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Redefining "What" in Analyses of Who Does What in MOOCs.

, , , and . EDM, page 569-570. International Educational Data Mining Society (IEDMS), (2016)

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Mobile Adaptive Communication Support for Vocabulary Acquisition.. J. Learn. Anal., 1 (3): 173-175 (November 2014)Predicting Cognitive Engagement in Online Course Discussion Forums., , and . EDM, International Educational Data Mining Society, (2022)CSCLRec: Personalized Recommendation of Forum Posts to Support Socio-collaborative Learning., and . EDM, International Educational Data Mining Society, (2020)Mature ELLs' Perceptions Towards Automated and Peer Writing Feedback., , , and . EC-TEL, volume 11722 of Lecture Notes in Computer Science, page 266-279. Springer, (2019)The Effect of Personality and Course Attributes on Academic Performance in MOOCs., and . EC-TEL, volume 11082 of Lecture Notes in Computer Science, page 497-509. Springer, (2018)Student Preferences for Visualising Uncertainty in Open Learner Models., , and . AIED, volume 10331 of Lecture Notes in Computer Science, page 445-449. Springer, (2017)Finger tracking: facilitating non-commercial content production for mobile e-reading applications., , , , , and . MobileHCI, page 34:1-34:15. ACM, (2017)ProTutor: Historic Open Learner Models for Pronunciation Tutoring., and . AIED, volume 6738 of Lecture Notes in Computer Science, page 441-443. Springer, (2011)Especially social: Exploring the use of an iOS application in special needs classrooms., , and . Comput. Educ., 60 (1): 74-86 (2013)Engaging Seniors through Automatically-Generated Photo Digests from their Families' Social Media., , and . MobileHCI, page 57:1-57:6. ACM, (2019)