Negin Mirriahi

TL;DR: Despite the increasing popularity of FL and similar active learning models, there has been limited attention devoted to understanding the reasons for why students may or may not engage in pre-class activities.

TL;DR: The use of learning analytics to address the challenges impeding the capacity of instructors to provide personalised feedback at scale was explored and showed how the approach was associated with a positive impact on student perception of feedback quality and on academic achievement.

TL;DR: The study identified several indicators of regularity of pre-class activities as significant predictors of course performance and demonstrated that predictive models with only generic indicators were able to explain only a small portion of the overall variability in the students' course performance, and were significantly outperformed by models that incorporated coursespecific indicators.

TL;DR: This paper proposes a student–instructor centred conceptual model connecting a representation of the student information with a basic set of rules created by instructors to deploy Personalized Learning Support Actions (PLSAs), a software architecture based on this model with six categories of functional blocks to deploy the PLSAs, and a description of the implementation of this architecture as an open-source platform.

TL;DR: The LATUX workflow is presented, a five-stage workflow to design, deploy and validate awareness tools in technology-enabled learning environments that is grounded on a well-established design process for creating, testing and re-designing user interfaces and extends this process by integrating the pedagogical requirements to generate visual analytics to inform instructors'Pedagogical decisions or intervention strategies.