Siadaty M, Gasevic D, Hatala M.  2016.  Measuring the impact of technological scaffolding interventions on micro-level processes of self-regulated workplace learning. Computers in Human Behavior. 59(June 2016):469-482.
Siadaty M, Gasevic D, Hatala M.  2016.  Associations between technological scaffolding and micro-level processes of self-regulated learning. Computers in Human Behavior. 55(Part B):1007-1019.
Slater S, Joksimovic S, Kovanovic V, Baker R, Gasevic D.  2016.  Tools for educational data mining. Journal of Educational and Behavioral Statistics. 42(1):85-106.
Tsai Y-S.  2016.  A case study on the characteristics of manga fan communities. Journal of Graphic Novels and Comics. 7(4):417.
Yohan J, Tomar G, Ferschke O, Rose CPenstein, Gasevic D.  2016.  Expediting Support for Social Learning with Behavior Modeling.


Aleven V, Sewall J, Popescu O, Xhakaj F, Chand D, Baker R, Wang Y, Siemens G, Rose CPenstein, Gasevic D.  2015.  The beginning of a beautiful friendship? Intelligent tutoring systems and MOOCs. 9112:525-528.
Asadi M, Soltani S, Gasevic D, Hatala M.  2015.  The effects of visualization and interaction techniques on feature model configuration. Empirical Software Engineering. :1-38.
Bayne S, Knox J, Ross J.  2015.  Open education. Learning, Media and Technology. 40(3):247-250.
Bayne S, Ross J.  2015.  Guest editor's notes. TechTrends. 59(1):3-5.
Bayne S, Ross J.  2015.  MOOC Pedagogy. :23-45.
Bayne S.  2015.  Teacherbot: interventions in automated teaching. Teaching in Higher Education. 20(4):455-467.
Colvin C, Rogers T, Wade A, Dawson S, Gasevic D, Shum SBuckingham, Nelson K, Alexander S, Lockyer L, Kennedy G et al..  2015.  Student retention and learning analytics. A snapshot of Australian practices and a framework for advancement.
Corrin L, Kennedy G, de Barba P, Bakharia A, Lockyer L, Gasevic D, Williams D, Dawson S, Copeland S.  2015.  Loop: Linking student analytics with teachers' pedagogical intent. :CP57-CP61.
Cuzzola J, Jovanovic J, Bagheri E, Gasevic D.  2015.  Evolutionary FineTuning of Automated Semantic Annotation Systems. Expert Systems with Applications. 42(20):6864-6877.
Cuzzola J, Jovanovic J, Bagheri E, Gasevic D.  2015.  Automated Classification and Localization of Daily Deal Content from the Web. Applied Soft Computing. 31:241-256.
Dawson S, Mirriahi N, Gasevic D.  2015.  Importance of Theory in Learning Analytics in Formal and Workplace Settings. Journal of Learning Analytics. 2(2):1-4.
Dawson S, Joksimovic S, Kovanovic V, Gasevic D, Siemens G.  2015.  Recognising learner autonomy. Lessons and reflections from a joint x/c MOOC. :117-129.
Djurić Z., Gasevic D.  2015.  FEIPS - a Secure Fair-Exchange Payment System for Internet Transactions. The Computer Journal. 58(10):2537-2556.
Dowell N, Skrypnyk O, Joksimovic S, Graesser A, Dawson S, Gasevic D, de Vries P, Hennis T, Kovanovic V.  2015.  Modeling learners’ social centrality and performance through language and discourse. :250-257.
Fawns T, Bayne S, Ross J, Nicol S, Quayle E, Macleod H, Howie K.  2015.  Socially reconstructing history: the Social History Timestream application. Continuum: Journal of Media & Cultural Studies. (June):1-12.
Gasevic D, Dawson S, Mirriahi N, Long PD.  2015.  Learning analytics – a growing field and community engagement. Journal of Learning Analytics. 2(1):1-6.
Gasevic D, Adesope O, Joksimovic S, Kovanovic V.  2015.  Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. Internet and Higher Education. 24:53-65.
Gasevic D, Dawson S, Siemens G.  2015.  Let’s not forget: Learning analytics are about learning. TechTrends. 59(1):64.
Joksimovic S, Kovanovic V, Jovanovic J, Zouaq A, Gasevic D, Hatala M.  2015.  What do cMOOC participants talk about in Social Media? A Topic Analysis of Discourse in a cMOOC :156-165.
Joksimovic S, Dowell N, Skrypnyk O, Kovanovic V, Gasevic D, Dawson S, Graesser A.  2015.  How do you connect? Analysis of Social Capital Accumulation in connectivist MOOCs :64-68.
Joksimovic S, Gasevic D, Loughin T, Kovanovic V, Hatala M.  2015.  Learning at distance. Computers & Education. 87:204-217.
Joksimovic S, Gasevic D, Kovanovic V, Riecke B, Hatala M.  2015.  Social presence in online discussions as a process predictor of academic performance. Journal of Computer Assisted Learning.
Jovanovic J, Bagheri E, Gasevic D.  2015.  Comprehension and Learning of Social Goals through Visualization. IEEE Transactions on Human-Machine Systems. 45(4):478-489.
Kitto K, Bakharia A, Lupton M, Mallet D, Banks J, Bruza P, Pardo A, Shum SBuckingham, Dawson S, Gasevic D et al..  2015.  The Connected Learning Analytics Toolkit.
Knox J.  2015.  Posthuman Openings. looking beyond technology instrumentalism.
Knox J.  2015.  Critical education and digital cultures. :1-6.
Knox J.  2015.  The ‘Tweeting Book’ and the question of ‘non-human data’. TechTrends. 59(1):72-75.
Kovanovic V, Gasevic D, Dawson S, Joksimovic S, Baker R, Hatala M.  2015.  Does time-on-task estimation matter? Implications for the validity of learning analytics findings Journal of Learning Analytics. 2(3):81-110.
Kovanovic V, Joksimovic S, Gasevic D, Hatala M, Siemens G.  2015.  MOOCs in the news. A European perspective.
Kovanovic V, Joksimovic S, Gasevic D, Siemens G, Hatala M.  2015.  What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology. 46(3):510-527.
Kovanovic V, Gasevic D, Dawson S, Joksimovic S, Hatala M, Baker R.  2015.  Penetrating the Black Box of Time-on-task Estimation. :184-193.
Kovanovic V, Gasevic D, Joksimovic S, Hatala M, Adesope O.  2015.  Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions. Internet and Higher Education. 27:74-89.
Macleod H, Sinclair C.  2015.  Digital learning and the changing role of the teacher. :1-5.