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Which log variables significantly predict academic achievement? A systematic review and meta‐analysis
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Outgoing claims: the papers this work cites, builds on, or argues with.
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Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology
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Analysis of Student Learning Behavior based on Moodle Log Data
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Learning Process Analysis Based on Sequential Pattern Mining and Lag Sequential Analysis in a Web-Based Inquiry Science Environment
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Learning Profiles, Behaviors and Outcomes: Investigating International Students' Learning Experience in an English MOOC
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Factors investigation of learning behaviors affecting learning performance and self-regulated learning
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Student Performance Prediction Based on Blended Learning
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Predicting Student Performance from LMS Data: A Comparison of 17 Blended Courses Using Moodle LMS
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Widget, Widget on the Wall, Am I Performing Well at All?
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Combining University Student Self-Regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance
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Architecting Analytics Across Multiple E-Learning Systems to Enhance Learning Design
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Educational Data Mining: A Review of the State of the Art
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The relation of online learning analytics, approaches to learning and academic achievement in a clinical skills course
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Improving the prediction of learning outcomes in educational platforms including higher level interaction indicators
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Three interaction patterns on asynchronous online discussion behaviours: A methodological comparison
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The PRISMA 2020 statement: an updated guideline for reporting systematic reviews
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inferredcites →https://doi.org/10.1371/journal.pone.0203590openalex-snapshot
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Subjective data, objective data and the role of bias in predictive modelling: Lessons from a dispositional learning analytics application
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Factors influencing peer learning and performance in MOOC asynchronous online discussion forum
inferredcites →https://doi.org/10.14742/ajet.6369openalex-snapshot
Combining self-reported and observational measures to assess university student academic performance in blended course designs
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Why Theory Matters More than Ever in the Age of Big Data
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Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students
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Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
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Exploring Conditions for Enhancing Critical Thinking in Networked Learning: Findings from a Secondary School Learning Analytics Environment
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Learning Analytics in Flipped Classrooms: A Scoping Review
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