Anstey, L. M., & Watson, G. P. L. (2018). Rubric for eLearning Tool Evaluation. Centre for Teaching and Learning, Western University. Retrieved from elearning/Rubric-for-eLearning-Tool-Evaluation.pdf

Biggs, J. (2002, October). Aligning the curriculum to promote good learning. Constructive Alignment in Action: Imaginative Curriculum Symposium. Retrieved from directorates/AcademicStudentAffairs/CentreforEducationalDev elopment/FilestoreDO- NOTDELETE/Filetoupload,210764,en.doc

Castro, M.D.B., Tumibay, G.M. (2019), A literature review: efficacy of online learning courses for higher education institution using meta-analysis. Educ Inf Technol (2019).

Cleary, T.J. & Zimmerman, Universities UK. (2018). Flexible learning: The current state of play in UK higher education. Retrieved from sis/reports/Pages/flexible-learning.aspx

Cleary, T.J. & Zimmermann, B.J. (2004). Self-regulation empowerment program: A schoolbased program to enhance self-regulated and self-motivated cycles of student learning. Retrieved from

Delft University of Technology. (2020). Educational Tooling – Brightspace Support. Brightspace Support. Retrieved from

De Moor, B. Henderikx, P., Keustermans, L. (LERU), International curricula and student mobility, LERU, Advice paper.

Dijkstra, W.P. & Goeman, K., European Maturity Model for Blended Education. Implementation Guidelines. delines.pdf?inline=1

EADTU, Joint curricula and integrated mobility. EADTU, Virtual mobility website,

EDLAB Maastricht University. (2020). Programme Level. Retrieved from

ENQA, Standards and guidelines for quality assurance in the European Higher Education Area (ESG) (2015), ENQA.

EUniQ (2020), Developing a European approach for comprehensive quality assurance of (Euro- pean) university networks”. See:

European Commission (2017) Directorate-General for Education, Youth, Sport and Culture, ECTS users’ guide 2015, Publications Office,

European Commission (2020), The European Institute for Innovation and Technology.

European Commission (2020), The Digital Education Action Plan.

European Commission (2020), European Education Area.

European Commission (2020), European Universities Initiative. Survey on the impact of CO- VID-19 on European Universities. European Commission, erasmus-plus/resources/documents/coronavirus-european-universities-initiative-im- pact-survey-results_en

European Commission (2021), Commission proposal for a Council Recommendation on microcredentials for lifelong learning and employability,

European Commission (2021), Erasmus Mundus Action. In: the Erasmus+ Program Guide, version 1 (25/03/2021) , p. 215

European Commission (2021), European Universities Initiative.

European Commission (2020),
European MOOC Consortium (2018), The Common Microcredential Framework.

EQAR, European approach for quality assurance of joint programs (2014), EQAR, Programmes_v1_0.pdf

EUniQ (2020). Developing a European approach for comprehensive quality assurance of (European) university networks. Retrieved from

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105.

Garrison, D. R., & Vaughan, N. D. (2013). Institutional change and leadership associated with blended learning innovation: Two case studies. The internet and higher education, 18, 24-28.

Glatthorn, A., Bosschee, F., Whitehead, B. M., & Boschee, B. F. (2018). Curriculum Evaluation. In Curriculum Leadership: Strategies for Development and Implementation (Vol. 3, pp. 356–381). SAGE Publications. Retrieved from files/upm-binaries/44333_12.pdf

Goeman K., Poelmans S., Van Rompaey V. (2019), Research report on state of the art in blended education and innovation.

Goeman, K., Dijkstra, W., Poelmans, S., Vemuri, P. & Van Valkenburg, W. (2021), Development of a Maturity Model for Blended Education: A Delphi Study. International Journal on E-Learning, 20(3), 229-258. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2021 from

González-Torres, M. C., & Torrano, F. (2008). Methods and instruments for measuring selfregulated learning. In A. Valle & J. C. Nunez (Reds.), Handbook of Instructional Resources and Their Applications in the Classroom (pp. 201–219). Macmillan Publishers. Retrieved from measuring_self-regulated_learning

Gordon, N. (2014). Flexible pedagogies: technology-enhanced learning. The Higher Education Academy. Retrieved from

Habib, M. and Sanzgiri, J. (2020). Compendium on good practices in assessment and recognition of MOOCs for the EU labour market (EMC-LM deliverable 4.1). EMC-LM Project. CC-BY 4.0. See: um_on_good_practices_final.pdf que_AppendixIV_952782.pdf

P. Henderikx, G. Ubachs, Ingrid Thaler, Esther Souto, Carme Anguera Iglesias, Jukka Lerkkanen, Katrien Vanelven, Susanne Koch, Sabine Bottin-Rouseau, Marinke Sussenbach, Sarah Guth, Barbara Moser Mercer, Innovative models for collaboration and student mobility in Europe. Results of EADTU’s task force and peer learning activity on virtual mobility (2019)

Huertas E., Biscan I., Ejsing C., Kerber, Kozlowska L., Marcos Ortega S., Lauri L., Risse M., Schörg M., Seppmann G., Report from the ENQA Working Group on Quality Assurance and E-learning, Occasional Papers 26, ENQA, 2018

M. Kelo, T. Loukkola (2020). Possible scenarios on the path to a European degree, EUA.

Laurillard, D. (2012), Teaching as a design science. Building pedagogical patterns for learning and technology. New York: Routledge, Taylor and Francis Group.

Laurillard, D. (2015), Higher Education and the digital era. A thinking exercise. Flanders KVAB thinkers in residence program 2015. The Royal Flemish Academy of Belgium for Sciences and Arts. Retrieved from: Home | Koninklijke Vlaamse Academie van België voor Wetenschappen en Kunsten (; 33 stpt Higher education Laurillart-Dillenbourg-HR (

Maina, M. F., Guàrdia Ortiz, L., Albert, S., Antonaci, A., Uotinen, V., Altinpulluk, H., Karolina, G., Chrząszcz, A., Dunn, C. (2020). Design guidelines for flexible and scalable SLPs. SLP project. (Research Report No. 4.2), p.26. Retrieved from European Short Learning Programmes Project website:

Martin, F., Sun T., Westine, C.D.(2020), A systematic review of research on online teaching and learning from 2009 to 2018, Computers & Education, Elseviers,

Mathes, J., (2018) Global quality and online open flexible and technology enhanced education. An analysis of strengths, weaknesses, opportunities and threats, ICDE.

O’Neill, G. (2015). Curriculum Design in Higher Education: Theory to Practice [E-book]. Retrieved from

Pechenizkiy, M. (2012). Educational Data and Process Mining. TU/e Data Mining Expertise Group Research. Retrieved from

Pieters, M., Oudehand, M., Sangra, A. (2021), Professional development in digital teaching and learning. Digitel Pro, EADTU-EU Summit 2021. Retrieved from: Ubachs, Pieters, Ouwehand, Dijkstra & Sangrà Digitel Pro (

Quigley, A., Muijs, D., & Stinger, E. (2018). Metacognition and self-regulated learning, Guidance report. Education Endowment Foundation. Retrieved from

Raes, A., Detienne, L., Windey, I. et al. A systematic literature review on synchronous hybrid learning:gaps identified. Learning Environ Res 23, 269–290 (2020). https://doi. org/10.1007/s10984-019-

Raes, A. (2020), Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers & Education, volume 143, January 2020 Retrieved from:

Sursock, A., Crosier, D., Guidelines for quality enhancement and European joint master’s programs (2006), EUA’s-programmes.html

Ubachs, G., Henderikx, P (2012), Netcu Handbook. Guidelines for organising networked curricula, EADTU. European project, LLL program.

Ubachs G., Williams K., Kear K., Rosewell J. (2015) Quality assessment for e-learning. A benchmarking approach. See:

Ubachs, G. & Henderikx P. (2022), Quality assurance systems for digital higher education in Europe. In Zawacki-Richter, O. & Jung, I., Handbook of Open, Distance and Digital Educa- tion, Springer Verlag (to be published)

Universities UK. (2018). Flexible learning: The current state of play in UK higher education. Retrieved from

Van den Akker, J. (2010). Building bridges: how research may improve curriculum policies and classroom practices. In S. M. Stoney (Ed.), Beyond Lisbon 2010: Perspectives from Research and Development for Education Policy in Europe (Vol. 10, pp. 177–195). Consortium of Institutions for Development and Research in Education in Europe. Retrieved from

TESLA project (2019), Retrieved from:

Van Merriënboer, J. J. G. (2019). The Four-Component Instructional Design Model: The Four-Component Instructional Design Model. School of Health Professions Education, Maastricht University. Retrieved from

Van Valkenburg, W. F., Dijkstra, W. P., De los Arcos, B., Goeman, K., Van Rompaey, V., & Poelmans, S. (2020). European Maturity Model for Blended Education. EADTU.

See: for%20Blended%20Education.pdf?inline=1

Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Zeidner, M. Boekaerts, & P. R. Pintrich (Reds.), Handbook of Self-Regulation (pp. 531–566). Elsevier Academic Press. Retrieved from

Zone Flexible Education. (2019). Flyer zone Flexibilisation: Four flexible student routes. Acceleration plan Educational Innovation With ICT. Retrieved from english/publication/flyer-zone-flexibilisation/

previous chapter: Conclude a consortium agreement
back to overview: Models and guidelines for the design and development of joint master’s programmes