1,260
Views
19
CrossRef citations to date
0
Altmetric
Miscellany

Learning analytics and open, flexible, and distance learning

Pages 414-418 | Received 16 Jun 2019, Accepted 21 Jul 2019, Published online: 29 Aug 2019

References

  • Carr, N. (2017, October 6). How smartphones hijack our minds. The Wall Street Journal. Retrieved from https://www.wsj.com/articles/how-smartphones-hijack-our-minds-1507307811
  • Donahue, E. M. (1994). Do children use the Big Five, too? Content and structural form in personality description. Journal of Personality, 62, 45–66. doi:10.1111/j.1467-6494.1994.tb00794.x
  • Eşkisu, M., Hoşoğlu, R., & Rasmussen, K. (2017). An investigation of the relationship between Facebook usage, Big Five, self-esteem and narcissism. Computers in Human Behavior, 69, 294–301. doi:10.1016/J.CHB.2016.12.036
  • Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. doi:10.1016/j.compedu.2014.08.019
  • Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57, 1439–1459. doi:10.1177/0002764213479367
  • Marshall, T. C., Lefringhausen, K., & Ferenczi, N. (2015). The Big Five, self-esteem, and narcissism as predictors of the topics people write about in Facebook status updates. Personality and Individual Differences, 85, 35–40. doi:10.1016/J.PAID.2015.04.039
  • Rahwan, I., Cebrian, M., Obradovich, N., Bongard, J., Bonnefon, J.-F., Breazeal, C., … Wellman, M. (2019). Machine behaviour. Nature, 568(7753), 477–486. doi:10.1038/s41586-019-1138-y
  • Schaeffer, J.D., Peri, S. S. S., Span, C. A., Dougal, A. L., & Siemens, G. (2018). Learner subpopulations in massive open online courses differ by psychological and demographic variables: A discriminant function analysis. In K. E. Boyer & M. Yudelson (Eds.), Proceedings of the 11th Annual International Educational Data Mining Society (pp. 499–501). New York, NY: International Educational Data Mining Society.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.