How students engage with learning analytics
Access, action-taking, and learning routines with message-based information to support collaborative annotation
Dados Bibliográficos
| ID | 21537897 |
|---|---|
| Autores | Yeonji Jung (0000-0001-6269-5563, University of Memphis, autor correspondente), Alyssa Friend Wise (0000-0002-4043-6808, Vanderbilt University) |
| Ano | 2025 |
| Volume | 232 |
| Páginas | 105280 |
| Data de publicação | 2025-07-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Computers & Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2025.105280 |
| OpenAlex | W4408159926 |
| Idioma | EN |
| Citações recebidas | 5 |
| Referências citadas | 46 |
Analytics · Annotation · Collaborative learning · Data science · Human–computer interaction · Knowledge management · Learning analytics · World Wide Web · Computer Science · E-Learning and Knowledge Management · Innovative Teaching and Learning Methods · Online Learning and Analytics · Artificial Intelligence
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| Obras citantes distintas | 5 |
|---|---|
| Citações por ano | 5 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 5 |