordan, K. (2023). 2012-2022: The decade of MOOC. FutureLearn Academic Network, University of Leeds, Leeds, UK. 

Goshtasbpour, F., Pitt, B., Cross, S., Ferguson, R. and Whitelock, D. (2023). Challenges for Innovation and Educational Change in Low Resourced Settings: A Kenyan Example. EDEN 2023 Annual Conference, Dublin, Ireland.

Goshtasbpour, F. and Pitt, B. (2023). Skills for Prosperity: Using OER to support nationwide change in Kenya. OER 2023, Inverness, Scotland. https://www.slideshare.net/BeckPitt/skills-for-prosperity-using-oer-to-support-nationwide-change-in-kenya 

Goshtasbpour, F. (2023). The achievements and implications of Skills for Prosperity Kenya HE capacity Building Programme. SFPK learning Event, Nairobi, Kenya.

Goshtasbpour, F. Ferguson, R. and Pitt, B. (2022). Adapting OER: Addressing the Challenges of Reuse When Designing for HE Capacity Development. 21st European Conference on eLearning, Briton, UK.

Pitt, B., Goshtasbpour, F. Ferguson, R., Cross, S. and Whitelock, D. (2022). Skills for Prosperity Kenya: Adapting OER for more Sustainable Course Development. EDEN 2022 Research Workshop, Dubrovnik, Croatia. Poster

Goshtasbpour, F. and Pitt, B. (2022). Open learning and OER remix: Delivering a large-scale national professional development programme in Kenya. ALT Annual Conference 2022, The University of Manchester, UK.

Goshtasbpour, F., Pitt, B., Ferguson, R. Cross, R., and Whitelock, D. (2022) Where next? Remixing OER to deliver large-scale national professional development training in Kenya. CALRG, Open University, Online 

Goshtasbpour, F. and Pitt, B. (2022) Skills for Prosperity, Kenya: Repurposing OER to deliver a large-scale national professional development training. OER 22, Online. https://youtu.be/8PIIar_MBLA 

Goshtasbpour, F. (2021) Open University Models: Towards Enhancing Inclusive, Equitable and Quality Higher Education in Kenya. CALRG 2021 Annual Conference, The Open University, Online

Goshtasbpour, F. (2020). Educators and large-scale online teaching. CLARG seminar series, Open University, UK.

Goshtasbpour, F. (2019) Do watercooler conversations with instructors in FutureLearn MOOCs help learning?. FutureLearn Academic Network (FLAN), Leeds, UK.

Goshtasbpour, F. (2019) Why MOOC instructors’ contributions may not foster deep learning. Centre for Research in Digital Education Symposium, Leeds, UK. 

Goshtasbpour, F. (2019) (hybrid) Content Analysis: A reflection on challenges. The 13th Research Students’ education Conference (RSEC 2019), Leeds, UK. 

Goshtasbpour, F. (2018) Educators’ Educators and large-scale teaching: what do free-flowing discussions of Massive Open Online Courses tell us? SRHE Newer & Early Career Researchers Conference, Wales, UK.

Goshtasbpour, F. (2018) Educators’ participation in MOOC discussions and learners’ engagement: what do free-flowing discussions tell us? The FutureLearn Academic Network (FLAN) Annual meeting, London, UK.

Goshtasbpour, F. (2018) Educators' participation in Massive Open Online Courses (MOOC)? The White Rose DTP 7th Annual Conference, York, UK. [Winner of the best presentation for Education, Childhood and Youth path way]

Goshtasbpour, F. (2018) Can twelve educators engage 20,000 learners online? The 12th Research Students’ education Conference (RSEC 2018), Leeds, UK. http://www.education.leeds.ac.uk/assets/files/RSEC-2018-booklet.pdf 

Goshtasbpour, F. (2017) What characterises Educators’ Participation in MOOC Discussions? The 8th International Conference on Distance Learning and Education (ICDLE 2017), Barcelona, Spain. http://www.icdle.org/December%20Barcelona%20Abstract.pdf [Winner of the best presentation]

Goshtasbpour, F. (2017) Educators’ Engagement with MOOC Discussions. The 38th Annual Computer and Learning Research Group (CALRG) Conference, Open University.  http://cloudworks.ac.uk/cloud/view/10511

Goshtasbpour, F. (2017) What Does Educators’ Engagement with MOOC Discussions Look Like? Digital Learning Research Symposium, University of Leeds.

Goshtasbpour, F. (2016) Teaching Practices in Massive Open Online Courses (MOOCs): The Case of Educators’ Interventions in Discussions. Making an Impact: Postgraduate Research Conference, University of Leeds.

Goshtasbpour, F. (2016) Teaching Practices in Massive Open Online Courses (MOOCs): A Reflection on Research Design. 10th Research Students’ Education Conference (RSEC), University of Leeds.

Goshtasbpour, F. (2014) The Challenges of Designing an Online MA Course. MMU Online Distance Learning Think Tank, Manchester Metropolitan University.