Srecko Joksimovic
Biographic Data
| ID | 4601637 |
|---|---|
| NAME | Srecko Joksimovic |
| GIVEN NAMES | Srecko |
| FAMILY NAME | Joksimovic |
| SIGNATURE | JOKSIMOVIC S |
| AFFILIATIONS | University of South Australia |
| ORCID | 0000-0001-6999-3547 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
An unobtrusive approach to modelling team cohesion and collaboration in ecological classroom settings
Cohesion and collaboration, particularly in K-12 settings, emerge as emergent phenomena, yet due to challenges in conducting classroom analytics studies in ecological settings, existing research mainly focuses on surveys. This calls for investigating cohesion in ecological settings to obtain insights directly applicable to students. To derive ecologically valid insights into the emergent processes of cohesion and collaboration, this study analyse…
The (Un)Conscious Learner
This theoretical article examines the relationship between self‐regulated learning and task‐unrelated thoughts (TUTs) through the lens of metacognition. Grounded in Winne's COPES (conditions, operations, products, evaluations, and standards) model of self‐regulated learning, we propose an interaction model emphasizing metacognitive monitoring and control. This model suggests the metacognitive cycle inherent to self‐regulated learning can increase…
The benefit of reflection prompts for encouraging learning with hints in an online programming course
Using online learner trace data to understand the cohesion of teams in higher education
Advancing theory in the age of artificial intelligence
Team interactions with learning analytics dashboards
Aligning objectives with assessment in online courses
Measuring leadership development in workplace learning using automated assessments
Technological affordances have shown promising potential in advancing the delivery of corporate learning programmes designed for professional leadership development. However, there is a considerable challenge in evaluating learners' skill acquisition, with most of the past research relying on pre‐ and post‐tests or other forms of self‐reports to measure leadership development. In that sense, these approaches measure leadership development before …
Technological frameworks on ethical and trustworthy learning analytics
Factors that influence cognitive presence
The gradual shift to online modes of learning in higher education institutions over the past 2 decades accelerated drastically on a global scale between 2020 and 2022. Students and educators, who have initially grappled with the shift, have now become accustomed to online teaching; however, there are concerns about the quality of learning that has resulted. To enable a sustainable and effective online pedagogy, educators may need to learn about f…
Assessing the sequencing of learning objectives in a study program using evidence-based practice
The success and satisfaction of students with online courses is significantly impacted by the sequencing of learning objectives and activities. Equally critical is designing online degree programs and structuring multiple courses to reduce learners’ cognitive load and attain maximum learning success. In its current form, the evaluation of program design is complex and done primarily using stakeholders’ perceptions and qualitative methods, which a…
Assessing program-level learning strategies in Moocs
Students matter the most in learning analytics
Predictive modelling of academic success and retention has been a key research theme in Learning Analytics. While the initial work on predictive modelling was focused on the development of general predictive models, portable across different learning settings, later studies demonstrated the drawbacks of not considering the specificities of course design and disciplinary context. This study builds on the methods and findings of related earlier stu…
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback
Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is perceived, interpreted and acted upon by stakeholders. The present study reports on the analysis of focus group data from four courses to understand students’ sensemaking of personalised, learning analytics-based feedback. Deductive analysis and epistemic networ…
Students’ sense-making of personalised feedback based on learning analytics
Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students’ sense-making of learning analytics–based personalised feedback across four courses. Results from a combination of themat…
Sens
Social presence in online discussions as a process predictor of academic performance
With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an online learning community. The results of a multiple regression analysis showed that certain indicato…
No prominent works on this page.
Social presence in online discussions as a process predictor of academic performance
With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an online learning community. The results of a multiple regression analysis showed that certain indicato…
Sens
Students’ sense-making of personalised feedback based on learning analytics
Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students’ sense-making of learning analytics–based personalised feedback across four courses. Results from a combination of themat…
Assessing program-level learning strategies in Moocs
Students matter the most in learning analytics
Predictive modelling of academic success and retention has been a key research theme in Learning Analytics. While the initial work on predictive modelling was focused on the development of general predictive models, portable across different learning settings, later studies demonstrated the drawbacks of not considering the specificities of course design and disciplinary context. This study builds on the methods and findings of related earlier stu…
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback
Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is perceived, interpreted and acted upon by stakeholders. The present study reports on the analysis of focus group data from four courses to understand students’ sensemaking of personalised, learning analytics-based feedback. Deductive analysis and epistemic networ…
Team interactions with learning analytics dashboards
Aligning objectives with assessment in online courses
Measuring leadership development in workplace learning using automated assessments
Technological affordances have shown promising potential in advancing the delivery of corporate learning programmes designed for professional leadership development. However, there is a considerable challenge in evaluating learners' skill acquisition, with most of the past research relying on pre‐ and post‐tests or other forms of self‐reports to measure leadership development. In that sense, these approaches measure leadership development before …
Technological frameworks on ethical and trustworthy learning analytics
Factors that influence cognitive presence
The gradual shift to online modes of learning in higher education institutions over the past 2 decades accelerated drastically on a global scale between 2020 and 2022. Students and educators, who have initially grappled with the shift, have now become accustomed to online teaching; however, there are concerns about the quality of learning that has resulted. To enable a sustainable and effective online pedagogy, educators may need to learn about f…
Assessing the sequencing of learning objectives in a study program using evidence-based practice
The success and satisfaction of students with online courses is significantly impacted by the sequencing of learning objectives and activities. Equally critical is designing online degree programs and structuring multiple courses to reduce learners’ cognitive load and attain maximum learning success. In its current form, the evaluation of program design is complex and done primarily using stakeholders’ perceptions and qualitative methods, which a…
The benefit of reflection prompts for encouraging learning with hints in an online programming course
Using online learner trace data to understand the cohesion of teams in higher education
Advancing theory in the age of artificial intelligence
An unobtrusive approach to modelling team cohesion and collaboration in ecological classroom settings
Cohesion and collaboration, particularly in K-12 settings, emerge as emergent phenomena, yet due to challenges in conducting classroom analytics studies in ecological settings, existing research mainly focuses on surveys. This calls for investigating cohesion in ecological settings to obtain insights directly applicable to students. To derive ecologically valid insights into the emergent processes of cohesion and collaboration, this study analyse…
The (Un)Conscious Learner
This theoretical article examines the relationship between self‐regulated learning and task‐unrelated thoughts (TUTs) through the lens of metacognition. Grounded in Winne's COPES (conditions, operations, products, evaluations, and standards) model of self‐regulated learning, we propose an interaction model emphasizing metacognitive monitoring and control. This model suggests the metacognitive cycle inherent to self‐regulated learning can increase…
Computer Science (15 works) · Online Learning and Analytics (14 works) · Psychology (14 works) · Mathematics education (10 works) · Data science (9 works) · Learning analytics (9 works) · Analytics (8 works) · Innovative Teaching and Learning Methods (8 works) · Knowledge management (8 works) · Online and Blended Learning (7 works)