Dron, J. (2012). Self-paced and Social. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012, , 962–976.
Abstract: Traditionally, much institutional self-paced distance learning has been a largely individual activity, offering limited opportunities for teacher-student interaction and almost none for student-student interaction. This is because, when students are all learning different things at different times, unless enrolment is extremely high, it is difficult to engage in any form of meaningful social learning. This paper reports on a self-paced course at Athabasca University that is designed to provide both the freedom of self-paced learning and the pedagogical benefits of social learning. At the same time the approach deals effectively with issues of plagiarism and the different needs, skills and interests of diverse learners.
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Essalmi, F., Ayed, LJB., Jemni, M., Kinshuk, & Graf, S. (2010). A fully Personalization Strategy of E-Learning Scenarios. Computers in Human Behavior, 26, 581–591.
Abstract: Thompson Scientific Impact factor 1.865
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Graf, S., Lin, T., & Kinshuk. (2008). The Relationship between Learning Styles and Cognitive Traits – Getting Additional Information for Improving Student Modelling. Computers in Human Behavior, 24, 122–137.
Abstract: Thompson Scientific Impact factor 1.767
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Graf, S., Liu, T.-C. Kinshuk, Chen, N.-S., & Yang, S.J.H. (2009). Learning Styles and Cognitive Traits – Their Relationship and its Benefits in Web-based Educational Systems. Computers in Human Behavior,, 25, 1280–1289.
Abstract: Thompson Scientific Impact factor 1.677
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Kumar, V., Gress, C.L.Z., Hadwin, A.F., & Winne, P.H. (2010). Assessing Process in CSCL: An Ontological Approach, Computers in Human Behavior.26 (5), 825–834.
Abstract: Thompson Scientific Impact factor 1.677
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