| Smart Groups: A Tool for Group Orchestration in Synchronous Hybrid Learning Environments | 0 | 0.34 | 2021 |
| Automated Driver Management For Selenium Webdriver | 0 | 0.34 | 2021 |
| Objective And Automated Assessment Of Surgical Technical Skills With Iot Systems: A Systematic Literature Review | 1 | 0.37 | 2021 |
| A cost-effective IoT learning environment for the training and assessment of surgical technical skills with visual learning analytics | 0 | 0.34 | 2021 |
| Key Aspects for the Implementation of Virtual Mobility | 0 | 0.34 | 2020 |
| Educational Technology in the Age of Natural Interfaces and Deep Learning | 0 | 0.34 | 2020 |
| Design of a Smart ABN Device for Early Math Education. | 0 | 0.34 | 2020 |
| Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced MOOCs | 1 | 0.35 | 2020 |
| Analyzing students' persistence using an event-based model. | 0 | 0.34 | 2019 |
| Smart Education - A Review and Future Research Directions. | 0 | 0.34 | 2019 |
| A Learning Analytics Methodology for Understanding Social Interactions in MOOCs | 0 | 0.34 | 2019 |
| Prediction in MOOCs: A review and future research directions | 5 | 0.45 | 2019 |
| European Virtual Exchange (EVE) - Student Mobility without Moving. | 0 | 0.34 | 2019 |
| Taxonomy of MOOC-Based Hybrid Educational Models in Higher Education | 0 | 0.34 | 2019 |
| What Can You Do with Educational Technology that is Getting More Human? | 0 | 0.34 | 2019 |
| Modeling Educational Usage of Cloud-Based Tools in Virtual Learning Environments. | 0 | 0.34 | 2019 |
| Principles for the Design of an Educational Voice Assistant for Learning Java. | 0 | 0.34 | 2019 |
| The Effect of Different Features for Educational Computer-Based Competition Environments. | 0 | 0.34 | 2018 |
| Sentiment analysis in MOOCs: A case study. | 1 | 0.36 | 2018 |
| Analysing The Predictive Power For Anticipating Assignment Grades In A Massive Open Online Course | 2 | 0.39 | 2018 |
| A Study of Learning-by-Doing in MOOCs through the Integration of Third-Party External Tools: Comparison of Synchronous and Asynchronous Running Modes. | 0 | 0.34 | 2018 |
| The hybridization factor of technology in education. | 0 | 0.34 | 2018 |
| Design of a Conversational Agent as an Educational Tool | 0 | 0.34 | 2018 |
| Analysis of Behavioral Intention to Use Cloud-Based Tools in a MOOC: A Technology Acceptance Model Approach. | 0 | 0.34 | 2018 |
| New Trends in Massive Open Online Courses (MOOCs). | 0 | 0.34 | 2018 |
| Addressing Societal Issues Through MOOCs in Southeast Asia | 0 | 0.34 | 2018 |
| SmartLET: Learning analytics to enhance the design and orchestration in scalable, IoT-enriched, and ubiquitous Smart Learning Environments. | 0 | 0.34 | 2018 |
| Predicting Learners' Success in a Self-paced MOOC Through Sequence Patterns of Self-regulated Learning. | 2 | 0.37 | 2018 |
| Boosting interaction with educational technology. | 0 | 0.34 | 2017 |
| H-MOOC framework: reusing MOOCs for hybrid education. | 7 | 0.70 | 2017 |
| Research on ICT in K-12 schools - A review of experimental and survey-based studies in computers & education 2011 to 2015. | 6 | 0.54 | 2017 |
| From Moocs To Spocs ... And From Spocs To Flipped Classroom | 1 | 0.41 | 2017 |
| MyMOOCSpace: A cloud-based mobile system to support effective collaboration in higher education online courses. | 2 | 0.40 | 2017 |
| A Mooc-Based Flipped Class: Lessons Learned From The Orchestration Perspective | 0 | 0.34 | 2017 |
| Who are the top contributors in a MOOC? Relating participants' performance and contributions | 11 | 0.63 | 2016 |
| From software engineering to courseware engineering. | 0 | 0.34 | 2016 |
| MyLearningMentor: A Mobile App to Support Learners Participating in MOOCs. | 3 | 0.39 | 2015 |
| Tips and Techniques for MOOC Production | 0 | 0.34 | 2015 |
| Precise Effectiveness Strategy for analyzing the effectiveness of students with educational resources and activities in MOOCs. | 22 | 1.34 | 2015 |
| From face-to-face to distance LMS-mediated collaborative learning situations with GLUE! | 0 | 0.34 | 2015 |
| Lessons learned from the design of situated learning environments to support collaborative knowledge construction | 5 | 0.44 | 2015 |
| Mixing and blending MOOC Technologies with face-to-face pedagogies | 8 | 1.03 | 2015 |
| Delving into Participants’ Profiles and Use of Social Tools in MOOCs | 3 | 0.41 | 2014 |
| Are We All on the Same Boat? Coordinating Stakeholders for the Design of MOOCs | 0 | 0.34 | 2014 |
| Experiences of running MOOCs and SPOCs at UC3M. | 7 | 1.10 | 2014 |
| Recommendations for the design and deployment of MOOCs: insights about the MOOC digital education of the future deployed in MiríadaX | 4 | 0.52 | 2014 |
| FLINN: A Framework to Characterize Technology Enhanced Formal, Non-Formal and Informal Learning Situations | 3 | 0.44 | 2014 |
| SEEK-AT-WD: A Social-Semantic Infrastructure to Sustain Educational ICT Tool Descriptions in the Web of Data. | 1 | 0.35 | 2014 |
| A multidimensional analysis of trends in educational technology | 1 | 0.35 | 2014 |
| The effects of whole-class interactive instruction with Single Display Groupware for Triangles. | 4 | 0.50 | 2014 |
