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Bart Rienties
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- affiliation: Open University, Milton Keynes, UK
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2020 – today
- 2024
- [j40]Elise Ameloot
, Tijs Rotsaert
Supporting students' basic psychological needs and satisfaction in a blended learning environment through learning analytics. Comput. Educ. 209: 104949 (2024) - [j39]Saman Zehra Rizvi, Bart Rienties
Are MOOC learning designs culturally inclusive (enough)? J. Comput. Assist. Learn. 40(6): 2496-2512 (2024) - [j38]Tom Olney
The Learning Design & Course Creation Workshop: Impact of a Professional Development Model for Training Designers and Creators of Online and Distance Learning. Technol. Knowl. Learn. 29(1): 45-63 (2024) - [c30]Sarah Alcock
How do visualizations and automated personalized feedback engage professional learners in a Learning Analytics Dashboard? LAK 2024: 316-325 - [i1]Bart Rienties, John Domingue, Subby Duttaroy, Christothea Herodotou, Felipe Tessarolo, Denise Whitelock:
I would love this to be like an assistant, not the teacher: a voice of the customer perspective of what distance learning students want from an Artificial Intelligence Digital Assistant. CoRR abs/2403.15396 (2024) - 2023
- [j37]Bart Rienties
Education 4.0 in higher education and computer science: A systematic review. Comput. Appl. Eng. Educ. 31(5): 1339-1357 (2023) - [j36]Irina Rets
Transforming pre-service teacher education through virtual exchange: a mixed-methods analysis of perceived TPACK development. Interact. Learn. Environ. 31(3): 1229-1241 (2023) - [j35]Dirk T. Tempelaar
Modelling Temporality in Person- and Variable-Centred Approaches. J. Learn. Anal. 10(2): 51-67 (2023) - 2022
- [j34]Saman Zehra Rizvi, Bart Rienties
Beyond one-size-fits-all in MOOCs: Variation in learning design and persistence of learners in different cultural and socioeconomic contexts. Comput. Hum. Behav. 126: 106973 (2022) - [c29]Sabina Rako, Diana Simic, Bart Rienties:
Supporting self-regulated learning in a blended learning environment using prompts and learning analytics. EC-TEL (Doctoral Consortium) 2022: 66-71 - 2021
- [j33]Allison Littlejohn
Learning to become an online editor: the editathon as a learning environment. Interact. Learn. Environ. 29(8): 1258-1271 (2021) - [c28]Dirk T. Tempelaar
Enabling Precision Education by Learning Analytics Applying Trace, Survey and Assessment Data. ICALT 2021: 355-359 - [c27]Francisco Iniesto
When industry meets Education 4.0: What do Computer Science companies need from Higher Education? TEEM 2021: 367-372 - 2020
- [j32]Christothea Herodotou
The scalable implementation of predictive learning analytics at a distance learning university: Insights from a longitudinal case study. Internet High. Educ. 45: 100725 (2020) - [j31]Saman Zehra Rizvi, Bart Rienties
Investigating variation in learning processes in a FutureLearn MOOC. J. Comput. High. Educ. 32(1): 162-181 (2020) - [j30]Christothea Herodotou
How Can Predictive Learning Analytics and Motivational Interventions Increase Student Retention and Enhance Administrative Support in Distance Education? J. Learn. Anal. 7(2) (2020) - [j29]Leah P. Macfadyen
Learning Design and Learning Analytics: Snapshot 2020. J. Learn. Anal. 7(3): 6-12 (2020) - [j28]Quan Nguyen, Bart Rienties
A Mixed-Method Study of How Instructors Design for Learning in Online and Distance Education. J. Learn. Anal. 7(3): 64-78 (2020) - [c26]Christothea Herodotou, Avinash Boroowa, Martin Hlosta, Bart Rienties:
What Do Distance Learning Students Need From Student Analytics? ICLS 2020 - [p1]Dirk T. Tempelaar
Learning Feedback Based on Dispositional Learning Analytics. Machine Learning Paradigms 2020: 69-89
2010 – 2019
- 2019
- [j27]Christothea Herodotou
Empowering online teachers through predictive learning analytics. Br. J. Educ. Technol. 50(6): 3064-3079 (2019) - [j26]Saman Zehra Rizvi, Bart Rienties
The role of demographics in online learning; A decision tree based approach. Comput. Educ. 137: 32-47 (2019) - [j25]Bart Rienties
Unpacking the intertemporal impact of self-regulation in a blended mathematics environment. Comput. Hum. Behav. 100: 345-357 (2019) - [j24]Christothea Herodotou
Predictive Learning Analytics 'At Scale': Guidelines to Successful Implementation in Higher Education. J. Learn. Anal. 6(1) (2019) - [c25]Dirk T. Tempelaar, Bart Rienties
Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. CSEDU (2) 2019: 38-47 - [c24]Dirk T. Tempelaar
Feedback Preferences of Students Learning in a Blended Environment: Worked Examples, Tutored and Untutored Problem-Solving. CSEDU (Selected Papers) 2019: 51-70 - 2018
- [j23]Jenna Mittelmeier
The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course. Comput. Educ. 118: 82-95 (2018) - [j22]Dirk T. Tempelaar
Student profiling in a dispositional learning analytics application using formative assessment. Comput. Hum. Behav. 78: 408-420 (2018) - [j21]Martin Rehm
Does a formal wiki event contribute to the formation of a network of practice? A social capital perspective on the potential for informal learning. Interact. Learn. Environ. 26(3): 308-319 (2018) - [j20]Dirk T. Tempelaar
A multi-modal study into students' timing and learning regulation: time is ticking. Interact. Technol. Smart Educ. 15(4): 298-313 (2018) - [j19]Quan Nguyen
Using Temporal Analytics to Detect Inconsistencies Between Learning Design and Students' Behaviours. J. Learn. Anal. 5(3) (2018) - [c23]Saman Zehra Rizvi, Bart Rienties, Jekaterina Rogaten:
Investigation of Temporal Dynamics in MOOC Learning Trajectories: A Geocultural Perspective. AIED (2) 2018: 526-530 - [c22]Dirk T. Tempelaar
Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. CSEDU (1) 2018: 294-301 - [c21]Saman Zehra Rizvi, Bart Rienties
Temporal dynamics of MOOC learning trajectories. DATA 2018: 39:1-39:6 - [c20]Quan Nguyen, Michal Huptych
Linking students' timing of engagement to learning design and academic performance. LAK 2018: 141-150 - [c19]Dirk T. Tempelaar
Investigating learning strategies in a dispositional learning analytics context: the case of worked examples. LAK 2018: 201-205 - [c18]Rory L. L. Sie
Artificial Intelligence to Enhance Learning Design in UOW Online, a Unified Approach to Fully Online Learning. TALE 2018: 761-767 - 2017
- [j18]Simon Knight
The relationship of (perceived) epistemic cognition to interaction with resources on the internet. Comput. Hum. Behav. 73: 507-518 (2017) - [j17]Quan Nguyen, Bart Rienties
Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates. Comput. Hum. Behav. 76: 703-714 (2017) - [j16]Núria Hernández-Nanclares
Making the most of "external" group members in blended and online environments. Interact. Learn. Environ. 25(4): 467-481 (2017) - [j15]Simon Knight
The orchestration of a collaborative information seeking learning task. Inf. Retr. J. 20(5): 480-505 (2017) - [j14]Bart Rienties, Quan Nguyen, Wayne Holmes, Katharine Reedy:
A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK. IxD&A 33: 134-154 (2017) - [j13]Dirk T. Tempelaar
Towards Actionable Learning Analytics Using Dispositions. IEEE Trans. Learn. Technol. 10(1): 6-16 (2017) - [c17]Garron Hillaire, Francisco Iniesto
Toward Emotionally Accessible Massive Open Online Courses (MOOCs). AAATE Conf. 2017: 851-854 - [c16]Quan Nguyen, Bart Rienties
Mixing and Matching Learning Design and Learning Analytics. HCI (26) 2017: 302-316 - [c15]Quan Nguyen, Bart Rienties
Unravelling the dynamics of instructional practice: a longitudinal study on learning design and VLE activities. LAK 2017: 168-177 - [c14]Christothea Herodotou
Implementing predictive learning analytics on a large scale: the teacher's perspective. LAK 2017: 267-271 - 2016
- [j12]Lisette Toetenel, Bart Rienties
Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making. Br. J. Educ. Technol. 47(5): 981-992 (2016) - [j11]Bart Rienties
The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Comput. Hum. Behav. 60: 333-341 (2016) - [j10]Bart Rienties
Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective. Interact. Learn. Environ. 24(3): 539-552 (2016) - [c13]Simon Knight, Laura K. Allen, Karen Littleton, Bart Rienties, Dirk T. Tempelaar:
Writing Analytics for Epistemic Features of Student Writing. ICLS 2016 - [c12]Bart Rienties
The impact of 151 learning designs on student satisfaction and performance: social learning (analytics) matters. LAK 2016: 339-343 - [c11]Bart Rienties
Reviewing three case-studies of learning analytics interventions at the open university UK. LAK 2016: 534-535 - [c10]Jekaterina Rogaten, Bart Rienties, Denise Whitelock
Assessing Learning Gains. TEA 2016: 117-132 - [c9]Jenna Mittelmeier
Using social network analysis to predict online contributions: the impact of network diversity in cross-cultural collaboration. WebSci 2016: 269-273 - 2015
- [j9]Dirk T. Tempelaar
In search for the most informative data for feedback generation: Learning analytics in a data-rich context. Comput. Hum. Behav. 47: 157-167 (2015) - [c8]Dirk T. Tempelaar, Bart Rienties
Stability and Sensitivity of Learning Analytics based Prediction Models. CSEDU (1) 2015: 156-166 - [c7]Dirk T. Tempelaar
Verifying the Stability and Sensitivity of Learning Analytics Based Prediction Models: An Extended Case Study. CSEDU (Selected Papers) 2015: 256-273 - [c6]Bart Rienties
"Scaling up" learning design: impact of learning design activities on LMS behavior and performance. LAK 2015: 315-319 - [c5]Dirk T. Tempelaar
Understanding the Role of Time on Task in Formative Assessment: The Case of Mathematics Learning. CAA 2015: 120-133 - 2014
- [j8]Bart Rienties
A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication. Interact. Learn. Environ. 22(5): 631-648 (2014) - [j7]Bas Giesbers
A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. J. Comput. Assist. Learn. 30(1): 30-50 (2014) - [c4]Dirk T. Tempelaar
Computer Assisted, Formative Assessment and Dispositional Learning Analytics in Learning Mathematics and Statistics. CAA 2014: 67-78 - 2013
- [j6]Bas Giesbers
Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing. Comput. Hum. Behav. 29(1): 285-292 (2013) - 2012
- [j5]Bart Rienties
The role of scaffolding and motivation in CSCL. Comput. Educ. 59(3): 893-906 (2012) - [j4]Dirk T. Tempelaar
How achievement emotions impact students' decisions for online learning, and what precedes those emotions. Internet High. Educ. 15(3): 161-169 (2012) - [j3]Bart Rienties
A review of the role of information communication technology and course design in transitional education practices. Interact. Learn. Environ. 20(6): 563-581 (2012) - 2010
- [j2]Bart Rienties
The Diverging Effects of Social Network Sites on Receiving Job Information for Students and Professionals. Int. J. Sociotechnology Knowl. Dev. 2(4): 39-53 (2010) - [c3]Bart Rienties, Bas Giesbers, Dirk T. Tempelaar, Mien S. R. Segers, Wim Gijselaers:
An invisible preference for intrinsic motivation in computer-mediated communication. ICLS (1) 2010: 25-32
2000 – 2009
- 2009
- [j1]Bart Rienties
The role of academic motivation in Computer-Supported Collaborative Learning. Comput. Hum. Behav. 25(6): 1195-1206 (2009) - 2008
- [c2]Bart Rienties, Dirk T. Tempelaar, Piet Van den Bossche, Wim Gijselaers, Mien S. R. Segers:
Students' motivations and their contributions to virtual learning. ICLS (2) 2008: 254-261 - [c1]Bart Rienties, Dirk T. Tempelaar, Bas Giesbers, Mien S. R. Segers, W. H. Gijselaers:
Virtual Teams and Preferential Attachment for Intrinsic Motivation. Knowledge Construction in E-learning Context 2008
Coauthor Index
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last updated on 2025-01-09 19:37 CET by the dblp team
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