Carvalho, L. & Goodyear, P. (under review) Design, learning networks and service innovation, Design Studies.
Muñoz-Cristóbal, J., Hernández-Leo, D., Carvalho, L., Thompson, K., Wardak, D., Martinez-Maldonado, R., & Goodyear, P. (under review). Artefacts in the design landscape: a four-dimensional framework for mapping the evolution of artefacts in the learning design process. Computers & Education.
Markauskaite, L., Bachfischer, A., Kali, Y., & Goodyear, P. (under review). Knowledge and knowing in collaborative eLearning design teams in higher education: Some insights into what TPACK does not tell us. Computers & Education.
Martinez-Maldonado, R., Goodyear, P., Carvalho, L., Thompson, K., Hernandez-Leo, D., Dimitriadis, Y., Prieto, L., Wardak, D. (under review). Supporting collaborative design activity in a multi-user digital design ecology Computers in Human Behavior.
Ellis, R & Goodyear, P (2016) Models of learning space: integrating research on space, place and learning in higher education, Review of Education (43pp, 20,000 words), published online 10-2-16. doi: 10.1002/rev3.3056
Janssen, A., Shaw, T., Goodyear, P., Kerfoot, B., & Bryce, D. (2015). A little healthy competition: using mixed methods to pilot a team-based digital game for boosting medical student engagement with anatomy and histology content. BMC Medical Education, 15(173). doi:10.1186/s12909-015-0455-6
Goodyear, P (2015) Teaching as design, HERDSA Review of Higher Education, 2, 27-50. http://www.herdsa.org.au/wp-content/uploads/HERDSARHE2015v02p27.pdf
Hinton, T., Yeoman, P., Carvalho, L., Parisio, M., Day, M., Byrne, S., Bell, A., Donohoe, K., Radford, J., Tregloan, P., Poronnik, P. & Goodyear, P. (2014) Participating in the communication of science: Identifying relationships between laboratory space designs and students’ activities. International Journal of Innovation in Science and Mathematics Education. 22 (5) 30-42.
Markauskaite, L & Goodyear, P (2014) Tapping into the mental resources of teachers’ working knowledge: Insights into the generative power of intuitive pedagogy, Learning, Culture and Social Interaction. 3 (4) 237-251 http://dx.doi.org/10.1016/j.lcsi.2014.01.001
Goodyear, P (2013) Strategic capacity building for Australian educational research: creating spaces for action, The Australian Educational Researcher, 40 (4) 415-424.
Goodyear, P & Dimitriadis, Y (2013) In medias res: reframing design for learning, Research in Learning Technology, 21. 19909 – http://dx.doi.org/10.3402/rlt.v21i0.19909
Dimitriadis, Y & Goodyear, P (2013) Forward-oriented design for learning: Illustrating the approach, Research in Learning Technology, 20290 – http://dx.doi.org/10.3402/rlt.v21i0.20290
Thompson, K., Ashe, D., Carvalho, L., Goodyear, P., Kelly, N. & Parisio, M. (2013) Processing and visualizing data in complex learning environments. American Behavioral Scientist. 57 (10), 1400-1419. Doi 1177/0002764213479368
Aditomo, A., Goodyear, P., Bliuc, A-M, Ellis, R. (2013) Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations, Studies in Higher Education 38 (9), 1239-1258.
Bliuc, A-M, Ellis, R.A. & Goodyear, P (2012) Student experiences of engaged enquiry in pharmacy education – digital natives or something else? Higher Education. 64 (5), 609-626.
Bliuc, A-M, Casey, G, Bachfischer, A, Goodyear, P & Ellis, R (2012) Blended learning in vocational education: teachers’ conceptions of blended learning and their approaches to teaching and design, The Australian Educational Researcher, 39 (2) 237-257
Ellis, R, Goodyear, P, Bliuc, A-M & Ellis, M (2011) High school students’ experiences of learning through research on the Internet, Journal of Computer Assisted Learning 27 (6) 503-515
Bliuc, A-M, Ellis, R, Goodyear, P & Muntele Hendres, D (2011) Understanding student learning in context: the role of university students’ social identity in predicting approaches to learning, European Journal of Psychology of Education 23(3) 417-433.
Bliuc, A.-M., Ellis, R.A., & Goodyear, P. (2011) The role of social identification as university student in learning: relationships between students’ social identity, approaches to learning, and academic achievement. Educational Psychology, 31 (5), 559-574.
Kali, Y, Goodyear, P & Markauskaite, L (2011) Researching design practices and design cognition: contexts, concretisation and pedagogical knowledge-in-pieces, Learning, Media & Technology 36 (2) 129-149 [to be reprinted in Shirley Agostinho, Sue Bennett, Lori Lockyer and Barry Harper (eds) The Future of Learning Design. Routledge, London, 2013]
Bliuc, A-M, Ellis, R, Goodyear, P & Piggott, L (2011) A blended learning approach to teaching foreign policy: student experiences of learning through face-to-face and online discussion and their relationship to academic performance, Computers & Education 56 (3) 856-864.
Bliuc, A-M, Ellis, R, Goodyear, P & Piggott, L (2010) Learning through face-to-face and on-line discussions: associations between students’ conceptions, approaches and academic performance in political science, British Journal of Educational Technology, 41 (3), 512-525
Ellis, R, Goodyear, P, Brillant, M & Prosser, M (2008) Student experiences of problem-based learning in pharmacy: conceptions of learning, approaches to learning and the integration of face-to-face and on-line activities, Advances in Health Sciences Education (13), 675-692. doi:10.1007/s10459-007-9073-3
Goodyear, P & Ellis, R (2008) University students’ approaches to learning: re-thinking the place of technology, Distance Education, 29(2) 141-152 (special issue guest edited by J Michael Spector & M David Merrill)
Ellis, R, Goodyear, P, Prosser, M, Calvo, R (2008) Engineering students’ conceptions of and approaches to learning through discussions in face-to-face and online contexts, Learning and Instruction 18(3) 267-282.
Goodyear, P & Zenios, M (2007) Discussion, collaborative knowledge work and epistemic fluency, British Journal of Educational Studies (55,4) 351-368.
Bliuc, A-M, Goodyear, P & Ellis, R (2007) Research focus and methodological choices in studies into students’ experiences of blended learning in higher education, The Internet and Higher Education (10), 231-244.
Ellis, R, Goodyear, P, Prosser, M, O’Hara, A (2007) The university student experience of face-to-face and on-line discussions: coherence, reflection and meaning, Journal of the Association for Learning Technology (15,1) 83-97.
Goodyear, P, de Laat, M & Lally, V (2006) Using pattern languages to mediate theory-praxis conversations in design for networked learning, Journal of the Association for Learning Technology (14,3) 211-223
McAndrew, P., Goodyear, P. & Dalziel, J. (2006) Patterns, designs and activities: unifying descriptions of learning structures, International Journal of Learning Technology, (2, 2), 216-242
Ellis, R, Goodyear, P, Prosser, M, O’Hara, A (2006) How and what university students learn through online and face-to-face discussions: conceptions, intentions and approaches. Journal of Computer Assisted Learning (22) 244-256
Goodyear, P (2006) Technology and the articulation of vocational and academic interests: reflections on time, space and e-learning, Studies in Continuing Education, 28(2), 83-98.
Armstrong, D & Goodyear, P (2006) Implications of external research quality assessment for local research leadership: learning from the UK RAE experience, Review of Australian Research in Education (6) 19-41.
Goodyear, P, Jones, C, Asensio, M, Hodgson, V & Steeples, C (2005) Networked learning in higher education: students’ expectations and experiences, Higher Education (50), 473-508.
Goodyear, P (2005) Educational design and networked learning: patterns, pattern languages and design practice, Australian Journal of Educational Technology (21,1) 82-101
Zenios, M., Goodyear, P., & Jones, C. (2004). Researching the impact of the networked information environment on learning and teaching. Computers & Education, 43, 205-213.
Goodyear, P., Asensio, M., Jones, C, Hodgson, V & Steeples, C (2003) Relationships between conceptions of learning, approaches to study and students’ judgements about the value of their experiences of networked learning, Journal of the Association for Learning Technology, (11), 1, 17-27
Goodyear, P, Salmon, G, Spector, M, Steeples, C, Tickner, S (2001) Competences for online teaching, Educational Technology Research & Development, (49,1) 65-72
Jones, C, Asensio, M, Goodyear, P (2000) Networked learning in higher education: practitioners’ perspectives, Journal of the Association for Learning Technology (8,2) 18-28
Sgouropoulou, C., Koutoumanos, A., Goodyear, P., Skordalakis, E (2000) Acquiring working knowledge with asynchronous multimedia conferencing, Educational Technology and Society (3,3) 105-111.
Goodyear, P (1999) Seeing learning as work: implications for understanding and improving analysis and design, Journal of Courseware Engineering (2) 3-11
Steeples, C & Goodyear, P (1999) Enabling professional learning in distributed communities of practice: descriptors for multimedia objects, Journal of Network and Computer Applications (22) 133-145
Goodyear, P (1999) Pedagogical frameworks and action research in open and distance learning, European Journal of Open and Distance Learning, (June) http://www1.nks.no/eurodl/ (ISSN 1027-5207)
Goodyear, P & Steeples, C (1999) Asynchronous multimedia conferencing in continuing professional development: issues in the representation of practice through user-created videoclips, Distance Education (20, 1) 31-48
Goodyear, P & Steeples, C (1998) Creating shareable representations of practice, Journal of the Association for Learning Technology (6,3) 16-23
Steeples, C, Unsworth, C, Bryson, M, Goodyear, P, Riding, P, Fowell, S, Levy, P & Duffy, C. (1996) Technological support for teaching and learning: computer mediated communications in higher education, Computers & Education (26) 71-80
Goodyear, P. (1996) Asynchronous peer interaction in distance education: the evolution of goals, practices and technology, Training Research Journal (1) 71-102
Goodyear, P. (1995) Situated action and distributed knowledge: a JITOL perspective on electronic performance support systems, Educational and Training Technology International, (32,1) 45-55
Goodyear, P. (1994) Telematics, Flexible and Distance Learning in Postgraduate Education, CTISS File (Journal of the Computers in Teaching Initiative Support Service) (17)
Steeples, C., Goodyear, P. & Mellar, H. (1994) Flexible learning in higher education: the use of computer mediated communications, Computers & Education (22) 83-90
Goodyear, P & Steeples, C. (1992) IT-based open learning: tasks and tools, Journal of Computer Assisted Learning (8), 163-176.
Goodyear, P. (1991) A knowledge-based approach to supporting the use of simulation programs, Computers & Education, (16,1) 99-103
Goodyear, P., Njoo, M., Hijne, H. & van Berkum, J. (1991) Learning processes, learner attributes and simulations, Education and Computing (6,3) 263-304.
Goodyear, P. (1989) Development of learning technology at the European level, Educational and Training Technology International (26,4) 335-341.
Goodyear, P., (1987) Clear, foggy and black boxes: towards an adaptable environment for novice programmers, Aspects of Educational Technology (20) 170-174.
Goodyear, P., (1987) Sources of difficulty in assessing the cognitive consequences of learning to program, Journal of Computer Assisted Learning, (3,4) 214-223.
Goodyear, P., (1985) Computer assisted learning, computer-based guidance and the teaching of educational research methods, British Educational Research Journal, (11,3), 291-300.
Goodyear, P., (1983) Literacy, numeracy and computer literacy, Journal of Further and Higher Education (7,2), 37-43.
Goodyear, P., (1980) Social comparisons, reference groups and dissent in Northern Ireland, Antipode (12,1) pp111-5.
Goodyear, P., and Eastwood, D. (1979) Regional development policy and spatial equity in Northern Ireland, Economic and Social Review (10,4), pp321-340.
Goodyear, P., and Eastwood, D. (1978) Spatial variations in level of living in Northern Ireland in 1971, Irish Geographer, (11), pp54-67.