Vol. 2 No. 2 (2015): Learning Analytics and Learning Theory

View Vol. 2 No. 2 (2015): Learning Analytics and Learning Theory

Published: 2015-12-07

Editorial

Importance of Theory in Learning Analytics in Formal and Workplace Settings

Shane Dawson, Negin Mirriahi, Dragan Gasevic

1-4
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Special Section: Learning Analytics and Learning Theory

Why Theory Matters More than Ever in the Age of Big Data

Alyssa Friend Wise, David Williamson Shaffer

5-13
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Theory-led Design of Instruments and Representations in Learning Analytics: Developing a Novel Tool for Orchestration of Online Collaborative Learning

Nick Kelly, Kate Thompson, Pippa Yeoman

14-43
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Commentary On “Theory-led design of instruments and representations in learning analytics: Developing a novel tool for orchestration of online collaborative learning”

Chris Teplovs

44-46
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Beyond Time-on-Task: The Relationship Between Spaced Study and Certification in MOOCs

Yohsuke Roy Miyamoto, Cody Coleman, Joseph Jay Williams, Jacob Whitehill, Sergiy Nesterko, Justin Reich

47-69
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Commentary On "Beyond Time-on-Task: The Relationship Between Spaced Study and Certification in MOOCs"

Zachary A Pardos

70-74
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Distributed Revisiting: an Analytic for Retention of Coherent Science Learning

Vanessa Svihla, Michael J. Wester, Marcia C. Linn

75-101
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Commentary on “Distributed Revisiting: an Analytic for Retention of Coherent Science Learning”

Jim Hewitt

102-106
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Does Seeing One Another’s Gaze Affect Group Dialogue? A Computational Approach

Bertrand Schneider, Roy Pea

107-133
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Learning analytics to support teachers during synchronous CSCL: balancing between overview and overload

Anouschka van Leeuwen

138-162
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From Theory Use to Theory Building in Learning Analytics: A Commentary on “Learning Analytics to Support Teachers during Synchronous CSCL”

Bodong Chen

163-168
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Research Papers

Exploring the Link between Online Behaviours and Course Performance in Asynchronous Online High School Courses

Susan Lowes, Peiyi Lin, Brian Kinghorn

169-194
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