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ORCIDJournal of Learning Analytic, Volume 2
Volume 2, Number 1, November 2014
- Justin Reich, Dustin Tingley, Jetson Leder-Luis, Margaret E. Roberts, Brandon M. Stewart:
Computer-Assisted Reading and Discovery for Student Generated Text in Massive Open Online Courses. - Kay Colthorpe, Kirsten Zimbardi, Louise Ainscough
, Stephen Anderson:
Know thy student! Combining learning analytics and critical reflections to develop a targeted intervention for promoting self-regulated learning. - Simon Knight, Karen Littleton:
Discourse Centric Learning Analytics: Mapping the Terrain. - James René Segedy, John S. Kinnebrew, Gautam Biswas:
Using Coherence Analysis to Characterize Self-Regulated Learning Behaviours in Open-Ended Learning Environments. - Christoph Sonnenberg, Maria Bannert:
Discovering the Effects of Metacognitive Prompts on the Sequential Structure of SRL-Processes Using Process Mining Techniques. - Alexander Nussbaumer, Eva-Catherine Hillemann, Christian Gütl, Dietrich Albert:
A Competence-based Service for Supporting Self-Regulated Learning in Virtual Environments. - Maria Cutumisu, Kristen Pilner Blair, Doris B. Chin, Daniel L. Schwartz:
Posterlet: A Game-Based Assessment of Children's Choices to Seek Feedback and to Revise. - Dragan Gasevic, Shane Dawson, Negin Mirriahi, Phillip D. Long:
Learning Analytics - A Growing Field and Community Engagement. 1-6 - Ido Roll, Philip H. Winne:
Understanding, evaluating, and supporting self-regulated learning using learning analytics. 7-12
Volume 2, Number 2, December 2015
- Shane Dawson, Negin Mirriahi, Dragan Gasevic:
Importance of Theory in Learning Analytics in Formal and Workplace Settings. 1-4 - Alyssa Friend Wise, David Williamson Shaffer:
Why Theory Matters More than Ever in the Age of Big Data. 5-13 - Nick Kelly, Kate Thompson, Pippa Yeoman:
Theory-led Design of Instruments and Representations in Learning Analytics: Developing a Novel Tool for Orchestration of Online Collaborative Learning. 14-43 - Chris Teplovs:
Commentary On "Theory-led design of instruments and representations in learning analytics: Developing a novel tool for orchestration of online collaborative learning". 44-46 - Yohsuke Roy Miyamoto, Cody A. Coleman, Joseph Jay Williams, Jacob Whitehill, Sergiy O. Nesterko, Justin Reich:
Beyond Time-on-Task: The Relationship Between Spaced Study and Certification in MOOCs. 47-69 - Zachary A. Pardos:
Commentary On "Beyond Time-on-Task: The Relationship Between Spaced Study and Certification in MOOCs". 70-74 - Vanessa Svihla, Michael J. Wester, Marcia C. Linn:
Distributed Revisiting: an Analytic for Retention of Coherent Science Learning. 75-101 - Jim Hewitt:
Commentary on "Distributed Revisiting: an Analytic for Retention of Coherent Science Learning". 102-106 - Bertrand Schneider, Roy Pea:
Does Seeing One Another's Gaze Affect Group Dialogue? A Computational Approach. 107-133 - Heinz Ulrich Hoppe:
Commentary on "Does Seeing One Another's Gaze Affect Group Dialogue? A Computational Approach". 134-137 - Anouschka van Leeuwen:
Learning analytics to support teachers during synchronous CSCL: balancing between overview and overload. 138-162 - Bodong Chen:
From Theory Use to Theory Building in Learning Analytics: A Commentary on "Learning Analytics to Support Teachers during Synchronous CSCL". 163-168 - Susan Lowes, Peiyi Lin, Brian P. Kinghorn:
Exploring the Link between Online Behaviours and Course Performance in Asynchronous Online High School Courses. 169-194
Volume 2, Number 3, February 2016
- Shane Dawson, Dragan Gasevic, Negin Mirriahi:
Challenging Assumptions in Learning Analytics. 1-3 - Agathe Merceron, Paulo Blikstein, George Siemens:
Learning Analytics: From Big Data to Meaningful Data. 4-8 - Roberto Martínez Maldonado, Abelardo Pardo, Negin Mirriahi, Kalina Yacef, Judy Kay, Andrew Clayphan:
LATUX: an Iterative Workflow for Designing, Validating and Deploying Learning Analytics Visualisations. 9-39 - Erica Linn Snow, Laura K. Allen, Matthew E. Jacovina, Scott A. Crossley, Cecile A. Perret, Danielle S. McNamara:
Keys to Detecting Writing Flexibility Over Time: Entropy and Natural Language Processing. 40-54 - Rebecca Ferguson, Doug Clow:
Consistent Commitment: Patterns of Engagement across Time in Massive Open Online Courses (MOOCs). 55-80 - Vitomir Kovanovic, Dragan Gasevic, Shane Dawson, Srecko Joksimovic, Ryan Baker:
Does Time-on-task Estimation Matter? Implications on Validity of Learning Analytics Findings. 81-110 - Simon Knight, Karen Littleton:
Dialogue as Data in Learning Analytics for Productive Educational Dialogue. 111-143
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