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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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Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students' learning experiences in a self-paced online mathematics course

Distance education, 2015-01, Vol.36 (1), p.80-99

2015

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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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Evaluation online learning of undergraduate students under lockdown amidst COVID-19 Pandemic: The online learning experience and students’ satisfaction

Children and youth services review, 2021-09, Vol.128, p.106160, Article 106160

2021

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Online learning amidst covid-19 pandemic - explicating the nexus between learners' characteristics, their learning environment and the learning outcomes in built environment studies

Interactive learning environments, 2023-10, Vol.31 (7), p.4675-4686

2023

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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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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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Predicting student satisfaction and perceived learning within online learning environments

Distance education, 2019-01, Vol.40 (1), p.133-148

Alqurashi, Emtinan

2019

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Developing a Learning Analytics Intervention in E-learning to Enhance Students’ Learning Performance: A Case Study

Education and information technologies, 2022-06, Vol.27 (5), p.7099-7134

2022

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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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Students’ interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy and learning performance

Education and information technologies, 2020-09, Vol.25 (5), p.3975-3993

2020

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Social Learning Analytics

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

2012

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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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Learning analytics for learning design in online distance learning

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

2019

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MOOC-based flipped learning in higher education: students’ participation, experience and learning performance

International Journal of Educational Technology in Higher Education, 2019-08, Vol.16 (1), p.1-18, Article 33

2019

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Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”

Children and youth services review, 2020-11, Vol.118, p.105355-105355, Article 105355

2020

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Process mining for self-regulated learning assessment in e-learning

Journal of computing in higher education, 2020-04, Vol.32 (1), p.74-88

2020

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Enriching students' engaged learning experiences through the collaborative online international learning project

Innovations in education and teaching international, 2021-09, Vol.58 (5), p.596-605

2021

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Covid-19 pandemic and online learning: the challenges and opportunities

Interactive learning environments, 2023-02, Vol.31 (2), p.863-875

2023

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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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Rethinking the flipped learning pre‐class: Its influence on the success of flipped learning and related factors

British journal of educational technology, 2019-03, Vol.50 (2), p.934-945

2019

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Supporting students’ self-regulated learning in online learning using artificial intelligence applications

International Journal of Educational Technology in Higher Education, 2023-12, Vol.20 (1), p.37-21, Article 37

2023

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The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19

Australasian Journal of Educational Technology, 2023-01, Vol.39 (3), p.17-34

2023

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Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis

Medical education online, 2019-01, Vol.24 (1), p.1666538

2019

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

Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students' learning experiences in a self-paced online mathematics course

Factors affecting students' learning performance through collaborative learning and engagement

Evaluation online learning of undergraduate students under lockdown amidst COVID-19 Pandemic: The online learning experience and students’ satisfaction

Online learning amidst covid-19 pandemic - explicating the nexus between learners' characteristics, their learning environment and the learning outcomes in built environment studies

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

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

Predicting student satisfaction and perceived learning within online learning environments

Developing a Learning Analytics Intervention in E-learning to Enhance Students’ Learning Performance: A Case Study

Defining student learning experience through blended learning

Students’ interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy and learning performance

Social Learning Analytics

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

Learning analytics for learning design in online distance learning

MOOC-based flipped learning in higher education: students’ participation, experience and learning performance

Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”

Process mining for self-regulated learning assessment in e-learning

Enriching students' engaged learning experiences through the collaborative online international learning project

Covid-19 pandemic and online learning: the challenges and opportunities

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

Rethinking the flipped learning pre‐class: Its influence on the success of flipped learning and related factors

Supporting students’ self-regulated learning in online learning using artificial intelligence applications

The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19

Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis

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