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Dialogic learning and interactive groups: an IMS LD template integrated in runtime systems.

, , , , , and . Int. J. Emerg. Technol. Learn., 3 (S1): 38-45 (2008)

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Large scale analytics of global and regional MOOC providers: Differences in learners’ demographics, preferences, and perceptions, , , , , , , , , and 5 other author(s). Computers & Education, (2022)¿Es Equitativo el Diseño Tradicional de los MOOC respecto a las Preferencias de Aprendizaje de los Estudiantes en Cursos con Reconocimiento Académico? Un Caso de Estudio en la Universidad del Cauca., , , and . EMOOCs-ES, volume 1836 of CEUR Workshop Proceedings, page 81-90. CEUR-WS.org, (2017)Detection of Learning Strategies: A Comparison of Process, Sequence and Network Analytic Approaches., , , , , , and . EC-TEL, volume 11722 of Lecture Notes in Computer Science, page 525-540. Springer, (2019)Unsupervised Automatic Detection of Learners' Programming Behavior., , and . EC-TEL, volume 11722 of Lecture Notes in Computer Science, page 69-82. Springer, (2019)NoteMyProgress: A Tool to Support Learners' Self-Regulated Learning Strategies in MOOC Environments., , , and . EC-TEL, volume 10474 of Lecture Notes in Computer Science, page 460-466. Springer, (2017)Evaluating Usage of an Analytics Tool to Support Continuous Curriculum Improvement., , , and . EC-TEL (Practitioner Proceedings), volume 2437 of CEUR Workshop Proceedings, CEUR-WS.org, (2019)Enhancing collaborative learning in higher education online courses through a mobile game app., , , and . CSCWD, page 103-108. IEEE, (2017)Considering the Space in the Design of Learning Activities: The ISIS and 4SPPIces Models Applied to Science Inquiries., , and . ICALT, page 159-163. IEEE Computer Society, (2012)Participation of Latin America in MOOCs: Exploring Trends Across Providers., , , , , , , , , and . LWMOOCS, page 25-30. IEEE, (2020)Learning Design and Learning Analytics in Mobile and Ubiquitous Learning: A Systematic Review, , , , , , , , and . British Journal of Educational Technology, (2020)