Materials for further reading
Halverson, L. R., & Graham, C. R. (2019). Learner Engagement in Blended Learning Environments: A Conceptual Framework. Online Learning, 23, 145-178. https://doi.org/10.24059/olj.v23i2.1481
Herodotou, C.; Sharples, M.; Gaved, M.; Kukulska-Hulme, A.; Rienties, B.; Scanlon, E. and Whitelock, D. (2019). Innovative Pedagogies of the Future: An Evidence-Based Selection. Front. Educ. 4:113. https://doi.org/10.3389/feduc.2019.00113
Jivet, I.; Wong, J.; Scheffel, M.; Valle Torre, M.; Specht, M. and Drachsler, H. (2021). Quantum of Choice: How learners’ feedback monitoring decisions, goals and self-regulated learning skills are related. In LAK21: 11th International Learning Analytics and Knowledge Conference (LAK21), April 12–16, 2021, Irvine, CA, USA. ACM, New York, NY, USA, 12 pages. https://doi.org/10.1145/3448139.3448179
https://repository.tudelft.nl/islandora/object/uuid%3Ae89174ea-eb89-4a2a-a5a0-8bd1e30359cd
Naujokaitienė, J. & Tamoliune, G. & Volungeviciene, A. & Duart, J. (2020). Using learning analytics to engage students: Improving teaching practices through informed interactions. Journal of New Approaches in Educational Research, 9 (2). https://doi.org/10.7821/naer.2020.7.561
Pokhrel, J. & Awasthi, A. (2021). Effectiveness of Dashboard and Intervention Design. In Sahin, M. & Ifenthaler, D. (eds.), Visualizations and Dashboards for Learning Analytics, Advances in Analytics for Learning and Teaching. Chapter 5, pp. 93-116. Retrieved from https://link.springer.com/chapter/10.1007/978-3-030-81222-5_5
Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg. Retrieved from: https://op.europa.eu/en/publication-detail/-/publication/fcc33b68-d581-11e7-a5b9-01aa75ed71a1/language-en
Rets, I., Herodotou, C., Bayer, V. et
al. (2021). Exploring critical factors of the perceived usefulness of a
learning analytics dashboard for distance university students. Int. J. Educ. Technol. High Educ. 18: 46. https://doi.org/10.1186/s41239-021-00284-9