Social presence in online discussions as a process predictor of academic performance. Journal of Computer Assisted Learning. . 2015.
Learning at distance. Computers & Education. 87:204-217. . 2015.
Comprehension and Learning of Social Goals through Visualization. IEEE Transactions on Human-Machine Systems. 45(4):478-489. . 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. . 2015.
Does time-on-task estimation matter? Implications for the validity of learning analytics findings Journal of Learning Analytics. 2(3):81-110. . 2015.
MOOCs in the news. A European perspective. . 2015.
What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology. 46(3):510-527. . 2015.
Penetrating the Black Box of Time-on-task Estimation. :184-193. . 2015.
Emerging Patterns in MOOC: learners, course designs and directions. TechTrends. 59(1):56-63. . 2015.
A systematic review of distributed Agile software engineering. Journal of Software: Evolution and Process. 27(10):723-762. . 2015.
Spotlight Issue. TechTrends. 59(1) . 2015.
The motif of meeting in digital education. TechTrends. 59(1):37-43. . 2015.
Preparing for the digital university. a review of the history and current state of distance, blended, and online learning. . 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. . 2015.
Structure matters. Adoption of structured classification approach in the context of cognitive presence classification. :227-238. . 2015.
Bitemporal support for business process contingency management. 9382:109-118. . 2015.
Goal-oriented modeling and verification of feature-oriented product lines. Software and Systems Modeling. . 2014.
Development and validation of customized process models. Journal of Systems and Software. 96:73-92. . 2014.
Toward automated feature model configuration with optimizing non-functional requirements. Information and Software Technology. 56(9):1144-1165. . 2014.
Being ‘at’ university: the social topologies of distance students. Higher Education. 67(5):569-583. . 2014.
MOOC pedagogy: the UK view. . 2014.
What's the matter with 'technology enhanced learning'? Learning, Media and Technology. 40(1):5-20. . 2014.
Current state and future trends. A citation network analysis of the learning analytics field. :231-240. . 2014.
Exploring the relationship between discourse and a practice perspective on HRD in a virtual environment. Human Resource Development International. 17(2):183-202. . 2014.
Close encounters of the semantic web and MDA kinds. :13-29. . 2014.
Editorial – Inaugural Issue of the Journal of Learning Analytics. Journal of Learning Analytics. 1(1) . 2014.
Learning analytics and machine learning. :287-288. . 2014.
Where is research on massive open online courses headed? A data analysis of the MOOC research initiative International Review of Research in Open and Distance Learning. 15(5):134-176. . 2014.
Validation of user intentions in process orchestration and choreography. Information Systems. 43:83-99. . 2014.
Psychological characteristics in cognitive presence of communities of inquiry. Internet and Higher Education. 22:1-10. . 2014.
Learning Analytics for Networked Learning Models. Journal of Learning Analytics. 1(3):191-194. . 2014.
Automated semantic tagging of textual content. IT Professional. 16(6):38-46. . 2014.