About Paul Prinsloo

Paul Prinsloo

Paul Prinsloo is a Research Professor in Open and Distance Learning (ODL) in the College of Economic and Management Sciences, University of South Africa (Unisa). His academic background includes fields as diverse as theology, art history, business management, online learning, and religious studies. Paul is an established researcher and has published numerous articles in the fields of teaching and learning, student success in distance education contexts, learning analytics, and curriculum development. His current research focuses on the collection, analysis and use of student data in learning analytics, graduate supervision and digital identity. Paul was born curious and in trouble. Nothing has changed since then.

I blog in my personal capacity and the views expressed in his blogs are my personal reflections and do not represent the official views or standpoints of University of South Africa (Unisa).

Should you wish to contact me, please feel free to send an e-mail to: pprinsloo59@gmail.com


Here is a list of my keynotes and links to the presentations:


Archer, L, Chetty, Y., & Prinsloo, P. (2014). Benchmarking the habits and behaviours of successful students: a case study of academic-business collaboration. International Review of Research in Open and Distributed Learning (IRRODL), 15(1), 62—83.

Archer, E.W., & Prinsloo, P. (2019). Speaking the unspoken in learning analytics: troubling the defaults in learning analytics. Assessment and Evaluation in Higher Education. Accepted

Broughan, C., & Prinsloo, P. (2019). (Re)centring students in learning analytics: In conversation with Paulo Freire. Assessment and Evaluation in Higher Education. Accepted

Clare, M., Breines, M., Dalu, M., Raghuram, P., Gunter, A., Mittelmeier, J., & Prinsloo, P. (2019). WhatsApp use among African international distance education (IDE) students: transferring, translating and transforming educational experiences. Learning, Media and Technology. Submitted (LMAT-2018-0240). In press.

Gunter, A., Prinsloo, P., Breines. M., & Parvati, R. (2019). Distance education as sociomaterial assemblage: emerging space, times and practice. Provisionally accepted. Special issue of Population, Space and Place on ‘Mobilities and materialities in education: new spatial perspectives’.

Khalil, M., Prinsloo, P., & Slade, S. (2018). User Consent in MOOCs–Micro, Meso, and Macro Perspectives. The International Review of Research in Open and Distributed Learning, 19(5).

Maritz, J., & Prinsloo, P. (2018). The (d)(t)oxic lifeworld of early career postgraduate supervisors.  Teaching in Higher Education. DOI: 10.1080/13562517.2018.1498075

Maritz, J., & Prinsloo, P. (2015): A Bourdieusian perspective on becoming and being a postgraduate supervisor: the role of capital, Higher Education Research & Development, 1-14. http://www.tandfonline.com/doi/abs/10.1080/07294360.2015.1011085

Mittelmeier, J., Rogaten, J., Long, D., Sachikonye, M., Gunter, A., Prinsloo, P., & Rienties, B. (2019).  Understanding the adjustment of first-year distance education students in South Africa: Factors that impact students’ experiences. The International Review of Research in Open and Distributed Learning (IRRODL). Accepted for publication.

Prinsloo, P. (2019). A social cartography of student data as performative politics. British Journal of Educational Technology (BJET). Accepted for publication. In process.

Prinsloo, P. (2019). Commentary on Neil Selwyn’s LAK18 Keynote Address. Journal of Learning Analytics. Accepted for publication. In process.

Prinsloo, P. (2018). What I heard and what I did not hear: Reflections on the World Conference on Online Learning, Toronto, 2017 (Junhong Xiao trans.). Distance Education in China, 2, 5-11.  10.13541/j.cnki.chinade.20180125.002

Prinsloo, P. (2018). Include us all! Directions for the adoption of learning analytics in the Global South: An African perspective. Digital Learning for Development (DL4D). Available at: http://dl4d.org/portfolio-items/learning-analytics-for-the-global-south/

Prinsloo, P. (2017). Recognising African leaders in distance education. Journal of Learning for Development 4(2), 104-118. Retrieved from http://jl4d.org/index.php/ejl4d/article/download/225/209

Prinsloo, P. (2017). Fleeing from Frankenstein’s monster and meeting Kafka on the way: Algorithmic decision-making in higher education. E-Learning and Digital Media, 14(3), 138-163. Available at: http://journals.sagepub.com/doi/abs/10.1177/2042753017731355

Prinsloo, P. (2016). (Re)considering distance education: exploring its relevance, sustainability and value contribution. Distance Education, 37(2), 139-145.

Prinsloo, P., Archer, L., Barnes, G., Chetty, Y., & Van Zyl, D. (2015). Big(ger) Data as Better Data in Open Distance Learning: Some Provocations and Theses. International Review of Research in Open and Distance Learning (IRRODL), 16(1), 284-306. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1948/3259

Prinsloo, P., & Maritz, J. (2015) “Queering” and querying supervisor identities in postgraduate education. Higher Education Research and Development (HERDA), 34(4), 695-708. http://www.tandfonline.com/doi/abs/10.1080/07294360.2015.1051007

Prinsloo, P., Slade, S., & Khalil, M. (2019). Student data privacy in MOOCs: A sentiment analysis. Distance Education. Accepted for publication. In process.

Prinsloo, P., & Slade, S. (2017). Student vulnerability and agency in networked, digital learning. European Journal of Open, Distance and E-Learning. http://www.eurodl.org/?p=special&sp=articles&inum=8

Prinsloo, P., & Slade, S. (2016). Student vulnerability, agency, and learning analytics: an exploration. Journal of Learning Analytics, 3(1), 159-182. Available at: http://learning-analytics.info/journals/index.php/JLA/article/view/4447

Prinsloo, P., & Slade, S. (2014). Educational triage in higher online education: walking a moral tightrope. International Review of Research in Open Distributed Learning (IRRODL), 14(4), 306-331. http://www.irrodl.org/index.php/irrodl/article/view/1881

Slade, S., & Prinsloo, P. (2015). Student perspectives on the use of their data: between intrusion, surveillance and care. European Journal of Open, Distance and Elearning, 16-28. http://www.eurodl.org/materials/special/2015/Slade_Prinsloo.pdf

Slade, S., & Prinsloo, P. (2013). Learning analytics: Ethical issues and dilemmas. American Behavioral Scientist 57(1), 1509–1528.

Willis, J. E., Slade, S., & Prinsloo, P. (2016). Ethical oversight of student data in learning analytics: A typology derived from a cross-continental, cross-institutional perspective. Educational Technology Research and Development, 64, 881-901. DOI: 10.1007/s11423-016-9463-4 http://link.springer.com/article/10.1007/s11423-016-9463-4


7 Responses to About Paul Prinsloo

  1. Pingback: e4innovation.com » Blog Archive » TEL considerations at UNISA

  2. molokongoepe says:

    Great work right there Mr P J

  3. Pingback: The ethics of MOOC research | Learning together online

  4. Mbodi says:

    Good day. I have enjoyed your presentation today. It was so powerfull I wish more people should hear. It could change the world.

  5. Pingback: It’s the people who are key – Blogging IT and EDucation

  6. Pingback: New Project! funded by WASP-HS Human Learning | Teresa Cerratto Pargman

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