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Thermos | References

Thermos

References

  • Jivet, I., Scheffel, M., Schmitz, M., Robbers, S., Specht, M., & Drachsler, H. (2020). From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education. The Internet and Higher Education, 47, 100758. https://doi.org/10.1016/j.iheduc.2020.100758
  • Lang, C., Siemens, G., Wise, A., & Gasevic, D. (Eds.). (2017). Handbook of learning analytics. SOLAR, Society for Learning Analytics and Research. DOI: 10.18608/hla17
  • Wise, A. F., Vytasek, J. M., Hausknecht, S., & Zhao, Y. (2016). Developing Learning Analytics Design Knowledge in the” Middle Space”: The Student Tuning Model and Align Design Framework for Learning Analytics Use. Online Learning, 20(2), 155-182.
  • Cumming, J., Woodcock, C., Cooley, S. J., Holland, M. J., & Burns, V. E. (2015). Development and validation of the groupwork skills questionnaire (GSQ) for higher education. Assessment & Evaluation in Higher Education, 40(7), 988-1001.
  • Siemens, G., & Baker, R. S. D. (2012, April). Learning analytics and educational data mining: towards communication and collaboration.
    In Proceedings of the 2nd international conference on learning analytics and   knowledge (pp. 252-254). https://doi.org/10.1145/2330601.2330661
  • Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77(2), 413-440.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.