Publications

2017

Alothman M, Robertson J, Michaelson G.  2017.  Computer usage and attitudes among Saudi Arabian undergraduate students. Computers & Education.
Chaudron S, Marsh J, Navarette VDonoso, Ribbens W, Mascheroni G, Šmahel D, Černikova M, Dreier M, Korkeamäki R-L, Livingstone S et al..  2017.  Rules of engagement. Family rules on young children’s access to and use of technologies.
Dawson S, Jovanovic J, Gasevic D, Pardo A.  2017.  From prediction to impact. Evaluation of a learning analytics retention program. :474-478.
Dowell N, Brooks C, Kovanovic V, Joksimovic S, Gasevic D.  2017.  The Changing Patterns of MOOC discourse.
Gasevic D, Mirriahi N, Dawson S, Joksimovic S.  2017.  Effects of instructional conditions and experience on the adoption of a learning tool. Computers in Human Behavior. :207-220.
Gasevic D, Kovanovic V, Joksimovic S.  2017.  Piecing the learning analytics puzzle. Learning: Research and Practice. 3(1)
Gasevic D, Siemens G, Rose CPenstein.  2017.  Guest editorial. IEEE Transactions on Learning Technologies. 10(1):3-5.
Hershkovitz A, Knight S, Jovanovic J, Dawson S, Gasevic D.  2017.  Research with simulated data. Journal of Learning Analytics. 4(1):1-2.
Jovanovic J, Gasevic D, Dawson S, Pardo A, Mirriahi N.  2017.  Learning analytics to unveil learning strategies in a flipped classroom. Internet and Higher Education. 33:74-85.
Knox J.  2017.  De-colonising the MOOC. The Chinese Journal of Distance Education.
Knox J.  2017.  Data power in education. Television and New Media.
Kovanovic V, Joksimovic S, Katerinopoulos P, Michail C, Siemens G, Gasevic D.  2017.  Developing a MOOC experimentation platform. Insights from a user study. :1-5.
Kovanovic V, Joksimovic S, Poquet O, Hennis T, Dawson S, Gasevic D.  2017.  Understanding the relationship between technology use and cognitive presence in MOOCs. :582-583.
Manches A, Plowman L.  2017.  Computing education in children’s early years. British Journal of Educational Technology. 48(1):191-201.
Pardo A, Martinez-Maldonado R, Shum SBuckingham, Schulte J, McIntyre S, Gasevic D, Gao J, Siemens G.  2017.  Connecting data with student support actions in a course. A hands-on tutorial. :522-523.
Ross J, Sheail P.  2017.  The ‘campus imaginary’. Teaching in Higher Education.
Ruipérez-Valiente JA, Joksimovic S, Gasevic D, Kovanovic V, Muñoz-Merino P, Kloos CDelgado.  2017.  A data-driven method for the detection of close submitters in online learning environments.
Tsai Y-S, Gasevic D, Muñoz-Merino P, Dawson S.  2017.  LA Policy. Developing an institutional policy for learning analytics using the RAPID outcome mapping approach. :494-495.
Tsai Y-S, Gasevic D.  2017.  Learning analytics in higher education – challenges and policies. A review of eight learning analytics policies. :233-242.

2016

Andres JMiguel L, Baker R, Siemens G, Gasevic D, Spann C.  2016.  Replicating 21 findings on student success in online learning. Technology, Instruction, Cognition, and Learning.
Bakharia A, Corrin L, de Barba P, Kennedy G, Gasevic D, Mulder R, Williams D, Dawson S, Lockyer L.  2016.  A conceptual framework linking learning design with learning analytics. :329-338.
Bakharia A, Kitto K, Pardo A, Gasevic D, Dawson S.  2016.  Recipe for Success - Lessons Learnt from using xAPI within the Connected Learning Analytics Toolkit. :378-382.
Bayne S.  2016.  Introduction. The Europa World of Learning. 1:6-8.
Bayne S, Evans P, Ewins A, Knox J, Lamb J, Macleod H, O'Shea C, Ross J, Sheail P, Sinclair C.  2016.  Manifesto for Teaching Online 2016.
Bayne S.  2016.  Posthumanism and research in digital education. :82-100.
Beynon M., Boyatt R., Foss J., Hall C., Hudnott E., Pope N., Russ S., Macleod H., Alimisis D., Alimisi R. et al..  2016.  Playing games with observation, dependency and agency in a new environment for making construals. :21-28.
Campbell P, Evans P.  2016.  Reciprocal benefits, legacy and risk. European Journal of Training and Development. 40(2)
Corrin L, Kennedy G, de Barba P, Lockyer L, Gasevic D, Williams D, Dawson S, Mulder R, Copeland S, Bakharia A.  2016.  Completing the Loop- Returning Meaningful Learning Analytics Data to Teachers. A Handbook for Educators and Learning Analytics Specialists.
Dawson S, Gasevic D, Mirriahi N.  2016.  Challenging Assumptions in Learning Analytics. Journal of Learning Analytics. 2(3):1-3.
Dawson S, Pardo A, Mirriahi N, Gasevic D, Kingstone A.  2016.  Using Video Annotation Software to Develop Student Self-Regulated Learning.
Edwards S, Nolan A, Henderson M, Mantilla A, Plowman L, Skouteris H.  2016.  Young children’s everyday concepts of the internet. British Journal of Educational Technology.
Gallagher M., Lamb J, Bayne S.  2016.  The sound spaces of online, distance learners.
Gasevic D, Jovanovic J, Pardo A, Dawson S.  2016.  Detecting learning strategies with analytics. Journal of Learning Analytics. 4(1)
Gasevic D, Dawson S, Jovanovic J.  2016.  Ethics and Privacy as Enablers of Learning Analytics. Journal of Learning Analytics. 3(1):1.
Gasevic D, Dawson S, Rogers T, Gasevic D.  2016.  Learning analytics should not promote one size fits all. Internet and Higher Education. 28:68-84.
Gasevic D, Pechenizkiy M.  2016.  Let’s grow together. Journal of Learning Analytics. 3(3):5-8.