Bart Rienties

Publications

• From hype to evidence: exploring large language models for inter-group bias classification in higher education
• Unpacking effective mentorship practices for early-career academics: a mixed methods study
• Barriers and facilitators to physical activity: a comparative analysis of transplant athletes competing in high intensity sporting events with other transplant recipients
• Open World Learning: Research, Innovation and the Challenges of High-Quality Education
• Adjustments to Pandemic Enforced Constraints: Insights from Postgraduate Students’ and Educators’ Transitions
• Empowering Assessors in Providing Quality Feedback with GenAI Assistance: A Preliminary Exploration
• Encouraging Intercultural Interaction by Cultural Specific Learning Design
• “It's extremely weird to understand UK culture when you don't live there and just study from abroad”: an empirical investigation of internationalisation at a distance perspectives
• Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics
• How and with whom do educators learn in an online professional development microcredential
• Online work-based learning: A systematic literature review
• Introduction to open world learning: Research, innovation and the challenges of high-quality education
• Culturally adaptive learning design: A mixed-methods study of cross-cultural learning design preferences in MOOCs
• Eliciting students' preferences for the use of their data for learning analytics: A crowdsourcing approach
• The promise and challenges of generative AI in education
• Transforming pre-service teacher education through virtual exchange: a mixed-methods analysis of perceived TPACK development
• Information Communication Technology (ICT) and Education
• Applying and translating learning design and analytics approaches across borders
• Investigating the Views and Use of Stackable Microcredentials within a Postgraduate Certificate in Academic Practice
• Online professional development across institutions and borders
• The Use of Data Analytics to support the development of assessment practices in higher education
• Encouraging intercultural interaction by cultural specific learning design
• Learning from incidents: applying the 3-P model of workplace learning
• The Learning Design & Course Creation Workshop: Impact of a Professional Development Model for Training Designers and Creators of Online and Distance Learning
• Social Learning Analytics in Computer-Supported Collaborative Learning Environments: A Systematic Review of Empirical Studies
• The impact of virtual exchange on East–West social relations: lessons from a China-Portugal foreign language exchange
• Investigating the dimensions of students’ privacy concern in the collection, use, and sharing of data for learning analytics
• Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange
• Education 4.0 in higher education and computer science: A systematic review
• Modelling Temporality in Person- and Variable-Centred Approaches
• The Community of Inquiry in international and intercultural settings
• Are MOOC learning designs culturally inclusive (enough)?
• The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges
• How do visualizations and automated personalized feedback engage professional learners in a Learning Analytics Dashboard?
• ‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisation at a distance perspectives
• The Learning Design & Course Creation Workshop: Impact of a Professional Development Model for Training Designers and Creators of Online and Distance Learning
• Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange
• How do visualizations and automated personalized feedback engage professional learners in a Learning Analytics Dashboard?
• The Community of Inquiry in international and intercultural settings
• Communication, metacommunication and intercultural effectiveness in virtual exchange: The Evaluate project
• Education 4.0 in higher education and computer science: A systematic review
• Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics
• Reviewing Assessment in Online and Blended Flipped Classroom
• What distance learning students want from an AI Digital Assistant
• What distance learning students want from an AI Digital Assistant
• Enhancing Learning Design through User Experience Research: Insights from a Survey in Four European Countries
• Understanding engagement patterns of game-based learning for children in CatnClever using learning analytics
• Dispositional learning analytics and formative assessment: an inseparable twinship
• From hype to evidence: exploring large language models for inter-group bias classification in higher education
• ‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisation at a distance perspectives
• Innovating Pedagogy 2020: Open University Innovation Report 8
• The scalable implementation of predictive learning analytics at a distance learning university: Insights from a longitudinal case study
• When industry meets Education 4.0: What do Computer Science companies need from Higher Education?
• Flipped Classrooms in Higher Education during the COVID-19 Pandemic: Findings and Future Research Recommendations
• Learning Analytics and the Measurement of Learning Engagement
• Incorporating student opinion into opinion mining: A student-sourced sentiment analysis classifier
• Effective usage of Learning Analytics: What do practitioners want and where should distance learning institutions be going?
• Powers and limitations of open world learning: Experiences from the field of education
• Reflecting on the main findings and practical applications
• Informing learning design in online education using learning analytics of student engagement
• Migration intentions of international distance education students studying from a South African institution: unpacking potential brain drain
• Making sense of learning data at scale
• Once more on the rollercoaster: Loses and gains from the rapid shift to online delivery during Covid
• Learning to become an online editor: the editathon as a learning environment
• Using text analytics to understand open-ended student comments at scale: Insights from four case studies
• Implementing learning analytics at scale in an online world: lessons learned from the Open University UK
• The Impact of Virtual Exchange on TPACK and Foreign Language Acquisition: Reviewing a Large-Scale Implementation Across 23 Virtual Exchanges
• Subjective data, objective data and the role of bias in predictive modelling: Lessons from a dispositional learning analytics application
• Developing learning relationships in intercultural and multi-disciplinary environments: A mixed method investigation of management students’ experiences
• Investigating Variation in Learning Processes in a FutureLearn MOOC
• Students’ perspectives on curriculum internationalisation policies in transition: Insights from a master’s degree programme in the Netherlands
• Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting
• Learning relations of knowledge transfer (KT) and knowledge integration (KI) of doctoral students during online interdisciplinary training: an exploratory study
• Powers and Limitations of MMSNA: Critical Reflections and Moving Forward
• Mixed Methods Social Network Analysis: Theories and Methodologies in Learning and Education
• Is Mixed Methods Social Network Analysis Ethical?
• The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update
• Conceptualizing Internationalization at a Distance: A "Third Category" of University Internationalization
• A Critical Review of Learning Gains Methods and Approaches
• A quasi-experimental study to explore the impact of PAR on becoming an Agile Warrior
• Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes
• Individual differences in the preference for worked examples: lessons from an application of dispositional learning analytics
• Approaches to researching digital-pedagogical competence development in VE-based teacher education
• What do distance learning students seek from student analytics?
• Defining the boundaries between Artificial Intelligence in Education, Computer-Supported Collaborative Learning, Educational Data Mining, and Learning Analytics: A Need for Coherence
• Complex Transitions of Early Career Academics (ECA): A Mixed Method Study of With Whom ECA Develop and Maintain New Networks
• Are Assessment Practices Well Aligned Over Time? A Big Data Exploration
• Transforming pre-service teacher education through Virtual Exchange: a mixed-method analysis of perceived TPACK development
• A Mixed-Method Study of How Instructors Design for Learning in Online and Distance Education
• How Can Predictive Learning Analytics and Motivational Interventions Increase Student Retention and Enhance Administrative Support in Distance Education?
• Feedback Preferences of Students Learning in a Blended Environment: Worked Examples, Tutored and Untutored Problem-Solving
• The contribution of dispositional learning analytics to precision education
• Learning Design and Learning Analytics: Snapshot 2020
• Innovating Pedagogy 2021: Open University Innovation Report 9
• Exploring critical factors of the perceived usefulness of a learning analytics dashboard for distance university students
• Beyond one-size-fits-all in MOOCs: Variation in learning design and persistence of learners in different cultural and socioeconomic contexts
• Dispositional Learning Analytics for Supporting Individualized Learning Feedback
• Enabling Precision Education by Learning Analytics Applying Trace, Survey and Assessment Data
• Designing learning success and avoiding learning failure through learning analytics: the case of policing in England and Wales
• The Virtuous Circle of Learning Design and Learning Analytics to Develop Student Centred Online Education
• Learning analytics for learning design in online distance learning
• Understanding the adjustment of first-year distance education students in South Africa: Factors that impact students' experiences
• A multi-modal study into students’ timing and learning regulation: time is ticking
• Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment
• Where does information on incidents come from?
• Innovative Pedagogies of the Future: An Evidence-Based Selection
• Innovating Pedagogy 2019: Open University Innovation Report 7
• Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates
• Student profiling in a dispositional learning analytics application using formative assessment
• Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships
• Does a Formal Wiki Event contribute to the Formation of a Network of Practice? A Social Capital Perspective on the Potential for Informal Learning
• Analytics in online and offline language learning environments: the role of learning design to understand student online engagement
• Turning Groups Inside Out: A Social Network Perspective
• Learning design in diverse institutional and cultural contexts: suggestions from a participatory workshop with higher education professionals in Africa
• How do students engage with computer-based assessments: impact of study breaks on intertemporal engagement and pass rates
• Which first-year students are making most learning gains in STEM subjects?
• Reviewing affective, behavioural and cognitive learning gains in higher education
• The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course
• Learning gains of international students in South African distance education
• How do students understand and interpret learning gains? Perspectives from in-depth interviews of UK distance learners
• Making sense of learning analytics dashboards: a technology acceptance perspective of 95 teachers
• Linking students' timing of engagement to learning design and academic performance
• Gathering, visualising and interpreting learning design analytics to inform classroom practice and curriculum design: A student-centred approach from the Open University
• Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6
• Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context
• Investigating learning strategies in a dispositional learning analytics context: the case of worked examples
• ‘A double-edged sword. This is powerful but it could be used destructively’: Perspectives of early career education researchers on learning analytics
• How do you know if you’re learning from incidents?
• Using Temporal Analytics to Detect Inconsistencies between Learning Design and Student Behaviours
• Scholarly insight Autumn 2017:a Data wrangler perspective
• Scholarly insight Spring 2018: a Data wrangler perspective
• Predictive learning analytics ‘at scale’: Guidelines to successful implementation in Higher Education based on the case of the Open University UK
• Artificial Intelligence to Enhance Learning Design in UOW Online, a Unified Approach to Fully Online Learning
• Understanding SEaM student comments from a Big(ger)Data perspective: what are students saying?
• Temporal dynamics of MOOC learning trajectories
• Scholarly insight Winter 2019: a Data wrangler perspective
• Learning Feedback Based on Dispositional Learning Analytics
• The role of demographics in online learning; A decision tree based approach
• Internationalisation at a Distance and at Home: Academic and Social Adjustment in a South African Distance Learning Context.
• Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context
• Reviewing mixed methods approaches using Social Network Analysis for learning and education
• Internationalisation at a Distance and at Home: Academic and social adjustment in a South African distance learning context
• A large-scale implementation of Predictive Learning Analytics in Higher Education: the teachers' role and perspective
• Empowering online teachers through predictive learning analytics
• Unpacking the intertemporal impact of self-regulation in a blended mathematics environment
• Humanising Text-to-Speech Through Emotional Expression in Online Courses
• Social network analysis and activity theory: A symbiotic relationship
• Reflecting on incidents: Barriers and tactics
• Evidence-based Learning: Foundations
• Evidence -Based Learning: Futures. Using learning design and learning analytics to empower teachers to meet students’ diverse needs
• Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study
• Transnational tourism education and student approaches to learning: is there a mismatch?
• Reviewing three case-studies of learning analytics interventions at the Open University UK
• Cultivating learning and social interaction in an international classroom through small group work; a quasi-experimental study
• Adding dispositions to create pedagogy-based Learning Analytics
• Making the most of “external” group members in blended and online environments
• Verifying the stability and sensitivity of learning analytics based prediction models: An extended case study
• Conceptualizing impact in academic development: finding a way through
• Improving supervision for students at a distance: videoconferencing for group meetings
• The impact of 151 learning designs on student satisfaction and performance: Social learning (analytics) matters
• Using social network analysis to predict online contributions: The impact of network diversity in crosscultural collaboration
• Modelling and Managing Learner Satisfaction: Use of Learner Feedback to Enhance Blended and Online Learning Experience
• Online learning experiences of new versus continuing learners: a large-scale replication study
• Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making
• The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules
• Implementing a Learning Analytics Intervention and Evaluation Framework: what works?
• Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK
• Multi-dimensional transitions of international students to higher education
• Innovating Pedagogy 2016: Open University Innovation Report 5
• Multiple and multi-dimensional transitions of international students to higher education: A way forward
• Cultural and Academic Adjustment of International Students in China: A Social Network Perspective
• A Social Network perspective on ABC of international and host-national students
• Understanding multiple and multi-dimensional transitions of international higher education students: Setting the scene
• #Design4Learning: Designing for the Future of Higher Education
• Writing Analytics for Epistemic Features of Student Writing
• 创新教学报告2015 —探索教学、学习与评价的新形式 [Innovating Pedagogy 2015]
• Learning Design – creative design to visualise learning activities
• A randomised control study about the effects of different assessment registration encouragements
• Learning analytics to understand cultural impacts on technology enhanced learning
• Multilevel modelling of learning gains: The impact of module particulars on students’ learning in Higher Education
• Assessing learning gains
• A multi-level longitudinal analysis of 80,000 online learners: Affective-Behaviour-Cognition models of learning gains
• Research Evidence on the Use of Learning Analytics: Implications for Education Policy
• Scholarly insight 2016: a Data wrangler perspective
• Unpacking differences in psychological contracts of organisational expatriates and self-initiated expatriates: a mixed method study
• Towards actionable learning analytics using dispositions
• Unravelling the dynamics of instructional practice: a longitudinal study on learning design and VLE activities
• Implementing predictive learning analytics on a large scale: the teacher's perspective
• Making sense of learner and learning Big Data: reviewing 5 years of Data Wrangling at the Open University UK
• Implementing Randomised Control Trials in Open and Distance Learning: A Feasibility Study
• The relationship of (perceived) epistemic cognition to interaction with resources on the internet
• The Orchestration of a Collaborative Information Seeking Learning Task
• Predictive modelling for addressing students’ attrition in Higher Education: The case of OU Analyse
• Scholarly insight Spring 2017: A Data Wrangler Perspective
• Assessing learning gains
• Toward Emotionally Accessible Massive Open Online Courses (MOOCs)
• Mixing and Matching Learning Design and Learning Analytics
• A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK
• Discussion Analytics: Identifying Conversations and Social Learners in FutureLearn MOOCs
• Learning to Develop Open Knowledge: Improving social capital for learning: The Edinburgh editathon
• In search for the most informative data for feedback generation: Learning analytics in a data-rich context
• Students' motivations and their contributions to virtual learning
• Computer Assisted, Formative Assessment and Dispositional Learning Analytics in Learning Mathematics and Statistics
• "Scaling up" learning design: Impact of learning design activities on LMS behavior and performance
• A review of the role of information communication technology and course design in transitional education practices
• Understanding (in)formal learning in an academic development programme: A social network perspective
• Understanding friendship and learning networks of international and host students using longitudinal Social Network Analysis
• Academic and social integration of international and local students at five business schools, a cross-institutional comparison
• Student learning preferences in a blended learning environment: investigating the relationship between tool use and learning approaches
• The influence of an individual’s transactive memory profile when advice is sought
• A longitudinal analysis of knowledge spillovers in the classroom
• Cultural differences in learning dispositions
• Student experiences of self-reflection and peer assessment in providing authentic project-based learning to large class sizes
• Understanding emerging knowledge spillovers in small-group learning settings: a networked learning perspective
• Understanding academics’ resistance towards (online) student evaluation
• Effectiveness of a voluntary postsecondary remediation program in mathematics | Effectiviteit van facultatief aansluitonderwijs wiskunde in de transitie van voortgezet naar hoger onderwijs
• Virtual teams and preferential attachment for intrinsic motivation
• Changing teacher beliefs through ICT: Comparing a blended and online teacher training program
• Implicit theories of intelligence, effort beliefs, and achievement goals as antecedents of learning motivation and engagement
• Stability and sensitivity of learning analytics based prediction models
• An invisible preference for intrinsic motivation in Computer-Mediated Communication
• Mathematics bridging education using an online, adaptive e-tutorial: Preparing international students for higher education
• The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations
• Visualising the invisible: A network approach to reveal the informal social side of student learning
• Redesigning teaching presence in order to enhance cognitive presence: A longitudinal analysis
• Online training of TPACK skills of higher education scholars: A cross-institutional impact study
• The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands
• A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation
• The Role of Cultural Background and Team Divisions in Developing Social Learning Relations in the Classroom
• Understanding the role of time on task in formative assessment: The case of mathematics learning
• Unpacking (in)formal learning in an academic development programme: a mixed-method social network perspective
• Engaging teachers (and students) with media streaming technology: The case of box of broadcasts
• Why increased social presence through web videoconferencing does not automatically lead to improved learning
• How achievement emotions impact students' decisions for online learning, and what precedes those emotions
• Bridge building potential in cross-cultural learning: a mixed method study
• A dynamic analysis of social capital-building of international and UK students
• Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective
• To Let Students Self-Select or Not: That Is the Question for Teachers of Culturally Diverse Groups
• Changing the educational beliefs of teachers through an interdisciplinary online teaching programme: are business teachers different from teachers of other disciplines?
• Integrating e-learning and classroom learning; four years of asynchronous learning to improve academic competences
• Effectiveness of a Voluntary Postsecondary Remediation Program in Mathematics
• Enhancing the academic internship learning experience for business education—a critical review and future directions
• Implicit theories of intelligence, effort beliefs, and achievement goals as antecedents of learning motivation and engagement
• Getting the balance right in intercultural groups: a dynamic social network perspective
• The role culture and personality play in an authentic online group learning experience
• Stability and sensitivity of Learning Analytics based prediction models
• Innovating Pedagogy 2015: Open University Innovation Report 4
• Modeling and managing student satisfaction: use of student feedback to enhance learning experience
• What learning analytics based prediction models tell us about feedback preferences of students
• Emotions used in Learning Analytics: a state-of-the-art review
• The Diverging Effects of Social Network Sites on Receiving Job Information for Students and Professionals
• A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication
• The role of scaffolding and motivation in CSCL
• How Cultural and Learning Style Differences Impact Students' Learning Preferences in Blended Learning
• Understanding social learning relations of international students in a large classroom using social network analysis
• Integrating E-learning and classroom learning; Four years of asynchronous learning to improve academic competences
• Who profits most from blended learning?
• Understanding academic performance of international students: the role of ethnicity, academic and social integration
• Effectiveness of UK and international A-level assessment in predicting performance in engineering
• Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing
• Integrating ICT in Business Education: Using TPACK to Reflect on Two Course Redesigns
• The role of academic motivation in Computer-Supported Collaborative Learning
• The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology
• Special Issue: The mobility of lifelong learners and IT
• Social presence, Web videoconferencing and learning in virtual teams
• Remedial online teaching on a summer course
• Past, Present and Future of EDiNEB from the Perspectives of Participants and Management Team
• Longitudinal Study of Online Remedial Education Effects
• The role of self- and social directed goals in a problem-based, collaborative learning context
• Academic and social integration of Master students: a cross-institutional comparison between Dutch and international students
• The Diverging Effects of Social Network Sites on Receiving Job Information for Students and Professionals
• Remedial online teaching in theory and practice online summer course: Balance between summer and course
• HELA-CMM: Capability maturity model for adoption of learning analytics in higher education
• Editorial: Actionable Learning Analytics in Education: An Opportunity to Close the Learning Loop
• Decoding Learning Design Decisions: A Cluster Analysis of 12,749 Teaching and Learning Activities
• Students’ Perceptions of AI Digital Assistants (AIDAs): Should Institutions Invest in Their Own AIDAs?
• Stakeholder Responsibility for Building Trustworthy Learning Analytics in the AI-Era
• HELA-CMM: capability maturity model for adoption of learning analytics in higher education
• A Design-Based Research Approach to what distance learners expect and value from an Institutional AI Digital Assistant
• Holding a lead, or the tail wagging the dog? Exploring educator influence over the behaviour of AI Digital Assistants