Publications and Records

Last update: 9th.October.2017

» In Press

1. How Inverse Blended Learning can Turn Up Learning with MOOCs?

  • Ebner, M., Khalil, M., Gütl, C., Aschemann, B., Frei, W., and Röthler, D. (in press). How Inverse Blended Learning can Turn Up Learning with MOOCs?. In Proceedings of the international conference Mooc Maker 2017, Guatemala.

2. Can Learning Analytics Find Success in Didactical Measurements? Results from a MOOC Case Study.

  • Khalil, M. & Ebner, M. (in press). Can Learning Analytics Find Success in Didactical Measurements? Results from a MOOC Case Study. In Digital Workplace Learning: Bridging Formal and Informal Learning with Digital Technologies. Springer International Publishing. New York, USA.

≡ 2017

3. How can Gamification Improve MOOC Student Engagement?

  • Khalil, M., Ebner, M., & Admiraal, W. (2017). How can Gamification Improve MOOC Student Engagement?. In Proceedings of the 11th European Conference on Games Based Learning: ECGBL 2017, Graz, Austria, (pp. 819-828).
  • Link: ResearchGate.

4. Does gamification in MOOC discussion forums work?

  • Reischer M., Khalil M., Ebner M. (2017). Does Gamification in MOOC Discussion Forums Work?. In: Delgado Kloos C., Jermann P., Pérez-Sanagustín M., Seaton D., White S. (eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science, vol 10254. Springer, Cham, pp. 95-101. doi: 10.1007/978-3-319-59044-8_1
  • Link: ResearchGateSpringer

5. Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung

  • Ebner, M., Khalil, M., Wachtler, J. (2017). Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung. In: Dr. Internet –Forschungsbericht zum Projekt, Zimmermann, C. (Hrsg.), Verlag Mayer, S. 88-99 (15) Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung.
  • Link: ResearchGate.

6. Why Undergraduates Enroll in MOOCs?

  • Khalil, M. (2017). Why Undergraduates Enroll in MOOCs?. In Rayyan, S., Pérez-Sanagustín, M., Delgado Kloos, C., Sandland, J. (Eds.), Proceedings of the EMOOCs 2017 HybridEd Workshop, Madrid, Spain.
  • Link: ResearchGate, Schd.

7. Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework

  • Reference: Khalil, M. & Ebner, M. (2017). “Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework”. Zeitschrift für Hochschulentwicklung, 12(1), pp.101-122.
  • Link: ResearchGate, ZFHE.

8. Learning Analytics in Higher Education – A literature Review

  • Reference: Leitner, P., Khalil, M. & Ebner, M. (2017). “Learning Analytics in Higher Education – A literature Review”. Learning analytics: Fundaments, applications, and trends: A view of the current state of the art. Springer International Publishing.
  • Link: ResearchGate, Springer.

≡ 2016

9. When Learning Analytics Meets MOOCs – a Review on iMooX Case Studies

  • Reference: Khalil, M. & Ebner, M. (2016). “When Learning Analytics Meets MOOCs – a Review on iMooX Case Studies”. In Proceedings of the 16th International Conference on Innovations for Community Services (I4CS), 2016. Vienna, Austria, pp. 3-19. doi: 10.1007/978-3-319-49466-1_1
  • Link: ResearchGate, Springer.

10. Clustering Patterns of Engagement in Massive Open Online Courses (MOOCs): The Use of Learning Analytics to Reveal Student Categories

  • Reference: Khalil, M. & Ebner, M. (2016). “Clustering Patterns of Engagement in Massive Open Online Courses (MOOCs): The Use of Learning Analytics to Reveal Student Categories”. Journal of Computing in Higher Education. DOI: 10.1007/s12528-016-9126-9
  • Link: ResearchGate, Free_FullVersion, SpringerLink

11. How to foster forum discussions within MOOCs. A case study

  • Reference: Lackner, E., Khalil, M. & Ebner, M. (2016). “How to foster forum discussions within MOOCs. A case study”. International Journal of Academic Research in Education, 2(2). doi: 10.17985/ijare.31432
  • Link: Direct Link Open Access, ResearchGate

12. Maker-MOOC – How to Foster STEM Education with an Open Online Course on Creative Digital Development and Construction with Children

  • Reference: Ebner, M., Schön, S.. & Khalil, M. (2016). “Maker-MOOC – How to Foster STEM Education with an Open Online Course on Creative Digital Development and Construction with Children”. In Proceedings of the 19th International Conference on Interactive Collaborative Learning (ICL 2016), pp. 1233-1240, Belfast, United Kingdom.
  • Link: ResearchGate,

13. Learning Analytics in MOOCs: Can Data Improve Students Retention and Learning?

  • Reference: Khalil, M. & Ebner, M. (2016). “Learning Analytics in MOOCs: Can Data Improve Students Retention and Learning?”. In Proceedings of the World Conference on Educational Media and Technology, EdMedia 2016, pp. 569-576, Vancouver, Canada. Association for the Advancement of Computing in Education (AACE).
  • Link: ResearchGate, LearnTechLib

14. Engaging Learning Analytics in MOOCs: the good, the bad, and the ugly

15. What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?

16. De-Identification in Learning Analytics

17. On Using Learning Analytics to Track the Activity of Interactive MOOC Videos.

  • Reference: Wachtler, J., Khalil, M., Taraghi, B., & Ebner, M. (2016). On using learning analytics to track the activity of interactive MOOC videos. In M. Giannakos, D.G. Sampson, L. Kidzinski, A. Pardo (Eds.), Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning (pp.8–17) Edinburgh, Scotland: CEURS-WS. Retrieved from http://ceur-ws.org/Vol- 1579/paper3.pdf
  • Link: Here

18. What is Learning Analytics about? A Survey of Different Methods Used in 2013-2015

19. Potential of EPUB3 for Digital Textbooks in Higher Education

  • Reference: Ebner, M., Gailer, C., Khalil, M., Kopp, M., Lackner, E., & Raunig, M. (2016). Potential of EPUB3 for Digital Textbooks in Higher Education. In Proceedings of Smart Learning Conference, Dubai, UAE, 7-9 March, 2016 (pp. 324-336) . Dubai: HBMSU Publishing House.
  • Link: Here

20. Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics *Outstanding Paper & Video Award*

  • Reference: Khalil, M., Kastl, C., & Ebner, M. (2016). Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics. In Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016), 265-278.
  • Link: Here

21. Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016)

  • Reference: Khalil, M., Ebner, M., Kopp, M., Lorenz, A. & Kalz, M. (2016) Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016). Book on Demand, Norderstedt
  • Link: Here

≡ 2015

22. MOOCs as granular systems: design patterns to foster participant activity

  • Reference: Lackner, E., Ebner, M., & Khalil, M. (2015). MOOCs as granular systems: design patterns to foster participant activity. eLearning Papers, 42, 28-37.
  • Link: Here

23. A STEM MOOC for School Children –  What Does Learning Analytics Tell us?

24. Learning Analytics: Principles and Constraints *Outstanding Paper Award*

  • Reference: Khalil, M., & Ebner, M. (2015, June). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1326-1336).
  • Link: Here

25. Evaluation Grid for xMOOCs

  • Reference: Khalil, M., Brunner, H., & Ebner, M. (2015). Evaluation Grid for xMOOCs.International Journal of Emerging Technologies in Learning, 10(4).
  • Link: Here
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