selected 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. and Ross, J. (2024) Speculative Futures for Higher Education. International Journal of Educational Technology in Higher Education, 21, 39.

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.

Bayne, S. and Ross, J. (2011) ‘Digital native’ and ‘digital immigrant’ discourses: a critique, in Sian Bayne & Ray Land (eds) Digital differences: perspectives on online education, pp. 159-170, Rotterdam: Sense Publishers.

Land, R. and Bayne, S., (eds) (2011) Digital differences: perspectives on online education, Rotterdam: Sense Publishers.

Bayne, S. (2010) Academetron, automaton, phantom: uncanny digital pedagogies. London Review of Education. Vol. 8 (1), pp. 5-13.

Bayne, S., Ross, J., Williamson, Z. (2009) Objects, subjects, bits and bytes: learning from the digital collections of the National Museums, Museum and Society. Vol. 7(2). pp. 110-124.

Hemmi, A, Bayne, S, and Land, R (2009) Imitation or theft? The appropriation and re-purposing of social technologies in higher education, Journal of Computer Assisted Learning. Vol. 25, pp. 19-30.

Bayne, S. (2008) Uncanny spaces for higher education: teaching and learning in virtual worlds. Alt-J, Research in Learning Technology, September 2008, Vol 16, No 3, pp.197-205.

Bayne, S. (2008) Higher education as a visual practice: seeing through the virtual learning environment, Teaching in Higher Education, August 2008, Vol 13, issue 4, pp. 395-410.

Ross, J., Bayne, S. and Williamson, Z., (2008) Reach, Relevance, Relationship and Recontextualisation: The 4 Rs of Inclusive Online Museum Learning The International Journal of the Inclusive Museum, Vol. 1(1), pp. 67-74.

Kreber, C, Klampfeitner, M, McCune, V, Bayne, S and Knottenbelt, M  (2007) What do you mean by “authentic”? A review of the literature on conceptions of authenticity in teaching, Adult Education Quarterly, vol  58, no 1, pp.22-43.

Bayne, S (2006) Temptation, trash and trust: the authorship and authority of digital texts, E-learning, vol 3, issue 1, pp.16-26.

Bayne, S (2006) Networked learning with digital texts, in S Banks et al (eds) Proceedings of the fourth international conference on networked learning. Lancaster: Lancaster University.

Land, R and Bayne S (2006) Issues in cyberspace education, in Maggi Savin-Baden (ed) Problem-based learning online. Buckingham: Open University Press. pp. 14-23.

Bayne, S (2005) Deceit, desire and control: learner identities in cyberspace, in Ray Land and SianBayne (eds) Education in Cyberspace. London: RoutledgeFalmer.

Land, R and Bayne, S (eds.) (2005) Education in Cyberspace. London: RoutledgeFalmer.

Bayne, S (2004) Smoothness and striation in digital learning spaces, E-learning, vol 1, issue 2. pp.302-316.

Bayne, S (2004) Mere jelly: the bodies of networked learners in S Banks et al (eds) Proceedings of the fourth international conference on networked learning. Lancaster University and Sheffield University). pp. 372-379.

Land, R and Bayne, S (2002) Screen or monitor? Surveillance and disciplinary power in online learning environments in Rust, C. (ed) Improving Student Learning using Learning Technology. (Oxford, OCSLD). pp.125-38.