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Analysing Social Presence in Online Discussions Through Network and Text Analytics.

, , , and . ICALT, page 163-167. IEEE, (2019)

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Exploring communities of inquiry in Massive Open Online Courses., , , , , , , , , and . Computers & Education, (2018)Structure Matters: Adoption of Structured Classification Approach in the Context of Cognitive Presence Classification., , , and . AIRS, volume 9460 of Lecture Notes in Computer Science, page 227-238. Springer, (2015)Profiling MOOC Course Returners: How Does Student Behavior Change Between Two Course Enrollments?, , , , , and . L@S, page 269-272. ACM, (2016)What do cMOOC participants talk about in social media?: a topic analysis of discourse in a cMOOC., , , , , and . LAK, page 156-165. ACM, (2015)Understanding the relationship between technology use and cognitive presence in MOOCs., , , , , and . LAK, page 582-583. ACM, (2017)Digital Learning Design Framework for Social Learning Spaces., , , and . MLA/BLAC@LAK, volume 1915 of CEUR Workshop Proceedings, CEUR-WS.org, (2017)Penetrating the black box of time-on-task estimation., , , , , and . LAK, page 184-193. ACM, (2015)The Changing Patterns of MOOC Discourse., , , , and . L@S, page 283-286. ACM, (2017)Analysing Social Presence in Online Discussions Through Network and Text Analytics., , , and . ICALT, page 163-167. IEEE, (2019)Modeling Learners' Social Centrality and Performance through Language and Discourse., , , , , , , , and . EDM, page 250-257. International Educational Data Mining Society (IEDMS), (2015)