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Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback.

, , , , and . LAL@LAK, volume 1596 of CEUR Workshop Proceedings, page 17-22. CEUR-WS.org, (2016)

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A four-country cross-case analysis of academic staff expectations about learning analytics in higher education, , , , , , , , , and 3 other author(s). The Internet and Higher Education, (2021)A four-country cross-case analysis of academic staff expectations about learning analytics in higher education, , , , , , , , , and 3 other author(s). The Internet and Higher Education, (April 2021)Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback., , , , and . LAL@LAK, volume 1596 of CEUR Workshop Proceedings, page 17-22. CEUR-WS.org, (2016)Open learner models and learning analytics dashboards: a systematic review., , , , , , and . LAK, page 41-50. ACM, (2018)Learning analytics in European higher education - Trends and barriers., , , , , , , , and . Comput. Educ., (2020)Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational Practice., , , and . EC-TEL, volume 10474 of Lecture Notes in Computer Science, page 82-96. Springer, (2017)License to evaluate: preparing learning analytics dashboards for educational practice., , , and . LAK, page 31-40. ACM, (2018)From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education, , , , , and . The Internet and Higher Education, (2020)Tools Designed to Support Self-Regulated Learning in Online Learning Environments: A Systematic Review, , , , and . IEEE Transactions on Learning Technologies, 15 (4): 508-522 (August 2022)