Glenn Hardaker has spent over 25 years as a professor, in universities across Europe and Asia, conducting research and development initiatives that demonstrates a sustained commitment to supporting inclusion, digital innovation, and learning. Glenn's personal motivations for research excellence is underpinned by a commitment to teaching and learning innovations that facilitates positive social change in business and society.
Glenn's recent appointment is at King Abdullah University of Science and Technology as Director of Teaching and Learning. He is also Editor of the international Scopus listed publication entitled International Journal Information & Learning Technology.
Ward, R; Bean, M; Grant, Hardaker, G (2023). Signal and Noise: Communicating achievement through alternative credentials.The International Journal of Information and Learning Technology, 40(4). (Scopus SJR=Q1)
Qazi, A., Hasan, N., Abayomi-Alli, O., Hardaker, G., Scherer, R., Sarker, Y., Maitama, J. Z. (2021). Gender differences in information and communication technology use & skills: a systematic review and meta-analysis. Education and Information Technologies, 27(3), 1-34. (Impact Factor (ISI) = 2.953, Scopus SJR=Q1)
Hardaker, G., Sabki, A., & Eliza, L. (2021). Pedagogy of life beyond happiness. Journal for Multicultural Education, 15 (1), 97-102.
Qazi, A., Hardaker, G., Ahmad, I. S., Darwich, M., Maitama, J. Z., & Dayani, A. (2021). The Role of Information & Communication Technology in Elearning Environments: A Systematic Review. IEEE access, 9, 45539-45551. (Impact Factor (ISI) = 3.557, Scopus SJR=Q1)
Chakkaravarthy, K., Ibrahim, N., Mahmud, M., Hardaker, G., & Venkatasalu, M. R. (2020). Determinants of readiness towards self-directed learning among nurses and midwives: Results from national survey. Nurse Education in Practice, 47, 102824. (Impact Factor (ISI) = 1.665, Scopus SJR=Q1)
Qazi, A., Raj, R. G., Hardaker, G., & Standing, C. (2017). A systematic literature review on opinion types and sentiment analysis techniques: Tasks and challenges. Internet Research, 27(3), 608-630. (Impact Factor (ISI)=4.947, Scopus SJR=Q1)
Singh, G., & Hardaker, G. (2014). Barriers and enablers to adoption and diffusion of eLearning: A systematic review of the literature–a need for an integrative approach. Education+ Training, 56(2/3), 105-121. (Scopus SJR=Q1)
Sabki, A. i. A., & Hardaker, G. (2013). The madrasah concept of Islamic pedagogy. Educational Review, 65(3), 342-356. (Impact Factor (ISI)=1.625, Scopus SJR=Q2).
Hardaker, G., Dockery, R., & Sabki, A. i. A. (2010). Cognitive learning styles and digital equity: searching for the middle way. International Journal of Inclusive Education, 14(8), 777-794. (Impact Factor (ISI)=1.144, Scopus SJR=Q1).
Glover, I., Xu, Z., & Hardaker, G. (2007). Online annotation–Research and practices. Computers & Education, 49(4), 1308-1320. (Impact Factor (ISI)=5.568, Scopus SJR=Q1).
Hardaker, G., & Smith, D. (2002). E‐learning communities, virtual markets and knowledge creation. European Business Review, 14(5), 342-350. (Scopus SJR=Q1)
Smith, D., & Hardaker, G. (2000). E-learning innovation through the implementation of an internet supported learning environment. Journal of Educational Technology & Society, 3(3), 422-432. (Impact Factor (ISI)=1.011, ERA ranking: A, Scopus SJR=Q1)
Ahmed, P. K., & Hardaker, G. (1999). The role of On‐line communities on the internet for Sustainable Development. Business Strategy and the Environment, 8(1), 75-81. (Impact Factor (ISI)=5.355, Scopus SJR=Q1)