Learning Analytics
Compiled by Shahron Williams van Rooij, George Mason University, United States
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Brief report on Open Praxis dissemination, abstracting and impact
Gil-Jaurena, I. .
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Open Praxis, volumen 6 issue 3
Gil-Jaurena, V. .
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Anlisi de la funcionalitat didctica de les tauletes digitals en l'espai europeu d'ensenyament superior
Vzquez Cano, E. & Sevillano, M. (2014). Anlisi de la funcionalitat didctica de les tauletes digitals en l'espai europeu d'ensenyament superior. RUSC. Universities and Knowledge Society Journal, 11(3), 63-77. Universitat Oberta de Catalunya, University of New England.
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Documenting and Sharing the Work of Successful On-site Mentors
Freidhoff, J., Borup, J., Stimson, R. & DeBruler, K. (2105). Documenting and Sharing the Work of Successful On-site Mentors. Journal of Online Learning Research, 1(1), 107-128. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Reimagining Feedback Exchanges with Student Teachers: A Design-based Research Study Utilizing Technological and Training Approaches
Hougan, E. (2015). Reimagining Feedback Exchanges with Student Teachers: A Design-based Research Study Utilizing Technological and Training Approaches. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1184-1192). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
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The Emergent Role of the MOOC Instructor: A Qualitative Study of Trends Toward Improving Future Practice
Haavind, S. & Sistek-Chandler, C. (2015). The Emergent Role of the MOOC Instructor: A Qualitative Study of Trends Toward Improving Future Practice. International Journal on E-Learning, 14(3), 331-350. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs
Floratos, N., Guasch, T. & Espasa, A. (2015). Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs. Open Praxis, 7(2), 141-152. International Council for Open and Distance Education.
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Mandating Lecture Capture at an Australian University Based on a National Student Survey
Miles, C. & Cameron, D. (2015). Mandating Lecture Capture at an Australian University Based on a National Student Survey. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1263-1272). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
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A Case Study of Lessons Involving Online Peer Assessments of Oral Presentations
Ohsaki, A. (2015). A Case Study of Lessons Involving Online Peer Assessments of Oral Presentations. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 648-653). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE).
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A Systematic Comparative Analysis of MOOC Participant Profiles
Poellhuber, B., Roy, N. & Bouchoucha, I. (2015). A Systematic Comparative Analysis of MOOC Participant Profiles. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1865-1872). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE).
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Coursera’s introductory human physiology course: Factors that characterize successful completion of a MOOC
Engle, D., Mankoff, C. & Carbrey, J. (2015). Coursera’s introductory human physiology course: Factors that characterize successful completion of a MOOC. The International Review of Research in Open and Distributed Learning, 16(2),. Athabasca University Press.
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Agility: A Crucial Capability for Universities in Times of Disruptive Change and Innovation
Mukerjee, S. (2014). Agility: A Crucial Capability for Universities in Times of Disruptive Change and Innovation. Australian Universities' Review, 56(1), 56-60.
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A Case Study of MOOCs Design and Administration at Seoul National University
Lim, C., Kim, S., Kim, M., Han, S. & Seo, S. (2014). A Case Study of MOOCs Design and Administration at Seoul National University. Presented at International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2014.
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The Effects of Frequency of Media Utilization on Decision Making of Media Choice
Gotoh, Y. .
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Academic versus Non-Academic Emerging Adult College Student Technology Use
Swanson, J.A. & Walker, E. (2014). Academic versus Non-Academic Emerging Adult College Student Technology Use. Presented at International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2014.
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An EVS Clicker Based Hybrid Assessment to Engage Students with Marking Criteria
Bennett, S., Barker, T. & Lilley, M. .
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How Teachers Use and Manage Their Blogs? A Cluster Analysis of Teachers' Blogs in Taiwan
Liu, E.Z.F. & Hou, H.T. (2013). How Teachers Use and Manage Their Blogs? A Cluster Analysis of Teachers' Blogs in Taiwan. Presented at International Conference on Educational Technologies (ICEduTech) 2013.
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Early Childhood Data Systems: Putting Data to Work
Sirinides, P. & Fink, R. .
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Coursera's Introductory Human Physiology Course: Factors That Characterize Successful Completion of a MOOC
Engle, D., Mankoff, C. & Carbrey, J. (2015). Coursera's Introductory Human Physiology Course: Factors That Characterize Successful Completion of a MOOC. The International Review of Research in Open and Distributed Learning, 16(2), 46-68. Athabasca University Press.
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A Proposed Model for Authenticating Knowledge Transfer in Online Discussion Forums
Tucker, J.P., YoungGonzaga, S. & Krause, J. (2014). A Proposed Model for Authenticating Knowledge Transfer in Online Discussion Forums. International Journal of Higher Education, 3(2), 106-119.