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Model thinking: demographics and performance of mooc students unable to afford a formal education.

, , and . L@S, page 145-146. ACM, (2014)

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Groupware in the Wild: Lessons Learned from a Year of Virtual Collocation., and . CSCW, page 419-427. ACM, (1996)Supporting the dissertation process with grad tools., and . GROUP, page 144-147. ACM, (2005)Contribution, commercialization & audience: understanding participation in an online creative community., , and . GROUP, page 41-50. ACM, (2009)Analytics on video-based learning., , , , and . LAK, page 283-284. ACM, (2013)Investigating student motivation in the context of a learning analytics intervention during a summer bridge program., , and . Comput. Hum. Behav., (2015)Video-Based Learning and Open Online Courses., , , , and . Int. J. Emerg. Technol. Learn., 9 (1): 4-7 (2014)Who You Are or What You Do: Comparing the Predictive Power of Demographics vs. Activity Patterns in Massive Open Online Courses (MOOCs)., , and . L@S, page 245-248. ACM, (2015)Demystifying Success in a Summer Bridge Program: Investigating Students' Intrinsic Motivation and Mastery Goals in the Context of a Learning Analytics Intervention., , and . ICLS, International Society of the Learning Sciences, (2014)Bridging the gap from knowledge to action: putting analytics in the hands of academic advisors., , , and . LAK, page 184-187. ACM, (2012)Building the learning analytics curriculum: workshop., , and . LAK, page 520-521. ACM, (2017)