The 8 Learning Events Model (8LEM): A Pedagogic Conceptual Framework for the Design of Dedicated (and Generic?) Scenarios. - Dominique Verpoorten; Marianne Poumay; Dieudonné Leclercq (CELDA, 2005)

From Expository Teaching to First e-Learning Course Production: Capture in a 17 Online Course Sample of a Pedagogical Pattern Facilitating Transition. - Dominique Verpoorten; Marianne Poumay; Séverine Delcomminette; Dieudonné Leclercq (ICALT, 2006)

The Elektra Project: Towards a New Learning Experience. - Michael D. Kickmeier-Rust; Daniel Schwarz; Dietrich Albert; Dominique Verpoorten; Jean-Loup Castaigne; Matthias Bopp (USAB, 2006)

Immersive Digital Games: The Interfaces for Next-Generation E-Learning? - Michael D. Kickmeier-Rust; Neil Peirce; Owen Conlan; Daniel Schwarz; Dominique Verpoorten; Dietrich Albert (HCI (7), 2007)

The eight learning events model: A pedagogic conceptual tool supporting diversification of learning methods. - Dominique Verpoorten; Marianne Poumay; Dieudonné Leclercq (Interact. Learn. Environ., 2007)

Personalisation of Learning in Virtual Learning Environments. - Dominique Verpoorten; Christian Glahn; Milos Kravcik; Stefaan Ternier; Marcus Specht (EC-TEL, 2009)

Infusing Reflective Practice in eLearning Courses - Can Widgets Help? - Dominique Verpoorten; Wim Westera; Marcus Specht (MUPPLE@EC-TEL, 2009)

Fostering Reflective Practice with Mobile Technologies. - Bernardo Tabuenca; Dominique Verpoorten; Stefaan Ternier; Wim Westera; Marcus Specht (ARTEL@EC-TEL, 2012)

Using reflection triggers while learning in an online course. - Dominique Verpoorten; Wim Westera; Marcus Specht (Br. J. Educ. Technol., 2012)

A quest for meta-learning gains in a physics serious game. - Dominique Verpoorten; Jean-Loup Castaigne; Wim Westera; Marcus Specht (Educ. Inf. Technol., 2014)

Learning to look - purpose and design of an awareness-raising online course in veterinary sciences. - Sophie Tasnier; Valeria Busoni; Christian Hanzen; Jeff Van de Poel; Geraldine Bolen; Catherine Delguste; Nadine Antoine; Véronique Delvaux; Tania Art; Dominique Verpoorten (ARTEL@EC-TEL, 2015)

Annotations as reflection amplifiers in online learning - an exploratory study. - Dominique Verpoorten; Wim Westera; Marcus Specht (ARTEL@EC-TEL, 2015)

Structured reflection breaks embedded in an online course - effects on learning experience, time on task and performance. - Dominique Verpoorten; Wim Westera (Interact. Learn. Environ., 2016)

To combine a MOOC to a regular face-to-face course - A study of three blended pedagogical patterns. - Valérie Defaweux; Daniel Delbrassine; Björn-Olav Dozo; Anne-Marie Etienne; Valérie Centi; Vinciane D'Anna; Sylvie Multon; Laurence Pesesse; Céline Stassart; Jean-François Van de Poël; Aurélie Wagener; Alodie Weatherspoon; et al. (EMOOCs-WIP, 2019)

Designing a MOOC - A New Channel for Teacher Professional Development? - Jean-François Van de Poël; Dominique Verpoorten (EMOOCs, 2019)

Café: Automatic Correction and Feedback of Programming Challenges for a CS1 Course. - Simon Liénardy; Laurent Leduc; Dominique Verpoorten; Benoit Donnet (ACE, 2020)

The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. - Neil Guppy; Dominique Verpoorten; David Boud; Lin Lin 006; Joanna Tai; Silvia Bartolic (Br. J. Educ. Technol., 2022)

Mind the gap: smoothing the transition to higher education fostering time management skills. - Bernardo Tabuenca; Wolfgang Greller; Dominique Verpoorten (Univers. Access Inf. Soc., 2022)