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Where is research on massive open online courses headed? A data analysis of the MOOC research initiative
TLDR
This paper reports on the results of an analysis of the research proposals submitted to the MOOC Research Initiative (MRI) funded by the Gates Foundation and administered by Athabasca University. Expand
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Learning at distance: Effects of interaction traces on academic achievement
TLDR
The findings show significant positive effect of student-system interactions.Student-content interactions were negatively associated with the learning outcome.Educational level and course context are important for interaction types supported. Expand
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Penetrating the black box of time-on-task estimation
TLDR
This paper presents the results of a study that examined the effects of different time-on-task estimation methods on results of commonly adopted analytical models. Expand
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Current state and future trends: a citation network analysis of the learning analytics field
TLDR
This paper provides an evaluation of the current state of the field of learning analytics through analysis of articles and citations occurring in the LAK conferences and identified special issue journals. Expand
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Social presence in online discussions as a process predictor of academic performance
TLDR
We show that certain indicators of social presence can be used for early detection of students at risk of failing a course. Expand
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What public media reveals about MOOCs: A systematic analysis of news reports
TLDR
We present the results of a study that looked at the content of the public discourse related to MOOCs. Expand
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Modeling Learners' Social Centrality and Performance through Language and Discourse
TLDR
We use CohMetrix, a theoretically grounded, computational linguistic modeling tool, to explore students’ forum postings across five potent discourse dimensions. Expand
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Piecing the learning analytics puzzle: a consolidated model of a field of research and practice
ABSTRACT The field of learning analytics was founded with the goal to harness vast amounts of data about learning collected by the extensive use of technology. After the early formation, the fieldExpand
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Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions
TLDR
This paper proposes that high-levels of cognitive presence can be facilitated in online courses, based on the community of inquiry model, by building upon existing research in i) self-regulated learning through externally-facilitated regulation scaffolding and ii) computer-supported collaborative learning through role assignment. Expand
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How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs
Despite a surge of empirical work on student participation in online learning environments, the causal links between the learning-related factors and processes with the desired learning outcomesExpand
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