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The role of achievement goal orientations when studying effect of learning analytics visualizations., , , и . LAK, стр. 54-63. ACM, (2016)Comprehensive Analysis of Discussion Forum Participation: From Speech Acts to Discussion Dynamics and Course Outcomes., , , , , , и . IEEE Trans. Learn. Technol., 13 (1): 38-51 (2020)Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions., , , и . Internet High. Educ., (2015)What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry., , , и . EDM (Workshops), том 1183 из CEUR Workshop Proceedings, CEUR-WS.org, (2014)Modeling Learners' Social Centrality and Performance through Language and Discourse., , , , , , , , и . EDM, стр. 250-257. International Educational Data Mining Society (IEDMS), (2015)Team interactions with learning analytics dashboards., , , , , , и . Comput. Educ., (2022)Assessing program-level learning strategies in MOOCs., , , , , и . Comput. Hum. Behav., (2021)The Role of Gender in Citation Practices of Learning Analytics Research., , и . LAK, стр. 807-813. ACM, (2024)Uncovering Associations Between Cognitive Presence and Speech Acts: A Network-Based Approach., , , , , , и . LAK, стр. 315-325. ACM, (2022)Translating network position into performance: importance of centrality in different network configurations., , , , , и . LAK, стр. 314-323. ACM, (2016)