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Books and Theses
- 2017
[b1]Paula G. de Barba:
Autonomous learning and achievement motivation in online learning environments. University of Melbourne, Parkville, Victoria, Australia, 2017
Journal Articles
- 2020
- [j3]Paula G. de Barba
, Donia Malekian, Eduardo Araujo Oliveira, James Bailey, Tracii Ryan, Gregor E. Kennedy:
The importance and meaning of session behaviour in a MOOC. Comput. Educ. 146 (2020) - 2019
- [j2]Kelly Trezise, Tracii Ryan, Paula G. de Barba, Gregor E. Kennedy:
Detecting Academic Misconduct Using Learning Analytics. J. Learn. Anal. 6(3) (2019) - 2016
- [j1]Paula G. de Barba, Gregor E. Kennedy, Mary D. Ainley:
The role of students' motivation and participation in predicting performance in a MOOC. J. Comput. Assist. Learn. 32(3): 218-231 (2016)
Conference and Workshop Papers
- 2025
- [c7]Yige Song, Eduardo Oliveira, Paula G. de Barba, Michael Kirley, Pauline Thompson:
Investigating Validity and Generalisability in Trace-Based Measurement of Self-Regulated Learning: A Multidisciplinary Study. LAK 2025: 339-350 - 2019
- [c6]Donia Malekian, James Bailey, Gregor E. Kennedy, Paula G. de Barba, Sadia Nawaz:
Characterising Students' Writing Processes Using Temporal Keystroke Analysis. EDM 2019 - 2017
- [c5]Linda Corrin, Paula G. de Barba, Aneesha Bakharia:
Using learning analytics to explore help-seeking learner profiles in MOOCs. LAK 2017: 424-428 - 2016
- [c4]Aneesha Bakharia, Linda Corrin, Paula G. de Barba, Gregor E. Kennedy, Dragan Gasevic, Raoul Mulder, David Williams, Shane Dawson, Lori Lockyer:
A conceptual framework linking learning design with learning analytics. LAK 2016: 329-338 - 2015
- [c3]Gregor E. Kennedy, Carleton Coffrin, Paula G. de Barba, Linda Corrin:
Predicting success: how learners' prior knowledge, skills and activities predict MOOC performance. LAK 2015: 136-140 - [c2]Linda Corrin, Paula G. de Barba:
How do students interpret feedback delivered via dashboards? LAK 2015: 430-431 - 2014
- [c1]Carleton Coffrin, Linda Corrin, Paula G. de Barba, Gregor E. Kennedy:
Visualizing patterns of student engagement and performance in MOOCs. LAK 2014: 83-92
Coauthor Index
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