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| Chapter title |
Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics
|
|---|---|
| Chapter number | 73 |
| Book title |
Scaling up Learning for Sustained Impact
|
| Published in |
Lecture notes in computer science, September 2013
|
| DOI | 10.1007/978-3-642-40814-4_73 |
| Book ISBNs |
978-3-64-240813-7, 978-3-64-240814-4
|
| Authors |
Cecilie Hansen, Valérie Emin, Barbara Wasson, Yishay Mor, María Jesús Rodríguez-Triana, Mihai Dascalu, Rebecca Ferguson, Jean-Philippe Pernin |
Mendeley readers
The data shown below were compiled from readership statistics for 39 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Spain | 1 | 3% |
| Colombia | 1 | 3% |
| Ireland | 1 | 3% |
| Unknown | 36 | 92% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 8 | 21% |
| Student > Master | 8 | 21% |
| Researcher | 7 | 18% |
| Student > Doctoral Student | 4 | 10% |
| Professor > Associate Professor | 3 | 8% |
| Other | 4 | 10% |
| Unknown | 5 | 13% |
| Readers by discipline | Count | As % |
|---|---|---|
| Computer Science | 14 | 36% |
| Social Sciences | 10 | 26% |
| Arts and Humanities | 2 | 5% |
| Psychology | 2 | 5% |
| Immunology and Microbiology | 1 | 3% |
| Other | 3 | 8% |
| Unknown | 7 | 18% |