Publications
The Intentional Learning Framework is not built on opinion. It is built on research, much of it my own. I do the hands-on research, so you don't have to. You will find some of that work here: peer-reviewed journal articles, conference papers, and reports commissioned by national bodies including ASQA and NCVER.
This is the evidence beneath the strategies I teach. If you are deciding whether the Framework is rigorous enough to trust, or to build on, consider this your due diligence.
Most recent
Cox, D. (2025) The invisible barrier: Reaching the learners we never meet. Fine Print, 48(2), 31-35. (click here to access)
Commissioned for national bodies
Hodge, S., Cox, D., & Park, E. (2023). VET online delivery: Case studies in constraints and opportunities (commissioned to support ASQA Strategic Review of Online Learning). (Click here to access)
Cox, D. (2022). Insights for delivering VET online. NCVER. (Click here to access)
Peer-reviewed and academic publications
Cox, D., & Hodge, S. (2023) Considerations for online delivery opportunities within Australian VET. Research Today (31), 5-7. (Click here to access)
Cox, D., Prestridge, S., & Hodge, S. (2022). Creating a space for reflection on professional priorities. International Journal of Research & Method in Education. (Click here to access)
Cox, D. (2021). An investigation of teaching context factors perceived to affect the enacted practice of online VET teachers. Research in Post-Compulsory Education, 26(1), 59-80. (Click here to access)
Cox, D., & Prestridge, S. (2019). Teaching conceptions and teaching context affect the enacted practice of online teachers. 27th International Conference on Computers in Education, Taiwan. (Click here to access)
Cox, D., & Prestridge, S. (2020). Understanding fully online teaching in vocational education. Research and Practice in Technology Enhanced Learning, 15(1), 16. (Click here to access)
Prestridge, S., & Cox, D. (2020). Rapid response video series. Journal of Technology and Teacher Education, 28(2), 285-294. (Click here to access)
Prestridge, S., & Cox, D. (2021). Play like a team in teams: A typology of online cognitive-social learning engagement. Active Learning in Higher Education. (Click here to access)
Prestridge, S., Exley, B., Pendergast, D., O'Brien, M., Cox, D., & Schmid, M. (2021). Teaching in a 3D virtual world - Defining teacher practices. Journal of Technology and Teacher Education, 29(3), 417-447. (Click here to access)
Practical guides
Cox, D. (2023) Digital skills for education and training: A good practice guide. (Click here to access)
Why I no longer chase new journal articles
Academic publishing is slow, and then it locks the work away. A paper can take two years to appear, sits behind a paywall most educators cannot reach, and I am not allowed to share the findings in the meantime. Some of my 2017 research did not reach the public until 2022.
That does not serve the people I am here for. So I made a deliberate choice. Rather than write mainly for other academics, I funnel my research straight into practical, accessible professional development you can use now. The rigour stays. The two-year wait and the paywall do not. And the profits from that PD go back into the next round of research.
I haven't stepped away from the research community, though. I'm still regularly invited to peer review for journals, which keeps me close to the work as it emerges. I've simply chosen to put my own writing into professional development you can use now, rather than papers a narrow audience reads two years later.