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Mohammad Khalil

Researcher, Senior Researcher, Centre for the Science of Learning & Technology
  • E-mailmohammad.khalil@uib.no
  • Phone+47 412 09 272
  • Visitor Address
    Bergen
    Room 
    358
  • Postal Address
    Postboks 7807
    5020 Bergen
Academic article
  • Show author(s) (2022). What Does Twitter Say About Self-Regulated Learning? Mapping Tweets From 2011 to 2021. Frontiers in Psychology.
  • Show author(s) (2022). The use and application of learning theory in learning analytics: a scoping review. Journal of Computing in Higher Education. 1-22.
  • Show author(s) (2022). The answer is (not only) technological: Considering student data privacy in learning analytics. British Journal of Educational Technology (BJET).
  • Show author(s) (2022). In the nexus of integrity and surveillance: Proctoring (re)considered. Journal of Computer Assisted Learning.
  • Show author(s) (2022). At the intersection of human and algorithmic decision-making in distributed learning. Journal of Research on Technology in Education.
  • Show author(s) (2021). TimeTracker App: Facilitating Migrants’ Engagement in Their Second Language Learning. Advances in Intelligent Systems and Computing. 983-994.
  • Show author(s) (2020). Validating an instrument to measure teachers' preparedness to use digital technology in their teaching. Nordic Journal of Digital Literacy. 38-54.
  • Show author(s) (2020). Student awareness and privacy perception of learning analytics in higher education. Lecture Notes in Computer Science (LNCS). 374-379.
  • Show author(s) (2019). Student data privacy in MOOCs: a sentiment analysis. Distance Education. 395-413.
  • Show author(s) (2019). Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education. 1-14.
  • Show author(s) (2019). Efforts in Europe for Data-Driven Improvement of Education–A Review of Learning Analytics Research in Six Countries. International Journal of Learning Analytics and Artificial Intelligence for Education (IJAI). 8-27.
  • Show author(s) (2018). User Consent in MOOCs – Micro, Meso, and Macro Perspectives. International Review of Research in Open and Distance Learning. 62-79.
Academic chapter/article/Conference paper
  • Show author(s) (2021). Who Are the Students of MOOCs? Experience from Learning Analytics Clustering Techniques. 11 pages.
  • Show author(s) (2021). Learning Analytics in a Time of Pandemics: Mapping the Field. 12 pages.
  • Show author(s) (2020). Study Effort and Student Success: A MOOC Case Study. 12 pages.
  • Show author(s) (2020). Self-Regulated Learning and Learning Analytics in Online Learning Environments: A Review of Empirical Research. 10 pages.
  • Show author(s) (2020). OXALIC: an Open edX Advanced Learning Analytics Tool. 5 pages.
  • Show author(s) (2020). Facilitating Ideation and Knowledge Sharing in Workplaces: The Design and Use of Gamification in Virtual Platforms. 17 pages.
  • Show author(s) (2019). Learning analytics at the intersections of student trust, disclosure and benefit. 10 pages.
  • Show author(s) (2019). Evaluating the Usability of a Study Support Mobile App for Higher Education. 9 pages.
  • Show author(s) (2018). The Essence of Time: Taking a Look at Learning Sessions in MOOCs. 3 pages.
Poster
  • Show author(s) (2021). Creating a Course Recommendation System for Exchange Students.
  • Show author(s) (2018). Study effort and student success: a MOOC case study (Poster).
Chapter
  • Show author(s) (2021). Realising the Potential of Learning Analytics Reflections from a Pandemic. 16 pages. In:
    • Show author(s) (2021). Online Learning Analytics. Auerbach Publications.
  • Show author(s) (2019). Educational Theories and Learning Analytics: From Data to Knowledge. 3-25. In:
    • Show author(s) (2019). Utilizing Learning Analytics to Support Study Success. Springer Nature.

More information in national current research information system (CRIStin)

A)  Peer-Reviewed Journal Articles
  1. Viberg, O., Mavroudi, A., Bälter, O., & Khalil, M. (2020). Validating an Instrument to Measure Teachers’ Preparedness to Use Digital Technology in their Teaching. Nordic Journal of Digital Literacy.

  2. Prinsloo, P., Slade, S., & Khalil, M. (2020). Learning Analytics from the perspective of ecosystem view. Xiao Junhong, Trans. China Distance Education (4), 1-11.

  3. Wong, J., Khalil, M., Baars, M., de Koning, B. B., & Paas, F. (2019). Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education, 140. 103595. doi.org/10.1016/j.compedu.2019.103595

  4. Prinsloo, P., Slade, S., & Khalil, M. (2019). Student data privacy in MOOCs: a sentiment analysis. Distance Education, 40(3), 1-19.

  5. Nouri, J., Ebner, M., Ifenthaler, D., Saqr, M., Malmberg, J., Khalil, M., ... & Berthelsen, U. D. (2019). Efforts in Europe for Data-Driven Improvement of Education–A Review of Learning Analytics Research in Six Countries. International Journal of Learning Analytics and Artificial Intelligence for Education, 1(1), 8-27.

  6. Ebner, M., Schön, S., Khalil, M., Ebner, M., Aschemann, B., Frei, W., & Röthler, D. (2018). Inverse blended learning in continuing education for adult educators. Journal College and Continuing Education , (1), 23-30.

  7. Khalil, M., Prinsloo, P., and Slade, S. (2018). User Consent in MOOCs – Micro, Meso, and Macro Perspectives. International Review of Research in Open and Distributed Learning, 19 (5).

  8. Kalz, M., Khalil, M., & Ebner, M. (2017). Editorial for the special issue on advancing research on open education. Journal of Computing in Higher Education, pp. 1-19. DOI: 10.1007/s12528-017-9143-3

  9. Khalil, M. & Ebner, M. (2017). “Clustering Patterns of Engagement in Massive Open Online Courses (MOOCs): The Use of Learning Analytics to Reveal Student Categories”. Journal of Computing in Higher Education, pp. 1-19. DOI: 10.1007/s12528-016-9126-9

  10. Khalil, M., Ebner, M. (2017). “Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework”. Journal for Development of Higher Education Institutions (ZFHE), 12(1), pp.101-122.

  11. Lackner, E., Khalil, M. & Ebner, M. (2016). “How to foster forum discussions within MOOCs. A case study. '' International Journal of Academic Research in Education, 2(2). DOI: 10.17985/ijare.31432

  12. Khalil, M. & Ebner, M. (2016). “De-Identification in Learning Analytics”. Journal of Learning Analytics, 3 (1), pp. 129-138.

  13. Lackner, E., Ebner, M., & Khalil, M. (2015). “MOOCs as granular systems: design patterns to foster participant activity”. eLearning Papers, 42, pp. 28-37.

  14. Khalil, M., Brunner, H., & Ebner, M. (2015). “Evaluation Grid for xMOOCs”. International Journal of Emerging Technologies in Learning (iJET), 10(4), pp. 40-45.

B)  Peer-Reviewed Conference Proceeding Papers
  1. Khalil, M. (2021). Who Are the Students of MOOCs?. In proceedings of the European Massive Open Online Courses Conference 2021, pp.259-269.

  2. Prinsloo, P., Khalil, M., & Slade, S. (2021, September). Learning Analytics in a Time of Pandemics: Mapping the Field. In EDEN Conference Proceedings (No. 1, pp. 59-70), Madrid, Spain. – (Nominated for best paper award).

  3. Botnevik, S., Khalil, M., & Wasson, B. (2020). Student Awareness and Privacy Perception of Learning Analytics in Higher Education. In European Conference on Technology Enhanced Learning (EC-TEL 2020) (pp. 374-379). Springer, Cham.

  4. Khalil, M., & Belokrys, G. (2020). OXALIC: an Open edX Advanced Learning Analytics Tool. In 2020 IEEE Learning With MOOCS (LWMOOCS) (pp. 185-190). IEEE.

  5. Viberg, O., Khalil, M., & Baars, M. (2020). Self-Regulated Learning and Learning Analytics in Online Learning Environments: A Review of Empirical Research. In proceedings of the 10th Learning Analytics & Knowledge Conference, Frankfurt, Germany.

  6. Viberg, O., Khalil, M., & Lioliopoulos, A. (2020). Facilitating ideation and knowledge sharing in workplaces: the design and use of gamification in virtual platforms. In proceedings of the 22nd International Conference on Human-Computer Interaction, Copenhagen, Denmark. Springer.

  7. Khalil, M., Wong, J., Baars, M., Zafar, F., & Wasson, B. (2019). Evaluating the Usability of a Study Support Mobile App for Higher Education. In World Conference on Mobile and Contextual Learning (pp. 85-93).

  8. Slade, S., Prinsloo, P., & Khalil, M. (2019). Learning analytics at the intersections of student trust, disclosure and benefit. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge (pp. 235-244). ACM.

  9. Khalil, M., Prinsloo, P., and Slade, S. (2018). The unbearable lightness of consent: Mapping MOOC providers’ response to consent. In Proceedings of the Learning @ Scale Conference (L@S), London, 26-28 June 2018. ACM.

  10. Khalil, M., Wong, J., de Koning, B., Ebner, M., & Paas, F. (2018). Gamification in MOOCs: A Review of the State of the Art. In 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 1629-1638). IEEE.

  11. Prinsloo, P., Slade, S., and Khalil M. (2018). Stuck in the middle? Making sense of the impact of micro, meso and macro institutional, structural and organisational factors on implementing learning analytics. In Proceedings of the 27Th EDEN Annual Conference, pp. 326-334, Genova, Italy, 17–20 June 2018.

  12. Khalil, M., & Wong, J. (2018). The essence of time: Taking a look at learning sessions in MOOCs. In 2018 Learning With MOOCS Conference (LWMOOCS) (pp. 131-133). IEEE.

  13. Samuelsen, J., & Khalil, M. (2018). Study effort and student success: a MOOC case study. In the 2018 International Conference on Interactive Collaborative Learning (pp. 215-226). Springer, Cham.

  14. Khalil, M., Davis, D., & Wong, J. (2018). Gamification in MOOCs-General Overview. OEGlobal 2018, Delft, the Netherlands.

  15. Ebner, M., Khalil, M., Gütl, C., Aschemann, B., Frei, W., and Röthler, D. (2018). How Inverse Blended Learning can Turn Up Learning with MOOCs?. In Proceedings of the international conference Mooc Maker 2017, Guatemala.

  16. Khalil, M., Ebner, M., & Admiraal, W. (2017). How can Gamification Improve MOOC Student Engagement?. In Proceedings of the 11th European Conference on Games Based Learning: ECGBL 2017, Graz, Austria, (pp. 819-828).

  17. Reischer M., Khalil M., Ebner M. (2017). “Does Gamification in MOOC Discussion Forums Work?”. In: Delgado Kloos C., Jermann P., Pérez-Sanagustín M., Seaton D., White S. (eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science, vol 10254. Springer, Cham, pp. 95-101. doi: 10.1007/978-3-319-59044-8_1

  18. Khalil, M. & Ebner, M. (2016). “When Learning Analytics Meets MOOCs - a Review on iMooX Case Studies”. In Proceedings of the 16th International Conference on Innovations for Community Services (I4CS), 2016. Vienna, Austria, pp. 3-19. DOI: 10.1007/978-3-319-49466-1_1

  19. Ebner, M., Schön, S.. & Khalil, M. (2016). “Maker-MOOC – How to Foster STEM Education with an Open Online Course on Creative Digital Development and Construction with Children”. In Proceedings of 2016 International Conference on Interactive Collaborative Learning (ICL 2016), Belfast, United Kingdom, (pp. 1233-1240).

  1. Khalil, M. & Ebner, M. (2016). “Learning Analytics in MOOCs: Can Data Improve Students Retention and Learning?”. In Proceedings of the World Conference on Educational Media and Technology, EdMedia 2016. Vancouver, Canada, 28-30 June, 2016 (pp. 569-576). Association for the Advancement of Computing in Education (AACE).

  2. Khalil, M., Taraghi, B., & Ebner, M. (2016). “Engaging Learning Analytics in MOOCs: the good, the bad, and the ugly”. In Proceedings of the International Conference on Education and New Developments (END 2016), Ljubljana, Slovenia, pp. 3-7.

  3. Khalil, M. & Ebner, M. (2016). “What is Learning Analytics about? A Survey of Different Methods Used in 2013-2015”. In Proceedings of Smart Learning Conference, Dubai, UAE, 7-9 March, 2016 (pp. 294-304). Dubai: HBMSU Publishing House.

  4. Ebner, M., Gailer, C., Khalil, M., Kopp, M., Lackner, E., & Raunig, M. (2016). “Potential of EPUB3 for Digital Textbooks in Higher Education”. In Proceedings of Smart Learning Conference, Dubai, UAE, 7-9 March, 2016 (pp. 324-336). Dubai: HBMSU Publishing House.

  5. Khalil, M., Kastl, C., & Ebner, M. (2016). “Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics”. In Khalil, M., Ebner, M., Kopp, M., Lorenz, A. & Kalz, M. (Eds)., Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016), Graz, Austria, pp.265-278. (Outstanding Paper & Video Award).

  6. Khalil, M., & Ebner, M. (2015). “A STEM MOOC for School Children–What Does Learning Analytics Tell us?”. In Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL 2015), Florence, Italy, pp. 1217-1221. IEEE.

  7. Khalil, M., & Ebner, M. (2015). “Learning Analytics: Principles and Constraints”. In S. Carliner, C. Fulford, & N. Ostashewski (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, Canada, pp. 1789-1799. (Outstanding Paper Award).

C)  Peer-Reviewed Book Chapters
  1. Khalil, M. (in press). MOLAM: A Mobile Multimodal Learning Analytics Conceptual Framework to Support Student Self-Regulated Learning. In Learning Analytics in Open and Distributed Learning. Springer Nature.

  2. Wong, J., Baars, M., de Koning, B. B., van der Zee, T., Davis, D., Khalil, M., ... & Paas, F. (2019). Educational Theories and Learning Analytics: From Data to Knowledge. In Utilizing Learning Analytics to Support Study Success (pp. 3-25). Springer, Cham.

  3. Khalil, M. & Ebner, M. (2018). Can Learning Analytics Find Success in Didactical Measurements? Results from a MOOC Case Study. In: Ifenthaler D. (eds) Digital Workplace Learning. Springer, Cham, pp. 211-225. doi: 10.1007/978-3-319-46215-8_12

  4. Ebner, M., Khalil, M., Wachtler, J. (2017) Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung. In: Dr. Internet –Forschungsbericht zum Projekt, Zimmermann, C. (Hrsg.), Verlag Mayer, S. 88-99 (15) Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung.

  5. Leitner, P., Khalil, M. & Ebner, M. (2017). “Learning Analytics in Higher Education - A literature Review”. Learning analytics: Fundaments, applications, and trends: A view of the current state of the art . Springer International Publishing.

  6. Khalil, M., & Ebner, M. (2016). “What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?”. In Spector, M., Lockee, B., Childress, M. (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing. (pp. 1-30). http://dx.doi.org/10.1007/978-3-319-17727-4_3-1

D)  Book Editor
  1. Prinsloo, P., Slade, S., & Khalil, M. (in press). Learning Analytics in Open, Distance and Distributed Learning. Springer.

  2. Khalil, M., Ebner, M., Kopp, M., Lorenz, A., & Kalz, M. (Eds.). (2016). Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016). BoD–Books on Demand.

E)  Peer-Reviewed Workshop Papers
  1. Khalil M., & Viberg, O. (2020). Mobile Multimodal Learning Analytics Method to Foster Student Self-Regulated Learning. In Workshop proceedings of the Learning Analytics & Knowledge Conference, Frankfurt, Germany.

  2. Khalil, M. (2017). “Why Undergraduates Enroll in MOOCs?”. In Rayyan, S., Pérez-Sanagustín, M., Delgado Kloos, C., Sandland, J. (Eds.), Proceedings of the EMOOCs 2017 HybridEd Workshop, Madrid, Spain.

  3. Wachtler, J., Khalil, M., Taraghi, B. & Ebner, M. (2016). “On Using Learning Analytics to Track Activity of Interactive MOOC Videos”. In M. Giannakos, D.G. Sampson, L. Kidzinski, A. Pardo (Eds.), Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning (pp.8–17) Edinburgh, Scotland: CEURS-WS.

F)  Demos/Posters
  1. Suschevskiy, V., & Khalil, M. (2021). Creating a Course Recommendation System for Exchange Students. In companion proceedings of the Learning Analytics & Knowledge conference.

  2. Botnevik, S., Khalil, M., & Wasson, B. (2020). Student Awareness and Privacy Perception of Learning Analytics in Higher Education. In European Conference on Technology Enhanced Learning (pp. 374-379). Springer, Cham.

  3. Zafar, F., Wong, J., & Khalil, M. (2018). Gamifying higher education: enhancing learning with mobile game app. In Proceedings of the Fifth Annual ACM Conference on Learning at Scale (p. 28). ACM.

G)  Non Peer-Reviewed Articles
  • [2021] Funder: Erasmus+, European Network for Virtual lab & Interactive SImulated ONline learning 2027. Total: € 288,205. Local: € 49,265. Role: Work-Package Co-leader: Virtual Labs and Data Analysis. 

  • [2020] Funder: NORHED II, Midwifery Research and Education Development (MIDRED) in Palestine and Ghana. Total:  € 2,000,000. Role: Work-Package leader: MOOCs and Learning Analytics.

  • [2020] Funder: OsloMet, Better Learner Experience in MOOCs. Total:  € 19,000. Role: PI

  • [2020] Funder: Peder Sather. Course Recommendation & Learning Analytics for Exchange Students (CERES). Total:  € 17,000. Role: PI

  • [2019] Funder: Peder Sather. Embracing Data in Educational Systems: The Use of Learning Analytics to Support Students at Risk (RISK). Total:  € 20,000. Role: PI

  • [2020] Funder: University of Bergen. It Takes a Community: The Digital Transformation of UiB (DigiTrans). Total:  € 90,000. Role: Theme leader.

  • [2019] Funder: Erasmus +. Scaling Up Educational Innovation in Schools. Total: € 744,000, Local: € 267,000. Role: Project group collaborator.

  • [2018] Funder: Erasmus+. Open Educational Resources in Computational Biomedicine. Total: € 450,000, Local: € 15,000. Role: Work-Package co-leader: Learning Analytics Designs.

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