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Disciplinary differences in blended learning design: a network analytic study., , , , , , and . LAK, page 579-588. ACM, (2020)The conference was reorganized to a virtual event due to the international COVID-19 health crisis..Towards prescriptive analytics of self-regulated learning strategies: A reinforcement learning approach., , , , , , , , , and 2 other author(s). Br. J. Educ. Technol., 55 (4): 1747-1771 (July 2024)Counting Clicks is Not Enough: Validating a Theorized Model of Engagement in Learning Analytics., , , , , and . LAK, page 501-510. ACM, (2019)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)Introducing meaning to clicks: Towards traced-measures of self-efficacy and cognitive load., , , , and . LAK, page 511-520. ACM, (2019)The privacy paradox and its implications for learning analytics., , and . LAK, page 230-239. ACM, (2020)The conference was reorganized to a virtual event due to the international COVID-19 health crisis..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)Exploring student information problem solving behaviour using fine-grained concept map and search tool data., , , and . Comput. Educ., (2020)More Than Figures on Your Laptop: (Dis)trustful Implementation of Learning Analytics, , and . (October 2021)An exploratory latent class analysis of student expectations towards learning analytics services, , , , and . The Internet and Higher Education, (2021)