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Research and Practice in Technology Enhanced Learning|January 8, 2019
A generating technique and knowledge representation of multiple-answer problems for learning with solving knowledgeNoriyuki Matsuda, Hisashi Ogawa, Tsukasa Hirashima, et al.
Research and Practice in Technology Enhanced Learning|January 8, 2019
The utilization of data analysis techniques in predicting student performance in massive open online courses (MOOCs)Glyn Hughes, Chelsea Dobbins
Research and Practice in Technology Enhanced Learning|January 8, 2019
Emerging trends for open access learningRachid Benlamri, Fanny Klett
Research and Practice in Technology Enhanced Learning|January 8, 2019
Making mathematics meaningful for freshmen students: investigating students' preferences of pre-class videosRim Gouia, Cindy Gunn
Research and Practice in Technology Enhanced Learning|January 8, 2019
Framework to describe constructs of academic emotions using ontological descriptions of statistical modelsKeiichi Muramatsu, Eiichirou Tanaka, Keiichi Watanuki, et al.
Research and Practice in Technology Enhanced Learning|January 8, 2019
Who will pass? Analyzing learner behaviors in MOOCsShu-Fen Tseng, Yen-Wei Tsao, Liang-Chih Yu, et al.
Research and Practice in Technology Enhanced Learning|January 8, 2019
Identifying middle school students' challenges in computational thinking-based science learningSatabdi Basu, Gautam Biswas, Pratim Sengupta, et al.
Research and Practice in Technology Enhanced Learning|January 8, 2019
Problem-solving for STEM learning: navigating games as narrativized problem spaces for 21<sup>st</sup> century competenciesAzilawati Jamaludin, David Hung
Research and Practice in Technology Enhanced Learning|January 8, 2019
Focusing a mobile science learning process: difference in activity participationDaner Sun, Chee-Kit Looi
Research and Practice in Technology Enhanced Learning|August 4, 2021
Contract cheating: an increasing challenge for global academic community arising from COVID-19Guzyal Hill, Jon Mason, Alex Dunn
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