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Uncovering Associations Between Cognitive Presence and Speech Acts: A Network-Based Approach., , , , , , and . LAK, page 315-325. ACM, (2022)The Role of Gender in Citation Practices of Learning Analytics Research., , and . LAK, page 807-813. ACM, (2024)What is the Source of Social Capital? The Association between Social Network Position and Social Presence in Communities of Inquiry., , , and . EDM (Workshops), volume 1183 of CEUR Workshop Proceedings, CEUR-WS.org, (2014)Modeling Learners' Social Centrality and Performance through Language and Discourse., , , , , , , , and . EDM, page 250-257. International Educational Data Mining Society (IEDMS), (2015)Translating network position into performance: importance of centrality in different network configurations., , , , , and . LAK, page 314-323. ACM, (2016)Assessing program-level learning strategies in MOOCs, , , , , and . Computers in Human Behavior, (2021)The role of achievement goal orientations when studying effect of learning analytics visualizations., , , and . LAK, page 54-63. ACM, (2016)The cohesion of small groups in technology-mediated learning environments: A systematic literature review, , , , , , and . Educational Research Review, (2022)An empirical evaluation of ontology-based semantic annotators., , , , and . K-CAP, page 109-112. ACM, (2013)What do cMOOC participants talk about in social media?: a topic analysis of discourse in a cMOOC., , , , , and . LAK, page 156-165. ACM, (2015)