Dr Nina Hood

BA, First Class Hons, (London); MA (NYU); GradDip (Sec); MSc distinction (Oxford); DPhil (Oxford)


Nina's research is focused on the role that digital technologies can play in supporting and enhancing education. She is particularly interested in the roles digital technologies can play in professional learning and supporting knowledge mobilisation. 

Nina has a background as a secondary teacher in New Zealand. Prior to starting at Auckland University she was a member of the Learning and New Technologies Research Group at the University of Oxford, where she undertook her doctoral work exploring how teachers engaged in online knowledge sharing opportunities. 

Alongside her work in online knowledge mobilisation, Nina has also undertaken research projects on open education resources (OER) and Massive Open Online Courses (MOOCs).



Research | Current

Nina is currently continuing her work on how technology can be used to support teacher learning and knowledge mobilisation. 

Other research projects:

- Evaluation of the Masters of Teaching programmes at the University of Auckland

- Commonwealth of Learning project evaluating quality in MOOCs and creating guidelines for quality in MOOCs

- European Commission funded ExplOERer Project, focused on supporting the re-use of OER in higher education (http://www.exploerer.gu.se/about/) 

Teaching | Current

Research Methods

Accelerating Learning

Areas of expertise

Teacher Learning

Knowledge Mobilisation

Digital technologies


Selected publications and creative works (Research Outputs)

  • Hood, N. E., & Littlejohn, A. (2017). Knowledge typologies for professional learning: Educators’ (re)generation of knowledge when learning open educational practice. Educational Technology Research and Development, 1583-1604. 10.1007/s11423-017-9536-z
  • Littlejohn, A., & Hood, N. (2017). How educators build knowledge and expand their practice: The case of open education resources. British Journal of Educational Technology, 48 (2), 499-510. 10.1111/bjet.12438
  • Hood, N. E. (2017). Conceptualising online knowledge sharing: What teachers’ perceptions can tell us. Technology, Pedagogy and Education, 26 (5), 573-585. 10.1080/1475939X.2017.1348980
  • Hood, N. E., & Littlejohn, A. (2016). MOOC Quality: The Need for New Measures. Journal for Learning for Development, 3 (3), 28-42. Related URL.
  • Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The Internet and Higher Education, 29, 40-48. 10.1016/j.iheduc.2015.12.003
  • Milligan, C., Littlejohn, A., & Hood, N. (2016). Learning in MOOCs: A Comparison Study. In M. Khalil, M. Ebner, M. Kopp, A. Lorenz, M. Kalz (Eds.) Proceedings of the EUROPEAN STAKEHOLDER SUMMIT on experiences and best practices in and around MOOCs (EMOOCS 2016), 15-26. Norderstedt: Books on Demand GmbH.
  • Hood, N. E., & Littlejohn, A. (2016). Quality in MOOCs: Surveying the Terrain. Burnaby, BC: Commonwealth of Learning. Related URL.
    URL: http://hdl.handle.net/2292/29180
  • Hood, N., Littlejohn, A., & Milligan, C. (2015). Context counts: How learners' contexts influence learning in a MOOC. Computers & Education, 91, 83-91. 10.1016/j.compedu.2015.10.019