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  • E-mailMohammad.Khalil@uib.no
  • Phone+47 412 09 272
  • Visitor Address
    Bergen
    Room 
    358
  • Postal Address
    Postboks 7807
    5020 Bergen
Journal articles
  • Khalil, Mohammad; Prinsloo, Paul; Slade, Sharon. 2018. User Consent in MOOCs – Micro, Meso, and Macro Perspectives. International Review of Research in Open and Distance Learning. 19: 62-79. doi: 10.19173/irrodl.v19i5.3908
Book sections
  • Wong, Jacqueline; Baars, Martine; Koning, Björn B. de; Zee, Tim van der; Davis, Dan; Khalil, Mohammad; Geert-Jan, Houben; Paas, Fred. 2019. Educational Theories and Learning Analytics: From Data to Knowledge. Chapter 1, pages 3-25. In:
    • Ifenthaler, Dirk; Mah, Dana-Kristin; Yau, Jane Yin-Kim. 2019. Utilizing Learning Analytics to Support Study Success. Springer Nature. 328 pages. ISBN: 978-3-319-64792-0.
  • Khalil, Mohammad; Wong, Jacqueline. 2018. The Essence of Time: Taking a Look at Learning Sessions in MOOCs. The essence of time: Taking a look at learning sessions in MOOCs, pages 131-133. In:
    • Castro, Manuel; Tovar, Edmundo. 2018. Proceedings of Learning with MOOCs 2018. IEEE conference proceedings. 158 pages. ISBN: 978-1-5386-6533-6.

More information in national current research information system (CRIStin)

1. User Consent in MOOCs – Micro, Meso, and Macro Perspectives

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

2. The Essence of Time: Taking a Look at Learning Sessions in MOOCs

  • Khalil, M. and Wong, J. (2018). The essence of time: Taking a look at learning sessions in MOOCs. In Proceedings of the fifth Learning With MOOCs Conference, pp. 131-133, Madrid, Spain, 26-28 September 2018. IEEE.

3. Study Effort and Student Success: a MOOC Case Study

  • Samuelsen, J. and Khalil, M. (in press). Study Effort and Student Success: a MOOC Case Study. In Proceedings of the 21st International Conference on Interactive Collaborative Learning, Greece, 25-28 September 2018. Springer.

4. The unbearable lightness of consent: Mapping MOOC providers’ response to consent

  • 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.
  • Link: ResearchGateACM.

5. Stuck in the middle? Making sense of the impact of micro, meso and macro institutional, structural and organisational factors on implementing learning analytics *Best Paper Award*

  • 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.
  • Link: EDENResearchGate

6. Gamifying Higher Education: Enhancing Learning with Mobile Game App

  • Zafar, F., Wong, J., & Khalil, M. (2018). Gamifying Higher Education: Enhancing Learning with Mobile Game App. In Proceedings of the Learning @ Scale Conference (L@S), London, 26-28 June 2018. ACM.
  • Link: ResearchGateACM.

7. Inverse Blended Learning in der Weiterbildung für Erwachenenbildner_innen – Eine MOOC-Fallstudie

  • 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 University and Continuing Education (ZHWB) , 23-30.
  • Link: ResearchGateJournal

8. Gamification in MOOCs: A Review of the State of the Art.

  • Khalil, M., Wong, J., de Koning, B. B., Ebner, M., & Paas, F. (2018). Gamification in MOOCs: A Review of the State of the Art. In proceedings of the 2018 IEEE Global Engineering Education Conference (pp. 1635-1644). Santa Cruz de Tenerife, Canary Islands, Spain.
  • Link: ResearchGateIEEE Xplore

9. Gamification in MOOCs – General Overview

  • Khalil, M., Davis, D., Wong, J. (2018). Gamification in MOOCs – General Overview. In Proceedings of the Open Education Global Conference, Delft, Netherlands, 26-28 April 2018, abstract pp.43.
  • Link: ResearchGateTUDelft Repository

10. Can Learning Analytics Find Success in Didactical Measurements? Results from a MOOC Case Study.

  • 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
  • Link: SpringerResearchGate
≡ 2017

11. How Inverse Blended Learning can Turn Up Learning with MOOCs?

  • Ebner, M., Khalil, M., Schön , S., Gütl, C., Asche-mann, B., Frei, W., and Röthler, D. (2017). How Inverse Blended Learning can Turn Up Learning with MOOCs?. In Proceedings of the international conference of Maker-MOOC 2017, Guatemala.
  • Link: ResearchGateCEUR-WS

12. How can Gamification Improve MOOC Student Engagement?

  • 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).
  • Link: ResearchGate.

13. Does gamification in MOOC discussion forums work?

  • 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
  • Link: ResearchGateSpringer

14. Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung

  • 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.
  • Link: ResearchGate.

15. Why Undergraduates Enroll in MOOCs?

  • 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.
  • Link: ResearchGateSchd.

16. Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework

  • Reference: Khalil, M. & Ebner, M. (2017). “Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework”. Zeitschrift für Hochschulentwicklung, 12(1), pp.101-122.
  • Link: ResearchGateZFHE.

17. Learning Analytics in Higher Education – A literature Review

  • Reference: 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.
  • Link: ResearchGateSpringer.
≡ 2016

18. When Learning Analytics Meets MOOCs – a Review on iMooX Case Studies

  • Reference: 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
  • Link: ResearchGateSpringer.

19. Clustering Patterns of Engagement in Massive Open Online Courses (MOOCs): The Use of Learning Analytics to Reveal Student Categories

  • Reference: Khalil, M. & Ebner, M. (2016). “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. DOI: 10.1007/s12528-016-9126-9
  • Link: ResearchGateFree_FullVersionSpringerLink

20. How to foster forum discussions within MOOCs. A case study

  • Reference: 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
  • Link: Direct Link Open AccessResearchGate

21. Maker-MOOC – How to Foster STEM Education with an Open Online Course on Creative Digital Development and Construction with Children

  • Reference: 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 the 19th International Conference on Interactive Collaborative Learning (ICL 2016), pp. 1233-1240, Belfast, United Kingdom.
  • Link: ResearchGate,

22. Learning Analytics in MOOCs: Can Data Improve Students Retention and Learning?

  • Reference: 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, pp. 569-576, Vancouver, Canada. Association for the Advancement of Computing in Education (AACE).
  • Link: ResearchGateLearnTechLib

23. Engaging Learning Analytics in MOOCs: the good, the bad, and the ugly

24. What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?

25. De-Identification in Learning Analytics

26. On Using Learning Analytics to Track the Activity of Interactive MOOC Videos.

  • Reference: Wachtler, J., Khalil, M., Taraghi, B., & Ebner, M. (2016). On using learning analytics to track the 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. Retrieved from http://ceur-ws.org/Vol- 1579/paper3.pdf
  • Link: Here

27. What is Learning Analytics about? A Survey of Different Methods Used in 2013-2015

28. Potential of EPUB3 for Digital Textbooks in Higher Education

  • Reference: 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.
  • Link: Here

29. Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics *Outstanding Paper & Video Award*

  • Reference: Khalil, M., Kastl, C., & Ebner, M. (2016). Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics. In Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016), 265-278.
  • Link: Here

30. Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016)

  • Reference: Khalil, M., Ebner, M., Kopp, M., Lorenz, A. & Kalz, M. (2016) Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016). Book on Demand, Norderstedt
  • Link: Here
≡ 2015

31. MOOCs as granular systems: design patterns to foster participant activity

  • Reference: Lackner, E., Ebner, M., & Khalil, M. (2015). MOOCs as granular systems: design patterns to foster participant activity. eLearning Papers, 42, 28-37.
  • Link: Here

32. A STEM MOOC for School Children –  What Does Learning Analytics Tell us?

33. Learning Analytics: Principles and Constraints *Outstanding Paper Award*

  • Reference: Khalil, M., & Ebner, M. (2015, June). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1326-1336).
  • Link: Here

34. Evaluation Grid for xMOOCs

  • Reference: Khalil, M., Brunner, H., & Ebner, M. (2015). Evaluation Grid for xMOOCs.International Journal of Emerging Technologies in Learning, 10(4).
  • Link: Here

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