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Affective e-Learning: Using “Emotional” Data to Improve Learning in Pervasive Learning Environment

Educational technology & society, 2009-04, Vol.12 (2), p.176-189

2009

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Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

Educational Technology ＆ Society, 2018-04, Vol.21 (2), p.220-232

2018

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University students’ online learning attitudes and continuous intention to undertake online courses: a self-regulated learning perspective

Educational technology research and development, 2020-06, Vol.68 (3), p.1485-1519

2020

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Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education

British educational research journal, 2018-12, Vol.44 (6), p.982-1004

2018

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Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

European journal of education, 2019-06, Vol.54 (2), p.273-286

2019

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Social Learning Analytics

Educational technology & society, 2012-07, Vol.15 (3), p.3-26

2012

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How to Support Students’ Self-Regulated Learning in Times of Crisis: An Embedded Technology-Based Intervention in Blended Learning Pedagogies

Academy of Management learning & education, 2023-09, Vol.22 (3), p.357-382

2023

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Investigating the effect of an adaptive learning intervention on students' learning

Educational technology research and development, 2017-12, Vol.65 (6), p.1605-1625

2017

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Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations

Educational psychology review, 2004-12, Vol.16 (4), p.359-384

2004

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Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships

Higher education, 2016-02, Vol.71 (2), p.195-208

2016

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Generative Learning: Which Strategies for What Age?

Educational psychology review, 2021-12, Vol.33 (4), p.1295-1318

Brod, Garvin

2021

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Interrelations among university students' approaches to learning, regulation of learning, and cognitive and attributional strategies: A person oriented approach

Higher education, 2011-05, Vol.61 (5), p.513-529

2011

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Students’ motivation and engagement in higher education: the importance of attitude to online learning

Higher education, 2022-02, Vol.83 (2), p.317-338

2022

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Co-creation in learning and teaching: the case for a whole-class approach in higher education

Higher education, 2020-06, Vol.79 (6), p.1023-1037

Bovill, Catherine

2020

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College Students’ Time Management: a Self-Regulated Learning Perspective

Educational psychology review, 2021-12, Vol.33 (4), p.1319-1351

2021

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Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning

Educational technology research and development, 2021-10, Vol.69 (5), p.2475-2492

2021

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Exploring students’ learning experience in online education: analysis and improvement proposals based on the case of a Spanish open learning university

Educational technology research and development, 2021-12, Vol.69 (6), p.3367-3389

2021

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Digital ethnography in higher education teaching and learning : a methodological review

Higher education, 2022-11, Vol.84 (5), p.1143-1162

2022

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Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science

Higher education, 2021-09, Vol.82 (3), p.477-498

2021

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The link between high-impact practices and student learning: Some longitudinal evidence

Higher education, 2015-04, Vol.69 (4), p.509-525

2015

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STEM-based Artificial Intelligence Learning in General Education for Non-Engineering Undergraduate Students

Educational Technology ＆ Society, 2021-07, Vol.24 (3), p.224-237

2021

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Profiles in self-regulated learning and their correlates for online and blended learning students

Educational technology research and development, 2018-12, Vol.66 (6), p.1435-1455

2018

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Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering

Higher education, 2022-04, Vol.83 (4), p.809-828

2022

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Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies

European journal of psychology of education, 2021-12, Vol.36 (4), p.1135-1157

2021

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Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?

Instructional science, 2020-04, Vol.48 (2), p.137-157

2020

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Affective e-Learning: Using “Emotional” Data to Improve Learning in Pervasive Learning Environment

Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

University students’ online learning attitudes and continuous intention to undertake online courses: a self-regulated learning perspective

Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Social Learning Analytics

How to Support Students’ Self-Regulated Learning in Times of Crisis: An Embedded Technology-Based Intervention in Blended Learning Pedagogies

Investigating the effect of an adaptive learning intervention on students' learning

Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations

Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships

Generative Learning: Which Strategies for What Age?

Interrelations among university students' approaches to learning, regulation of learning, and cognitive and attributional strategies: A person oriented approach

Students’ motivation and engagement in higher education: the importance of attitude to online learning

Co-creation in learning and teaching: the case for a whole-class approach in higher education

College Students’ Time Management: a Self-Regulated Learning Perspective

Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning

Exploring students’ learning experience in online education: analysis and improvement proposals based on the case of a Spanish open learning university

Digital ethnography in higher education teaching and learning : a methodological review

Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science

The link between high-impact practices and student learning: Some longitudinal evidence

STEM-based Artificial Intelligence Learning in General Education for Non-Engineering Undergraduate Students

Profiles in self-regulated learning and their correlates for online and blended learning students

Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering

Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies

Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?

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