Publications

2015

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.  The ‘Tweeting Book’ and the question of ‘non-human data’. TechTrends. 59(1):72-75.
Knox J.  2015.  Posthuman Openings. looking beyond technology instrumentalism.
Knox J.  2015.  Critical education and digital cultures. :1-6.
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.
Livingstone S, Marsh J, Plowman L, Ottovordemgentschenfelde S, Fletcher-Watson B.  2015.  Young Children (0-8) and Digital Technology - UK report.
Macleod H, Haywood J, Woodgate A, Alkhatnai M.  2015.  Emerging Patterns in MOOC: learners, course designs and directions. TechTrends. 59(1):56-63.
Macleod H, Sinclair C.  2015.  Digital learning and the changing role of the teacher. :1-5.
Manches A, Duncan P, Plowman L, Sabeti S.  2015.  Three questions about the Internet of things and children. TechTrends. 59(1):76-83.
Marsh J, Plowman L, Yamada-Rice D., Bishop J.C., Davenport A., Davis S., Robinson P., Piras M..  2015.  Exploring play and creativity in pre-schoolers' use of apps. A report for the children's media industry.
Marsh J, Plowman L, Yamada-Rice D, Bishop J, Lahmar J., Scott F, Davenport A., Davis S., French K., Piras M. et al..  2015.  Exploring play and creativity in pre-schoolers’ use of apps. Report for policy makers.
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.
Plowman L.  2015.  Rethinking context. Children's Geographies.
Plowman L..  2015.  Researching Young Children's Everyday Uses of Technology in the Family Home. Interacting with Computers. 27(1):36-46.
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)
Sheail P.  2015.  The motif of meeting in digital education. TechTrends. 59(1):37-43.
[Anonymous].  2015.  Preparing for the digital university. a review of the history and current state of distance, blended, and online learning.
Sinclair C.  2015.  Students’ Perspectives on Academic Writing in the Digital Age. TechTrends. 59:44-49.
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.
Asadi M, Soltani S, Gasevic D, Hatala M, Bagheri E.  2014.  Toward automated feature model configuration with optimizing non-functional requirements. Information and Software Technology. 56(9):1144-1165.
Bayne S, Gallagher M, Lamb J.  2014.  Being ‘at’ university: the social topologies of distance students. Higher Education. 67(5):569-583.
Bayne S, Ross J.  2014.  MOOC pedagogy: the UK view.
Bayne S.  2014.  What's the matter with 'technology enhanced learning'? Learning, Media and Technology. 40(1):5-20.
Dawson S, Gasevic D, Siemens G, Joksimovic S.  2014.  Current state and future trends. A citation network analysis of the learning analytics field. :231-240.
Evans P.  2014.  Exploring the relationship between discourse and a practice perspective on HRD in a virtual environment. Human Resource Development International. 17(2):183-202.