Publications

2015

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.  Automated Classification and Localization of Daily Deal Content from the Web. Applied Soft Computing. 31:241-256.
Cuzzola J, Jovanovic J, Bagheri E, Gasevic D.  2015.  Evolutionary FineTuning of Automated Semantic Annotation Systems. Expert Systems with Applications. 42(20):6864-6877.
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.
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.
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, 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.
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.
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.
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.
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.  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.
Knox J.  2015.  Posthuman Openings. looking beyond technology instrumentalism.
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.
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.
Macleod H, Sinclair C.  2015.  Digital learning and the changing role of the teacher. :1-5.
Macleod H, Haywood J, Woodgate A, Alkhatnai M.  2015.  Emerging Patterns in MOOC: learners, course designs and directions. TechTrends. 59(1):56-63.
Pardo A, Mirriahi N, Dawson S, Zhao Y, Zhao A, Gasevic D.  2015.  Identifying Learning Strategies Associated with Active use of Video Annotation Software. :255-259.
Rizvi B, Bagheri E, Gasevic D.  2015.  A systematic review of distributed Agile software engineering. Journal of Software: Evolution and Process. 27(10):723-762.
Rose CPenstein, Ferschke O, Tomar G, Yang D, Howley I, Aleven V, Siemens G, Crosslin M, Gasevic D, Baker R.  2015.  Challenges and Opportunities of Dual-Layer MOOCs: Reflections from an edX Deployment Study. 2:848-851.
[Anonymous].  2015.  Spotlight Issue. TechTrends. 59(1)
[Anonymous].  2015.  Preparing for the digital university. a review of the history and current state of distance, blended, and online learning.
Skrypnyk O, Joksimovic S, Kovanovic V, Gasevic D, Dawson S.  2015.  Roles of course facilitators, learners, and technology in the flow of information of a cMOOC. International Review of Research in Open and Distance Learning. 16(3):188-217.
Tsai Y-S.  2015.  Looking through the enemy's eyes. Point-of-view editing and character identification in manga Naruto.
Waters Z, Kovanovic V, Kitto K, Gasevic D.  2015.  Structure matters. Adoption of structured classification approach in the context of cognitive presence classification. :227-238.
Wondoh J, Grossmann G, Gasevic D, Reichert M, Schrefl M.  2015.  Bitemporal support for business process contingency management. 9382:109-118.

2014

Asadi M, Gröner G, Mohabbati B, Gasevic D.  2014.  Goal-oriented modeling and verification of feature-oriented product lines. Software and Systems Modeling.
Asadi M, Mohabbati B, Gröner G, Gasevic D.  2014.  Development and validation of customized process models. Journal of Systems and Software. 96:73-92.