College of Education and Human Development

Department of Curriculum and Instruction

George Veletsianos

  • Pronouns: he/him/his

  • Professor of Learning Technologies, Bonnie Westby Huebner Chair in Education and Technology

  • Office Hours

    Office hours by appointment.

George Veletsianos

Areas of interest

Online teaching and learning, education futures, student and faculty experiences with new learning environments, flexible learning, emerging technologies, emerging pedagogies, online harassment and abuse.


PhD, University of Minnesota 
Learning Technologies


I pursue a socially responsible and critical research agenda focused on responding to complex education problems in online and blended contexts, such as inequitable access, participation divides, and online harassment. As possible solutions to these difficult problems cut across multiple disciplines, my research is collaborative, interdisciplinary, and method agnostic (though I have a soft spot for interpretive and creative approaches). This research agenda focuses on the (1) design, development, and evaluation of online and blended learning environments, (2) study of learning experiences and participation in emerging online environments, and (3) investigation of learning futures. I blog my ongoing research and thoughts at


Veletsianos, G. (2020). Learning Online: The Student Experience. Baltimore, MD: Johns Hopkins University Press.

Koseoglu, S., Veletsianos, G., & Rowell, C., (2023). Critical Digital Pedagogy in Higher Education. Edmonton, AB: Athabasca University Press.

Childs, E., Veletsianos, G., Donahue, A., Leary, T., McLeod, K., & Scott, A. M. (2023). One speculative future for education: Who is it "good" for and why? In Czerniewicz, L. & Cronin, C. (Eds), Higher Education for Good: Teaching and Learning Future (pp. 317-334). Open Book Publishers.

Veletsianos, G., & Houlden, S. (in press). On the “university of the future”: A critical analysis of cohort-based course platform Maven. Learning, Media, & Technology.

Gosse, C., O’Meara, V., Hodson, J., & Veletsianos, G. (in press). Too rigid, too big, too slow: Institutional readiness to protect and support faculty from technology facilitated violence and abuse. Higher Education.

Houlden, S. & Veletsianos, G. (in press). Impossible dreaming: On speculative education fiction and hopeful learning futures. Postdigital Science and Education.

Moore, S., Veletsianos, G., & Barbour, M (2022). A synthesis of research on mental health and remote learning: How pandemic grief haunts claims of causality. The Open/Technology in Education, Society, and Scholarship Association Journal, 2(1), 1-19.

VanLeeuwen, C.A., Veletsianos, G., Belikov, O. Johnson, N. (2021). Never-ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID-19 pandemic. British Journal of Educational Technology, 52(4), 1306-1322.

Veletsianos, G., VanLeeuwen, C.A., Belikov, O., & Johnson, N. (2021). An Analysis of Digital education in Canada 2017-2019. The International Review of Research in Open and Distributed Learning. 22(2), 102-117.

Veletsianos, G. (2020). Open Educational Resources: Expanding Equity or Reflecting and Furthering Inequities? Educational Technology Research & Development, 69(1), 407-410.

Johnson, N., Veletsianos, G., Seaman, J. (2020). U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning Journal, 24(2), 6-21.

Romero-Hall, E., Kimmons, R., & Veletsianos, G. (2018). Social Media Use by Instructional Design Departments. Australasian Journal of Educational Technology, 38(5). Retrieved from

Kimmons, R., & Veletsianos, G. (2018). Public Internet Data Mining Methods in Instructional Design, Educational Technology, and Online Learning Research. Tech Trends, 62(5), 492-500.

Classes taught

CI 5321 Foundations of Distance Education