Table of Contents

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   Book Overview
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   Chapter 1 A Classification of Barriers that Influence Intention Achievement in MOOCs
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   Chapter 2 Tools to Support Self-Regulated Learning in Online Environments: Literature Review
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   Chapter 3 The Psychometric Properties of a Preliminary Social Presence Measure Using Rasch Analysis
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   Chapter 4 Multimodal Learning Hub: A Tool for Capturing Customizable Multimodal Learning Experiences
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   Chapter 5 How Teachers Prepare for the Unexpected Bright Spots and Breakdowns in Enacting Pedagogical Plans in Class
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   Chapter 6 Evaluating the Robustness of Learning Analytics Results Against Fake Learners
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   Chapter 7 Where Is the Learning in Learning Analytics?
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   Chapter 8 Can I Have a Mooc2Go, Please? On the Viability of Mobile vs. Stationary Learning
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    Chapter 9 Validation of the Revised Self-regulated Online Learning Questionnaire
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    Chapter 10 SRLx: A Personalized Learner Interface for MOOCs
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    Chapter 11 Motivating Students to Enhance Their Knowledge Levels Through Personalized and Scrutable Visual Narratives
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    Chapter 12 Supporting the Adaptive Generation of Learning Game Scenarios with a Model-Driven Engineering Framework
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    Chapter 13 Student Drop-out Modelling Using Virtual Learning Environment Behaviour Data
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    Chapter 14 A Microservice Infrastructure for Distributed Communities of Practice
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    Chapter 15 Multimodal Analytics for Real-Time Feedback in Co-located Collaboration
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    Chapter 16 Towards Personalized Learning Objectives in MOOCs
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    Chapter 17 PsychOut! a Mobile App to Support Mental Status Assessment Training
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    Chapter 18 Exploring Gamification to Prevent Gaming the System and Help Refusal in Tutoring Systems
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    Chapter 19 Automated Analysis of Cognitive Presence in Online Discussions Written in Portuguese
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    Chapter 20 Fine-Grained Cognitive Assessment Based on Free-Form Input for Math Story Problems
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    Chapter 21 Extending the SIPS-Model: A Research Framework for Online Collaborative Learning
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    Chapter 22 A Syllogism for Designing Collaborative Learning Technologies in the Age of AI and Multimodal Data
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    Chapter 23 “Make It Personal!” - Gathering Input from Stakeholders for a Learning Analytics-Supported Learning Design Tool
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    Chapter 24 Investigating the Relationships Between Online Activity, Learning Strategies and Grades to Create Learning Analytics-Supported Learning Designs
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    Chapter 25 Evidence for Programming Strategies in University Coding Exercises
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    Chapter 26 Incorporating Blended Learning Processes in K12 Mathematics Education Through BA-Khan Platform
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    Chapter 27 Predicting Learners’ Success in a Self-paced MOOC Through Sequence Patterns of Self-regulated Learning
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    Chapter 28 Semantically Meaningful Cohorts Enable Specialized Knowledge Sharing in a Collaborative MOOC
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    Chapter 29 Detecting Learning Strategies Through Process Mining
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    Chapter 30 Low-Investment, Realistic-Return Business Cases for Learning Analytics Dashboards: Leveraging Usage Data and Microinteractions
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    Chapter 31 Identifying Design Principles for Learning Design Tools: The Case of edCrumble
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    Chapter 32 Exploring Causality Within Collaborative Problem Solving Using Eye-Tracking
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    Chapter 33 Towards an Automated Model of Comprehension (AMoC)
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    Chapter 34 Course-Adaptive Content Recommender for Course Authoring
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    Chapter 35 Assessing Leadership Competencies Through Social Network Analysis
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    Chapter 36 Concept Focus: Semantic Meta-Data for Describing MOOC Content
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    Chapter 37 Help Me Understand This Conversation: Methods of Identifying Implicit Links Between CSCL Contributions
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    Chapter 38 The Effect of Personality and Course Attributes on Academic Performance in MOOCs
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    Chapter 39 Learning by Reviewing Paper-Based Programming Assessments
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    Chapter 40 Which Learning Visualisations to Offer Students?
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    Chapter 41 Detection of Student Modelling Anomalies
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    Chapter 42 Expanding the Curricular Space with Educational Robotics: A Creative Course on Road Safety
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    Chapter 43 New Approaches to Training of Power Substation Operators Based on Interactive Virtual Reality
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    Chapter 44 Enabling Systematic Adoption of Learning Analytics through a Policy Framework
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    Chapter 45 Diversity Profiling of Learners to Understand Their Domain Coverage While Watching Videos
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    Chapter 46 Using Digital Medical Collections to Support Radiology Training in E-learning Platforms
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    Chapter 47 Temporal Analytics of Workplace-Based Assessment Data to Support Self-regulated Learning
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    Chapter 48 Learning Analytics Dashboard Analysing First-Year Engineering Students
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    Chapter 49 The Learning Analytics Indicator Repository
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    Chapter 50 Eye-Tracking for User Attention Evaluation in Adaptive Serious Games
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    Chapter 51 Development of a Learning Economy Platform Based on Blockchain
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    Chapter 52 Enhancing Human Learning of Motions: An Approach Through Clustering
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    Chapter 53 How to Help Teachers Adapt to Learners? Teachers’ Perspective on a Competency and Error-Type Centered Dashboard
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    Chapter 54 MedSense: The Development of a Gamified Learning Platform for Undergraduate Medical Education
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    Chapter 55 edCrumble: Designing for Learning with Data Analytics
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    Chapter 56 Ensuring Novelty and Transparency in Learning Resource-Recommendation Based on Deep Learning Techniques
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    Chapter 57 Exploring Math Achievement Through Gamified Virtual Reality
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    Chapter 58 Observational Scaffolding for Learning Analytics: A Methodological Proposal
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    Chapter 59 Cohesion-Centered Analysis of Sociograms for Online Communities and Courses Using ReaderBench
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    Chapter 60 A Digital Ecosystem for Digital Competences: The CRISS Project Demo
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    Chapter 61 Towards Generation of Ambiguous Situations in Virtual Environments for Training
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    Chapter 62 Digging for Gold: Motivating Users to Explore Alternative Search Interfaces
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    Chapter 63 The Role of Ubiquitous Computing and the Internet of Things for Developing 21st Century Skills Among Learners: Experts’ Views
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    Chapter 64 An Exploratory Study on Student Engagement with Adaptive Notifications in Programming Courses
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    Chapter 65 Instrumentation of Classrooms Using Synchronous Speech Transcription
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    Chapter 66 A Programming Language Independent Platform for Algorithm Learning
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    Chapter 67 Using Thematic Analysis to Understand Students’ Learning of Soft Skills from Videos
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    Chapter 68 Formalizing CSCL Scripts with Logic and Constraints