Peer-reviewed journal articles
Olivier, J. 2011. Acknowledging and protecting language rights on SABC TV through the use of subtitles. Communicatio, 37(2):225-241.
Olivier, J. 2011. Accommodating multilingualism in IT classrooms in the Free State province. Southern African Linguistics and Applied Language Studies, 29(2):209-220.
Olivier, L. & Olivier, J. 2012. (Her)stelwerk: skoolopstelle as voorbereiding vir akademiese geletterdheid op universiteitsvlak. Tydskrif vir Taalonderrig, 46(1):30-44.
Olivier, J. 2013. The accommodation of multilingualism through blended learning in a high school environment. Perspectives in Education, 31(4):43-57.
Olivier, J. 2013. Die mate van konsekwentheid in SMS-Afrikaans. LitNet Akademies, 10(2):479-505. http://www.litnet.co.za/Article/die-mate-van-konsekwentheid-in-sms-afrikaans
Olivier, L. & Olivier, J. 2013. The influence of affective variables on the acquisition of academic literacy. Per Linguam, 29(2):56-71.
Olivier, J. & Kotzé, E. 2014. Taalverskuiwing en taalhandhawing onder Afrikaanse ekspatriate. LitNet Akademies, 11(3) http://www.litnet.co.za/Article/taalverskuiwing-en-taalhandhawing-onder-afrikaanse-ekspatriate
Olivier, J. 2014. Twitter usernames: exploring the nature of online South African nicknames. Nomina Africana, 28(2):51-74
Olivier, J. 2014. A blended learning approach to teaching language variation. Per Linguam, 30(2):51-68.
Olivier, J. 2014. Compulsory African languages in tertiary education: prejudices from news website comments. Southern African Linguistics and Applied Language Studies, 32(4):483-498.
Olivier, L. & Olivier, J. 2014. Tell-tale signs: reflection towards the acquisition of academic discourses as second languages. Stellenbosch Papers in Linguistics (SPiL), 43.
Olivier, J. 2014. Kom join die PUK: die gebruik van Engels in honneursprogramme op ’n Afrikaanse universiteitskampus van die NWU. Tydskrif vir Geesteswetenskappe, 54(4):610-634. Des.
Olivier, J. 2015. Afrikaanse transtaling en taaloorgang: die napraat van Tsotsitaal en Swartafrikaans. Stilet, 27(2):63-82.
Olivier, J. 2016. Vervlegte interaksie: implementering van ’n bring-jou-eie- toestel-benadering teenoor verskafde tabletrekenaars. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie, 35(1):a1391.
Breed, A., Carstens, W.A.M. & Olivier, J. 2016. Die DBAT: ’n onbekende digitale taalkundemuseum. Tydskrif vir Geesteswetenskappe, 56(2-1):391-409.
Olivier, J. 2016. Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment. Literator, 37(2):a1288.
Olivier, L. & Olivier, J. 2016. Exploring writing apprehension amongst Afrikaans-speaking first-year students. Reading & Writing, 7(1):a89.
Olivier, J. 2016. A journey towards self-directed writing: a longitudinal study of undergraduate language students’ writing. Per Linguam, 32(3):28-47.
Maritz, A. & Olivier, J. 2016. Napraatswartafrikaans: konteks en persepsies van die alternatiewe gebruik van Swartafrikaans. LitNet Akademies, 13(3):381-423.
Olivier, J. 2016. Sesotho Online: establishing an internet-based language knowledge community. South African Journal of African Languages, 36(2):141-152.
Fouché, N., Van den Berg, R & Olivier, J. 2017. Carstens se raamwerk van Afrikaanse konjunksiemerkers: ʼn akkurater en vollediger weergawe. Tydskrif vir Geesteswetenskappe, 57(3):814-836.
Olivier, J. 2018 Die stand van aanlyn oop opvoedkundige hulpbronne in Afrikaans: Afrikaansonderrig as ’n gevallestudie. Tydskrif vir Geesteswetenskappe, 58(4-2):905-924.
Nel, M. & Olivier, J. 2018 Multimodale idiolektiese taalgebruik en skrywerskapverifikasie: ’n korpusontleding van Joan Hambidge se idiolek oor die grense van genres. LitNet Akademies, 15(3), 382-428. https://www.litnet.co.za/multimodale-idiolektiese-taalgebruik-en-skrywerskapverifikasie-n-korpusontleding-van-joan-hambidge-se-idiolek-oor-die-grense-van-genres/
Olivier, J. 2019. Exploring autonomography: the development of a self-directed writing self-rating scale. Iranian Journal of Language Teaching Research, 7(1):1-22.
Olivier, J. 2019. Short Instructional Videos as Multimodal Open Educational Resources for a Language Classroom. Journal of Educational Multimedia and Hypermedia (JEMH), 28(4):381-409.
Olivier, J. 2019. Van oplees na self oop lees: die moontlikhede wat selfgerigte leer met behulp van oop opvoedkundige hulpbronne die letterkundeklas bied. Stilet, 30(2):124-144.
Wittmann, G.E. & Olivier, J. 2019. Professional development in fostering self-directed learning in German Second Additional Language teachers. Per Linguam, 35(3):125-142.
Fouché, N. & Olivier, J. 2020. Realiseringsmiddele van leksikale kohesie: ʼn Raamwerk vir die onderrig van skryfvaardighede in die Afrikaansklaskamer. LitNet Akademies, 17(1). https://www.litnet.co.za/die-realisering-van-leksikale-kohesie-n-korpuslinguistiese-ondersoek-van-afrikaanssprekende-graad-6-en-graad-9-leerders-se-skryfwerk/
Wittmann, G. & Olivier, J. 2020. Professional development needs of teachers of German Second Additional Language in South Africa. Acta Germanica, 48(1):53-73.
Olivier, J. 2020. Self-directed open educational practices for a decolonized South African curriculum: a process of localization for learning. Journal of e-Learning and Knowledge Society, 16(4):20-28. https://doi.org/10.20368/1971-8829/113533
Nel, M. & Olivier, J. 2020. ’n Taalkundige ondersoek na die liminale ruimte tussen die akademiese en literêre wêreld: Hambidge – die grensverskuiwende rebel. Stilet, 32(1&2):41-62.
Wittmann, G. & Olivier, J. 2021. Blended learning as an approach to foster self-directed learning in teacher professional development programmes. The Independent Journal of Teaching and Learning, 16(2):71-84.
Wittmann, G. & Olivier, J. 2021. Implementing an online collaborative learning teacher professional development programme for teachers of German SAL in South Africa. Acta Germanica, 49(1):30-49.
Tlili, A., Altinay, F., Huang, R., Altinay, Z., Olivier, J., Mishra, S., Jemni, M. & Burgos, D. 2022. Are we there yet? A systematic literature review of Open Educational Resources in Africa: A combined content and bibliometric analysis. PLOS ONE, 17(1):e0262615. https://doi.org/10.1371/journal.pone.0262615
Tlili, A., Burgos, D., Olivier J. & Huang, R. 2022. Self-directed learning and assessment in a crisis context: The COVID-19 pandemic as a case study. Journal of e-Learning and Knowledge Society, 18(2):1-10.
Books
Olivier, J., ed. 2020. Self-directed multimodal learning in higher education. Cape Town: AOSIS.
Burgos, D. & Olivier, J., eds. 2021. Radical Solutions for Education in Africa: Open education and self-directed learning in the continent. Singapore: Springer. https://doi.org/10.1007/978-981-16-4099-5
Mentz, E., Laubscher, D. & Olivier, J., eds. 2021. Self-Directed Learning: An imperative for education in a complex society. Cape Town: AOSIS.
Olivier, J., Oojorah, A. & Udhin, W., eds. 2022. Perspectives on Teacher Education in the Digital Age. Singapore: Springer. http://doi.org/10.1007/978-981-19-4226-6
Olivier, J., Oojorah, A. & Udhin, W., eds. 2022. Multimodal Learning Environments in Southern Africa: Embracing Digital Pedagogies. Cham: Palgrave Macmillan. http://doi.org/10.1007/978-3-030-97656-9
Olivier, J., Du Toit-Brits, C., Bunt, B, & Dhakulkar, A., eds. 2022. Contextualised open educational practices: Towards student agency and self-directed learning. Cape Town: AOSIS.
Olivier, J. & Rambow, A., eds. 2023. Open Educational Resources in Higher Education: A Global Perspective. Springer.
Book chapters
Olivier, J., Van der Westhuizen, C., Laubscher, D. & Bailey, R. 2019. The affordances of technology for teaching indigenous knowledge. In: De Beer, J. ed. The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning. NWU Self-directed Learning Series Volume 2. Cape Town: AOSIS. pp. 277–317. https://doi.org/10.4102/aosis.2019.BK133.10
Olivier, J. 2019. Towards a multiliteracies framework in support of self-directed learning through open educational resources. In: Mentz, E., De Beer, J. & Bailey, R., eds. Self-Directed Learning for the 21st Century: Implications for Higher Education. Cape Town: AOSIS.
Olivier, J. 2020. Gliding across the digital divide with high anxiety: Electronic resource selection towards self-directed writing practice in a South African EAP context. In: Freiermuth, M.R. & Zarrinabadi, N., eds. Technology and Language Learner Psychology. Palgrave Macmillan.
Olivier, J. 2020. Research Ethics Guidelines for Personalized Learning and Teaching Through Big Data. In: Burgos, D., ed. Radical Solutions and Learning Analytics. Singapore: Springer Nature. pp. 37-55. https://doi.org/10.1007/978-981-15-4526-9_3
Olivier, J. 2020. Self-directed Multimodal Learning to Support Demiurgic Access. In: Burgos, D., ed. Radical Solutions and eLearning. Singapore: Springer Nature. pp. 117-130. https://doi.org/10.1007/978-981-15-4952-6_8
Olivier, J. 2020. Self-directed multimodal learning within a context of transformative open education. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS.
Bosch, C., Laubscher, D. & Olivier, J. 2020. The affordances of the Community of Inquiry framework for self-directed blended learning in South African research. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS.
Seeletso, M. & Olivier, J. 2020. Diffractive pathways in self-directed multimodal learning: experiences from Botswana and South Africa. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS.
Olivier, J. 2020. Situated and culturally-appropriate self-directed multimodal learning. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS.
Olivier, J. 2021. Creating microlearning objects within self-directed multimodal learning contexts. In Corbeil, J.R., Corbeil, M.E. & Khan, B.H., eds. Microlearning in the digital age: The design and delivery of learning in snippets. New York, NY: Routledge Taylor & Francis. pp. 171-188.
Olivier, J. 2021. Individual Language Planning for Self-Directed Learning in Multilingual Information Technology Classrooms. In Essien, A.A. & Msimanga, A., eds. Multilingual Education Yearbook 2021: Policy and Practice in STEM Multilingual Contexts. Cham: Springer. pp. 117-134.
Olivier, J. 2021. Sustainable quality education through self-directed multimodal learning, for open indigenous knowledge co-creation. Filho, W.L., Pretorius, R. & De Sousa, L., eds. Sustainable Development in Africa: Fostering Sustainability in one of the World’s Most Promising Continents. Cham: Springer. pp. 91-107. https://doi.org/10.1007/978-3-030-74693-3_6
Olivier, J. 2021. Online access and resources for open self-directed learning in Africa. In Burgos, D. & Olivier, J., eds. 2021. Radical Solutions for Education in Africa: Open education and self-directed learning in the continent. Singapore: Springer. pp. 1-16. http://doi.org/10.1007/978-981-16-4099-5_1
Olivier, J. & Wentworth, A. 2021. Self-directed learning at school and in higher education in Africa. In Burgos, D. & Olivier, J., eds. 2021. Radical Solutions for Education in Africa: Open education and self-directed learning in the continent. Singapore: Springer. pp. 17-39. http://doi.org/10.1007/978-981-16-4099-5_2
Olivier, J. & Trivedi, S. 2021. Self-directed learning, online mentoring and online coaching. In Burgos, D. & Olivier, J., eds. 2021. Radical Solutions for Education in Africa: Open education and self-directed learning in the continent. Singapore: Springer. pp. 87-104. http://doi.org/10.1007/978-981-16-4099-5_5
Olivier, J. 2021. Diluted self-directed multimodal learning guidelines: probing online advice in the context of panic pedagogy. In Mentz, E., Laubscher, D. & Olivier, J., eds. Self-Directed Learning: An imperative for education in a complex society. Cape Town: AOSIS. pp. 45-70.
Dhakulkar, A. & Olivier, J. 2021. Exploring microworlds as supporting environments for self-directed multimodal learning. In Mentz, E., Laubscher, D. & Olivier, J., eds. Self-Directed Learning: An imperative for education in a complex society. Cape Town: AOSIS. pp. 71-106.
Olivier, J. 2021. Assessing axiologolects: exploring the language of situated self-directed learning-oriented assessment. In Mentz, E. & Lubbe, A. eds. Learning through Assessment: An approach towards Self-Directed Learning. Cape Town: AOSIS. pp. 27-49.
Olivier, J. 2021. Self-directed multimodal assessment: towards assessing in a more equitable and differentiated way. In Mentz, E. & Lubbe, A. eds. Learning through Assessment: An approach towards Self-Directed Learning. Cape Town: AOSIS. pp. 51-69.
Jacobson, T.E., Mackey, T.P. & Olivier, J. 2021. Aligning metaliteracy with self-directed learning to expand assessment opportunities. In Mentz, E. & Lubbe, A. eds. Learning through Assessment: An approach towards Self-Directed Learning. Cape Town: AOSIS. pp. 71-97.
Olivier, J. 2021. The affordances of open educational resources and student-centred open pedagogy for the decolonisation of teacher education in South Africa. In Maringe, F. ed. Higher Education in the melting pot: Emerging discourses of the 4IR and Decolonisation. Cape Town: AOSIS. pp. 145-162. https://doi.org/10.4102/aosis.2021.BK305.09
Olivier, J., Oojorah, A. & Udhin, W. 2022. Exploring Perspectives on Teacher Education in the Digital Age: An Introduction. In Olivier, J., Oojorah, A. & Udhin, W., eds. Perspectives on Teacher Education in the Digital Age. Singapore: Springer. pp. 3-10.
Havenga, M. & Olivier, J. 2022. Robotics Simulations: Developing Essential Student Teachers’ Skills for the Digital Age. In Olivier, J., Oojorah, A. & Udhin, W., eds. Perspectives on Teacher Education in the Digital Age. Singapore: Springer. pp. 161-177.
Olivier, J. 2022. Preparing Education students for self-directed multimodal learning for the 4IR. In Maringe, F. & Chiramba, O., eds. The 4IR and teacher education in South Africa: contemporary discourses and empirical evidence. Cape Town: AOSIS. pp. 35-51. https://doi.org/10.4102/aosis.2022.BK306.03
Olivier, J., Oojorah, A. & Udhin, W. 2022. Contextualising Multimodal Learning Environments in Southern Africa. In Olivier, J., Oojorah, A. & Udhin, W., eds. Multimodal Learning Environments in Southern Africa: Embracing Digital Pedagogies. Cham: Palgrave Macmillan. pp. 1-8.
Lotz, C., Kruger, C. & Olivier, J. 2022. A flipped-classroom approach to mathematics teacher training: Blended learning in support of metacognition as a self-directed learning skill. In Van der Westhuizen, C., Maphalala, M.C. & Bailey, R., eds. Blended learning environments to foster self-directed learning. Cape Town: AOSIS. pp. 125-146.
Olivier, J., Mabiletja, M.M. & Ngwenya, E. 2022. Self-directed language learning in a blended learning environment: Perspectives of Sesotho sa Leboa and isiZulu student teachers. In Van der Westhuizen, C., Maphalala, M.C. & Bailey, R., eds. Blended learning environments to foster self-directed learning. Cape Town: AOSIS. pp. 171-197.
Olivier, J. & Kunene, N.A.T. 2022. Exploring virtual excursions for self-directed learning: A systematic literature review. In De Beer, J., Petersen, N., Mentz, E. & Balfour, R.J., eds. Self-Directed Learning in the era of the COVID-19 pandemic: Research on the affordances of online virtual excursions. Cape Town: AOSIS. pp. 101-125.
Lubbe, A., Olivier, J. & Hay, A. 2022. Assessment of virtual excursions: The affordances of posters as self-directed multimodal assessment instruments . In De Beer, J., Petersen, N., Mentz, E. & Balfour, R.J., eds. Self-Directed Learning in the era of the COVID-19 pandemic: Research on the affordances of online virtual excursions. Cape Town: AOSIS. pp. 197-220.