| Threshold practices: Becoming a student through academic literacies L Gourlay London review of education 7 (2), 2009 | 191 | 2009 |
| ‘Student engagement’and the tyranny of participation L Gourlay Teaching in Higher Education 20 (4), 402-411, 2015 | 164 | 2015 |
| Textual practices in the new media digital landscape: Messing with digital literacies L Gourlay, M Hamilton, MR Lea Research in Learning Technology 21 (4), 2014 | 149 | 2014 |
| Situating pedagogies, positions and practices in immersive virtual worlds M Savin-Baden, L Gourlay, C Tombs, N Steils, G Tombs, M Mawer Educational Research 52 (2), 123-133, 2010 | 142 | 2010 |
| There is no'virtual learning': The materiality of digital education L Gourlay Journal of New Approaches in Educational Research 10 (1), 57-66, 2021 | 127 | 2021 |
| Student engagement in the digital university: Sociomaterial assemblages L Gourlay, M Oliver Routledge, 2018 | 127 | 2018 |
| Teaching excellence in higher education: Critical perspectives L Gourlay, J Stevenson Teaching in Higher Education 22 (4), 391-395, 2017 | 109 | 2017 |
| New lecturers and the myth of ‘communities of practice’ L Gourlay Studies in continuing education 33 (1), 67-77, 2011 | 109 | 2011 |
| The reflection game: Enacting the penitent self B Macfarlane, L Gourlay Teaching in Higher Education 14 (4), 455-459, 2009 | 106 | 2009 |
| Posthuman texts: nonhuman actors, mediators and the digital university L Gourlay Social Semiotics 25 (4), 484-500, 2015 | 79 | 2015 |
| Open education as a ‘heterotopia of desire’ L Gourlay Learning, media and Technology 40 (3), 310-327, 2015 | 77 | 2015 |
| Beyond ‘the social': digital literacies as sociomaterial practice L Gourlay, M Oliver Literacy in the Digital University, 79-94, 2013 | 72 | 2013 |
| Posthumanism and the digital university L Gourlay Bloomsbury Publishing, 2020 | 62 | 2020 |
| Student engagement,‘learnification’and the sociomaterial: Critical perspectives on higher education policy L Gourlay Higher Education Policy 30, 23-34, 2017 | 62 | 2017 |
| Lockdown literacies and semiotic assemblages: academic boundary work in the Covid-19 crisis L Gourlay, A Littlejohn, M Oliver, J Potter Learning, Media and Technology 46 (4), 377-389, 2021 | 60 | 2021 |
| Loss, responsibility, blame? Staff discourses of student plagiarism L Gourlay, J Deane Innovations in Education and Teaching International 49 (1), 19-29, 2012 | 59 | 2012 |
| Networked learning in 2021: A community definition Networked Learning Editorial Collective (NLEC) v. hodgson@ lancaster. ac. uk Postdigital Science and Education 3, 326-369, 2021 | 57 | 2021 |
| Multimodality, visual methodologies and higher education L Gourlay New Approaches to Qualitative Research, 96-104, 2010 | 55 | 2010 |
| International students in the higher education classroom: initial findings from staff at two post‐92 universities in the UK P Barron, LJ Gourlay, P Gannon‐Leary Journal of Further and Higher Education 34 (4), 475-489, 2010 | 48 | 2010 |
| OK, who’s got number one? Permeable triadic dialogue, covert participation and the co-construction of checking episodes L Gourlay Language teaching research 9 (4), 403-422, 2005 | 48 | 2005 |
Martin OliverIOE, UCL's Faculty of Education and Society在 ucl.ac.uk 的电子邮件经过验证
