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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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Blended Learning Designs in STEM Higher Education: Putting Learning First

1st ed. 2019., 2019

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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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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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Learning Intelligence: Innovative and Digital Transformative Learning Strategies: Cultural and Social Engineering Perspectives

Rajaram, Kumaran

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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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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Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms

International Journal of Educational Technology in Higher Education, 2020-12, Vol.17 (1), p.57-57, Article 57

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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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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College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language

System (Linköping), 2020-06, Vol.90, p.102221-17, Article 102221

2020

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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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Learning Analytics: Ethical Issues and Dilemmas

The American behavioral scientist (Beverly Hills), 2013-10, Vol.57 (10), p.1510-1529

2013

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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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Design and co-configuration for hybrid learning : Theorising the practices of learning space design

British journal of educational technology, 2020-07, Vol.51 (4), p.1045-1060

Goodyear, Peter

2020

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Learning: Design, Engagement and Definition: Interdisciplinarity and learning

1st ed. 2021., 2022

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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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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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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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Defining student learning experience through blended learning

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

2020

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

Blended Learning Designs in STEM Higher Education: Putting Learning First

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

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

Learning Intelligence: Innovative and Digital Transformative Learning Strategies: Cultural and Social Engineering Perspectives

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

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

Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms

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

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

College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language

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

Learning Analytics: Ethical Issues and Dilemmas

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

Design and co-configuration for hybrid learning : Theorising the practices of learning space design

Learning: Design, Engagement and Definition: Interdisciplinarity and learning

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

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

Predicting student satisfaction and perceived learning within online learning environments

Defining student learning experience through blended learning

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