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Unpacking the learning-work nexus: 'priming' as lever for high-quality learning outcomes in work-integrated learning curricula

Studies in higher education (Dorchester-on-Thames), 2015-01, Vol.40 (1), p.22-42

2015

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From CDIO to challenge-based learning experiences - expanding student learning as well as societal impact?

European journal of engineering education, 2020-01, Vol.45 (1), p.22-37

2020

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Social media - based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying

Interactive learning environments, 2022-07, Vol.30 (8), p.1434-1447

2022

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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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Factors affecting students' learning performance through collaborative learning and engagement

Interactive learning environments, 2023-05, Vol.31 (4), p.2371-2391

2023

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Prompting undergraduate students' metacognition of learning: implementing 'meta-learning' assessment tasks in the biomedical sciences

Assessment and evaluation in higher education, 2018-02, Vol.43 (2), p.272-285

2018

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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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How to Enhance Interdisciplinary Competence--Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

The interdisciplinary journal of problem-based learning, 2017-09, Vol.11 (2)

2017

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Blended Learning Model Incorporating Online Learning for a Competency-Focused, Work-Based Learning (WBL) Programme -- Allied Healthcare Case-Study

Higher education, skills and work-based learning, 2022-07, Vol.12 (4), p.791-806

2022

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Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition

British journal of educational psychology, 2021-09, Vol.91 (3), p.972-996

2021

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Students' use of learning management systems and desired e-learning experiences: are they ready for next generation digital learning environments?

Higher education research and development, 2021-07, Vol.40 (5), p.995-1010

2021

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Defining student learning experience through blended learning

Education and information technologies, 2020-07, Vol.25 (4), p.3049-3069

2020

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Digital Game-Based Learning of Information Literacy: Effects of Gameplay Modes on University Students' Learning Performance, Motivation, Self-Efficacy and Flow Experiences

Australasian Journal of Educational Technology, 2021-01, Vol.37 (2), p.152-170

2021

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Flipping the procedural knowledge learning - a case study of software learning

Interactive learning environments, 2021-04, Vol.29 (3), p.428-441

2021

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CONTEXTUALIZED LEARNING MODULES IN BRIDGING STUDENTS’ LEARNING GAPS IN CALCULUS WITH ANALYTIC GEOMETRY THROUGH INDEPENDENT LEARNING

IndoMS-journal on mathematics education, 2020-09, Vol.11 (3), p.457-476

2020

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Learning-Environment Uncertainty and Students' Approaches to Learning: A Self-Determination Theory Perspective

Scandinavian journal of educational research, 2023-06, Vol.67 (4), p.559-573

2023

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Identifying key factors affecting college students' adoption of the e-learning system in mandatory blended learning environments

Interactive learning environments, 2022-07, Vol.30 (8), p.1388-1401

2022

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Social Learning Analytics

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

2012

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The LIFE programme - University students learning leadership and teamwork through service learning in El Salvador

Intercultural education (London, England), 2022-07, Vol.33 (4), p.470-483

2022

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Learning analytics for learning design in online distance learning

Distance education, 2019-07, Vol.40 (3), p.309-329

2019

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Animated Pedagogical Agents as Aids in Multimedia Learning: Effects on Eye-Fixations During Learning and Learning Outcomes

Journal of educational psychology, 2018-02, Vol.110 (2), p.250-268

2018

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Shift From a Traditional to a Distance Learning Environment during the COVID-19 Pandemic: University Students’ Engagement and Interactions

Science & education, 2022-02, Vol.31 (1), p.93-122

2022

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Student learning effect using flipped classroom with WPSA learning mode - An Example of Programming Design Course

Innovations in education and teaching international, 2023-11, Vol.60 (6), p.824-835

2023

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Improving engagement: the use of 'Authentic self-and peer-assessment for learning' to enhance the student learning experience

Assessment and evaluation in higher education, 2013-11, Vol.38 (7), p.875-891

Kearney, Sean

2013

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Impact of lecturers' emotional intelligence on students' learning and engagement in remote learning spaces : A cross-cultural study

Australasian Journal of Educational Technology, 2022-01, Vol.38 (4), p.112-126

2022

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Unpacking the learning-work nexus: 'priming' as lever for high-quality learning outcomes in work-integrated learning curricula

From CDIO to challenge-based learning experiences - expanding student learning as well as societal impact?

Social media - based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying

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

Factors affecting students' learning performance through collaborative learning and engagement

Prompting undergraduate students' metacognition of learning: implementing 'meta-learning' assessment tasks in the biomedical sciences

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

How to Enhance Interdisciplinary Competence--Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Blended Learning Model Incorporating Online Learning for a Competency-Focused, Work-Based Learning (WBL) Programme -- Allied Healthcare Case-Study

Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition

Students' use of learning management systems and desired e-learning experiences: are they ready for next generation digital learning environments?

Defining student learning experience through blended learning

Digital Game-Based Learning of Information Literacy: Effects of Gameplay Modes on University Students' Learning Performance, Motivation, Self-Efficacy and Flow Experiences

Flipping the procedural knowledge learning - a case study of software learning

CONTEXTUALIZED LEARNING MODULES IN BRIDGING STUDENTS’ LEARNING GAPS IN CALCULUS WITH ANALYTIC GEOMETRY THROUGH INDEPENDENT LEARNING

Learning-Environment Uncertainty and Students' Approaches to Learning: A Self-Determination Theory Perspective

Identifying key factors affecting college students' adoption of the e-learning system in mandatory blended learning environments

Social Learning Analytics

The LIFE programme - University students learning leadership and teamwork through service learning in El Salvador

Learning analytics for learning design in online distance learning

Animated Pedagogical Agents as Aids in Multimedia Learning: Effects on Eye-Fixations During Learning and Learning Outcomes

Shift From a Traditional to a Distance Learning Environment during the COVID-19 Pandemic: University Students’ Engagement and Interactions

Student learning effect using flipped classroom with WPSA learning mode - An Example of Programming Design Course

Improving engagement: the use of 'Authentic self-and peer-assessment for learning' to enhance the student learning experience

Impact of lecturers' emotional intelligence on students' learning and engagement in remote learning spaces : A cross-cultural study

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