Oleksandra Poquet
Biographic Data
| ID | 6604750 |
|---|---|
| NAME | Oleksandra Poquet |
| GIVEN NAMES | Oleksandra |
| FAMILY NAME | Poquet |
| SIGNATURE | POQUET O |
| AFFILIATIONS | University of South Australia |
| ORCID | 0000-0001-9782-816X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Student profiles of change in formative assessment behaviour
As students learn and practice new skills in university courses, their behaviour can change in response to competing demands and increasing content complexity. However, most metrics used to evaluate study behaviour focus on the number or sequence of activities rather than on the change of behaviour. To address this, we replicate and extend a complex dynamical systems approach to characterise recurrence in behavioural patterns and whether it chang…
Data sharing in learning analytics
The ethical integration of the data generated by learners into educational practices is of great importance now that data-rich technologies are prevalent in education. Despite the common agreement that learners should have agency in deciding what to do with their data, existing ethical discussions focus on policies or algorithms, with limited attention to participatory learner practices. Participatory practices, particularly around informed conse…
A study of motivational beliefs and behaviours among second-year university students in an emergency remote teaching context
Students often enter second year without the necessary self-regulated learning skills to be independent learners. This occurs at a time of diminishing institutional support services when compared to their first-year experience and can lead to a decline in motivation and academic performance. Prior research on the motivational beliefs and behaviours of second-year students remains largely unexplored within higher education literature. This paper a…
Forum posts, communication patterns, and relational structures
Interpersonal online interactions are key to digital learning pedagogies and student experiences. Researchers use learner log and text data collected by technologies that mediate learner interactions online to provide indicators about interpersonal interactions. However, analytical approaches used to derive these indicators face conceptual, methodological, and practical challenges. Existing analytical approaches are not well aligned with the theo…
A shared lens around sensemaking in learning analytics
The paper argues that learning analytics as a research field can benefit from a theory‐informed shared language to describe sensemaking of learning and teaching data. To make the case for such shared language, first, I critically review prominent sensemaking theories to then demonstrate how studies in learning analytics do not use coherent descriptions of sensemaking, eclectically combining the paradigms that have underlying differences. I then p…
ChatGPT for good? On opportunities and challenges of large language models for education
The benefit of reflection prompts for encouraging learning with hints in an online programming course
Uncovering socio-temporal dynamics in online discussions
Online discussions are widely adopted in higher education to promote student interaction. However, prior research on online discussions falls short to estimate the effect of multiple factors collectively shape student interaction in online discussion activities. In this study, we applied a dynamic network analysis approach named relational event modelling to a data set from an online course where students participated in weekly discussion activit…
Rethinking the entwinement between artificial intelligence and human learning
The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we …
Grade-based similarity prevails in online course forums at scale
Scip
Developing capabilities
Due to the ongoing digitalisation of workplaces and educational settings, human activity underpinning learning and work is increasingly mediated by technology. The advancement of artificial intelligence (AI) and its integration into everyday technologies influences how people are exposed to information, interact, learn and make decisions. We argue that technology, data and evolving AI applications affect how humans enact and experience life and w…
Differences in forum communication of residents and visitors in Moocs
Facilitation of social interactions in Massive Open Online Courses can benefit from conceptualizing forum sub-populations through a networked lens. Such a lens implies that forum interactions represent a network of learners with heterogeneous levels of commitment to forum activity. A networked lens helps capture forum communities, so-called forum residents, as well as the rest of the crowd, also known as forum visitors. The current study empirica…
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Differences in forum communication of residents and visitors in Moocs
Facilitation of social interactions in Massive Open Online Courses can benefit from conceptualizing forum sub-populations through a networked lens. Such a lens implies that forum interactions represent a network of learners with heterogeneous levels of commitment to forum activity. A networked lens helps capture forum communities, so-called forum residents, as well as the rest of the crowd, also known as forum visitors. The current study empirica…
Scip
Developing capabilities
Due to the ongoing digitalisation of workplaces and educational settings, human activity underpinning learning and work is increasingly mediated by technology. The advancement of artificial intelligence (AI) and its integration into everyday technologies influences how people are exposed to information, interact, learn and make decisions. We argue that technology, data and evolving AI applications affect how humans enact and experience life and w…
Rethinking the entwinement between artificial intelligence and human learning
The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we …
Grade-based similarity prevails in online course forums at scale
ChatGPT for good? On opportunities and challenges of large language models for education
The benefit of reflection prompts for encouraging learning with hints in an online programming course
Uncovering socio-temporal dynamics in online discussions
Online discussions are widely adopted in higher education to promote student interaction. However, prior research on online discussions falls short to estimate the effect of multiple factors collectively shape student interaction in online discussion activities. In this study, we applied a dynamic network analysis approach named relational event modelling to a data set from an online course where students participated in weekly discussion activit…
Forum posts, communication patterns, and relational structures
Interpersonal online interactions are key to digital learning pedagogies and student experiences. Researchers use learner log and text data collected by technologies that mediate learner interactions online to provide indicators about interpersonal interactions. However, analytical approaches used to derive these indicators face conceptual, methodological, and practical challenges. Existing analytical approaches are not well aligned with the theo…
A shared lens around sensemaking in learning analytics
The paper argues that learning analytics as a research field can benefit from a theory‐informed shared language to describe sensemaking of learning and teaching data. To make the case for such shared language, first, I critically review prominent sensemaking theories to then demonstrate how studies in learning analytics do not use coherent descriptions of sensemaking, eclectically combining the paradigms that have underlying differences. I then p…
Data sharing in learning analytics
The ethical integration of the data generated by learners into educational practices is of great importance now that data-rich technologies are prevalent in education. Despite the common agreement that learners should have agency in deciding what to do with their data, existing ethical discussions focus on policies or algorithms, with limited attention to participatory learner practices. Participatory practices, particularly around informed conse…
A study of motivational beliefs and behaviours among second-year university students in an emergency remote teaching context
Students often enter second year without the necessary self-regulated learning skills to be independent learners. This occurs at a time of diminishing institutional support services when compared to their first-year experience and can lead to a decline in motivation and academic performance. Prior research on the motivational beliefs and behaviours of second-year students remains largely unexplored within higher education literature. This paper a…
Student profiles of change in formative assessment behaviour
As students learn and practice new skills in university courses, their behaviour can change in response to competing demands and increasing content complexity. However, most metrics used to evaluate study behaviour focus on the number or sequence of activities rather than on the change of behaviour. To address this, we replicate and extend a complex dynamical systems approach to characterise recurrence in behavioural patterns and whether it chang…
Computer Science (11 works) · Psychology (10 works) · Online Learning and Analytics (9 works) · Knowledge management (7 works) · Online and Blended Learning (7 works) · Innovative Teaching and Learning Methods (6 works) · Mathematics education (5 works) · Social Psychology (5 works) · Sociology (5 works) · World Wide Web (5 works)