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What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course, , , , , , and . Learning and Instruction, (2019)What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course, , , , , , and . Learning and Instruction, (2021)Temporal and adaptive process of regulated learning -what can multimodal data tell?.The cohesion of small groups in technology-mediated learning environments: A systematic literature review, , , , , , and . Educational Research Review, (2022)Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities, , and . The Internet and Higher Education, (2021)Data-driven detection and characterization of communities of accounts collaborating in MOOCs, , , , , and . Future Generation Computer Systems, (2021)Distributional regression modeling via generalized additive models for location, scale, and shape: An overview through a data set from learning analytics., , , , , , , , , and 2 other author(s). WIREs Data Mining Knowl. Discov., (2023)Understanding the relationship between technology use and cognitive presence in MOOCs., , , , , and . LAK, page 582-583. ACM, (2017)Exploring the Feedback Provision of Mentors and Clients for Teams in Work-Integrated Learning Environments., , , , , and . LAK, page 566-571. ACM, (2023)The Changing Patterns of MOOC Discourse., , , , and . L@S, page 283-286. ACM, (2017)Penetrating the black box of time-on-task estimation., , , , , and . LAK, page 184-193. ACM, (2015)