recent publications

Please see my page on the Edinburgh Research Explorer for the full list.

If you can’t find something of mine you need, please email or DM me.

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Bayne, S. (2023) Digital Education Utopia. Learning, Media and Technology (e-pub ahead of print).

Bayne S., Gallagher M. (2021) Near Future Teaching: Practice, policy and digital education futures. Policy Futures in Education, 19(5), 607-625.

Bayne, S., Evans, P.,  Ewins, R., Knox, J., Lamb, J., Macleod, H., O’Shea, C., Ross, J., Sheail, P. and Sinclair, C. (September 2020) The Manifesto for Teaching Online. Cambridge: MIT Press.

Williamson, B., Bayne, S. and Shay, S. (2020) The datafication of teaching in higher education: critical issues and perspectives. Teaching in Higher Education, 25(4), 351-365.

Knox, J., Williamson, B. and Bayne, S. (2020), Machine behaviourism: Future visions of ‘learnification’ and ‘datafication’ across humans and digital technologies. Learning, Media and Technology, 45(1), 31-45.

Ross, J., Bayne, S. and Lamb, J. (2019) 2. Critical approaches to valuing digital education: learning with and from the Manifesto for Teaching Online. Digital Culture and Education. 11(1). [open access]

Bayne, S., Connelly, L., Osborne, N., Tobin, R., Grover, C., Beswick, E. & Rouhani, L. (2019) The social value of anonymity on campus: A study of the decline of Yik Yak. Learning, Media and Technology, 44(2), 92-107. [open access]

Bayne, S. (2018) Robotmaestro: Intervenciones en enseñanza automatizada. Apertura, 10(2), 140-154.

Bayne, S. (2018), Posthumanism: A navigation aid for educators. on_education: Journal for Research and Debate. 2(1), 1-7. [open access]

Bayne, S. and Jandric, P. (2017) From anthropocentric humanism to critical posthumanism in digital education. Knowledge Cultures, 5(2), 197-216.

Gallagher, M., Lamb, J. & Bayne, S. (2016) The sonic spaces of online, distance learners. In Place-based Spaces for Networked Learning. Carvalho, L., Goodyear, P. & de Laat, M. (eds.). Oxford: Taylor & Francis

Bayne S.  (2016)  Posthumanism and research in digital education. SAGE Handbook of E-learning Research. London: SAGE. pp.82-100.

Bayne, S., Knox, J. and Ross, J. (2015) Editorial: Open education – the need for a critical approach. Learning, Media and Technology, 30(3), 247-250. [open access]

Bayne, S. (2015) Introduction: MOOC Futures, in The Europa World of Learning 2016, Sian Bayne (ed). Abingdon: Routledge. [open access]

Bayne, S. (2015) Teacherbot: interventions in automated teaching. Teaching in Higher Education, 20(4), 455-467. [open access]

Bayne, S. (2014) What’s the matter with ‘Technology Enhanced Learning’? Learning, Media and Technology. 40(1), 5-20.

Knox, J. and Bayne, S. (2014) Multimodal Profusion in the Literacies of the Massive Open Online Course. Research in Learning Technology, 21, 21422. [open access]

Bayne, S. and Ross, J. (2014) The pedagogy of the Massive Open Online Course: the UK view. Report for the UK Higher Education Academy.AdvanceHE. [open access]

Bayne, S., Gallagher, M. and Lamb, J. (2013) Being ‘at’ University: the social topologies of distance students. Higher Education. 67(5), 569-583.

Bayne, S. and Ross, J. (2013) Posthuman literacy in heterotopic space: a pedagogic proposal, Literacy in the Digital University. Robin Goodfellow and Mary Lea (eds). London: Routledge, 95-110.