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MOOCs and their Influence on Higher Education Institutions: Perspectives from the Insiders

Journal of new approaches in educational research, 2018, Vol.7 (1), p.40-45

2018

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Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics System

Electronics (Basel), 2023-08, Vol.12 (15), p.3368

Cobos, Ruth

2023

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Achievements and challenges in learning analytics in Spain: The view of SNOLA

Revista iberoamericana de educación a distancia, 2020-07, Vol.23 (2), p.187-212

2020

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The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education

Revista EIA, 2021-06, Vol.18 (35), p.235-246

2021

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The Learning Analytics System that Improves the Teaching-Learning Experience of MOOC Instructors and Students

Learning Technologies and Systems, p.29-40

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Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project

Revista EIA, 2019-06, Vol.16 (31), p.209-223

2019

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A Learning Analytics Tool for Predictive Modeling of Dropout and Certificate Acquisition on MOOCs for Professional Learning

2018 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM), 2018, p.1533-1537

2018

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Promoting metacognitive skills through peer scaffolding in a CSCL environment

International journal of computer-supported collaborative learning, 2010-06, Vol.5 (2), p.237-253

2010

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A Content Analysis System That Supports Sentiment Analysis for Subjectivity and Polarity Detection in Online Courses

IEEE-RITA, 2019-11, Vol.14 (4), p.177-187

2019

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Improving the Students Computational Thinking Skills With Collaborative Learning Techniques

IEEE-RITA, 2019-11, Vol.14 (4), p.196-206

2019

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Using collaborative learning scenarios to teach programming to non‐CS majors

Computer applications in engineering education, 2017-09, Vol.25 (5), p.719-731

2017

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‘Instructor in action’: Co‐design and evaluation of human‐centred LA ‐informed feedback in MOOCs

Journal of computer assisted learning, 2024-09

2024

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Early Prediction and Variable Importance of Certificate Accomplishment in a MOOC

Digital Education: Out to the World and Back to the Campus, p.263-272

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Development of Procedures to Assess Problem-Solving Competence in Computing Engineering

IEEE transactions on education, 2017-02, Vol.60 (1), p.22-28

2017

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Extending Deep Meta-Modelling for Practical Model-Driven Engineering

Computer journal, 2014-01, Vol.57 (1), p.36-58

2014

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An Approach Based on Social Network Analysis Applied to a Collaborative Learning Experience

IEEE transactions on learning technologies, 2016-04, Vol.9 (2), p.190-195

2016

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MOOCs and their Influence on Higher Education Institutions: Perspectives from the Insiders

Journal of new approaches in educational research, 2018-01, Vol.7 (1), p.40-0_2

2018

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Creating e-books in a distributed and collaborative way

Electronic library, 2002-01, Vol.20 (4), p.288-295

2002

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Evaluation of the Development of Metacognitive Knowledge Supported by the Knowcat System

Educational technology research and development, 2009-12, Vol.57 (6), p.787-799

2009

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Collaborative knowledge construction in the web supported by the KnowCat system

Computers and education, 2008-04, Vol.50 (3), p.962-978

2008

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FROM EDUCATIONAL VIDEO TO MULTIMEDIA LEARNING OBJECTS INTERACTIVE: A COLLABORATIVE LEARNING ENVIRONMENT BASED ON SOCIAL NETWORKS

Tendencias pedagógicas, 2015-10, Vol.22, p.59-72

2015

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Towards the Extension of a LMS with Social Media Services

Cooperative Design, Visualization, and Engineering, p.67-72

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A Generative AI-Based Personalized Guidance Tool for Enhancing the Feedback to MOOC Learners

2024 IEEE Global Engineering Education Conference (EDUCON), 2024, p.1-8

2024

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An Experience on the Correlation Analysis Between Academic Marks and Emotions

International journal of emerging technologies in learning, 2014-04, Vol.9 (7), p.15

2014

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A Generative AI-based Personalized Guidance Tool for Enhancing the Feedback to MOOC Learners

2024 IEEE Global Engineering Education Conference (EDUCON), 2024, p.1

2024

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MOOCs and their Influence on Higher Education Institutions: Perspectives from the Insiders

Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics System

Achievements and challenges in learning analytics in Spain: The view of SNOLA

The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education

The Learning Analytics System that Improves the Teaching-Learning Experience of MOOC Instructors and Students

Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project

A Learning Analytics Tool for Predictive Modeling of Dropout and Certificate Acquisition on MOOCs for Professional Learning

Promoting metacognitive skills through peer scaffolding in a CSCL environment

A Content Analysis System That Supports Sentiment Analysis for Subjectivity and Polarity Detection in Online Courses

Improving the Students Computational Thinking Skills With Collaborative Learning Techniques

Using collaborative learning scenarios to teach programming to non‐CS majors

‘Instructor in action’: Co‐design and evaluation of human‐centred LA ‐informed feedback in MOOCs

Early Prediction and Variable Importance of Certificate Accomplishment in a MOOC

Development of Procedures to Assess Problem-Solving Competence in Computing Engineering

Extending Deep Meta-Modelling for Practical Model-Driven Engineering

An Approach Based on Social Network Analysis Applied to a Collaborative Learning Experience

MOOCs and their Influence on Higher Education Institutions: Perspectives from the Insiders

Creating e-books in a distributed and collaborative way

Evaluation of the Development of Metacognitive Knowledge Supported by the Knowcat System

Collaborative knowledge construction in the web supported by the KnowCat system

FROM EDUCATIONAL VIDEO TO MULTIMEDIA LEARNING OBJECTS INTERACTIVE: A COLLABORATIVE LEARNING ENVIRONMENT BASED ON SOCIAL NETWORKS

Towards the Extension of a LMS with Social Media Services

A Generative AI-Based Personalized Guidance Tool for Enhancing the Feedback to MOOC Learners

An Experience on the Correlation Analysis Between Academic Marks and Emotions

A Generative AI-based Personalized Guidance Tool for Enhancing the Feedback to MOOC Learners

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