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Mohammad Khalils bilde

Mohammad Khalil

Forsker, Senior Researcher, Centre for the Science of Learning & Technology
  • E-postmohammad.khalil@uib.no
  • Besøksadresse
    Christies gate 12
    5015 Bergen
  • Postadresse
    Postboks 7807
    5020 Bergen
Lærebok
  • Vis forfatter(e) (2022). Learning Analytics in Open and Distributed Learning. Springer.
Vitenskapelig artikkel
  • Vis forfatter(e) (2023). “Trust us,” they said. Mapping the contours of trustworthiness in learning analytics. Information and Learning Science (ILS). 306-325.
  • Vis forfatter(e) (2023). Video Analytics in Digital Learning Environments: Exploring Student Behaviour Across Different Learning Contexts. Technology, Knowledge and Learning.
  • Vis forfatter(e) (2023). Understanding privacy and data protection issues in learning analytics using a systematic review. British Journal of Educational Technology (BJET).
  • Vis forfatter(e) (2023). Multimodal learning analytics—In-between student privacy and encroachment: A systematic review. British Journal of Educational Technology (BJET).
  • Vis forfatter(e) (2023). Learning analytics in support of inclusiveness and disabled students: a systematic review. Journal of Computing in Higher Education.
  • Vis forfatter(e) (2023). Learning analytics as data ecology: a tentative proposal. Journal of Computing in Higher Education.
  • Vis forfatter(e) (2022). What Does Twitter Say About Self-Regulated Learning? Mapping Tweets From 2011 to 2021. Frontiers in Psychology.
  • Vis forfatter(e) (2022). The use and application of learning theory in learning analytics: a scoping review. Journal of Computing in Higher Education. 1-22.
  • Vis forfatter(e) (2022). The answer is (not only) technological: Considering student data privacy in learning analytics. British Journal of Educational Technology (BJET).
  • Vis forfatter(e) (2022). In the nexus of integrity and surveillance: Proctoring (re)considered. Journal of Computer Assisted Learning (JCAL). 1589-1602.
  • Vis forfatter(e) (2022). At the intersection of human and algorithmic decision-making in distributed learning. Journal of Research on Technology in Education.
  • Vis forfatter(e) (2021). TimeTracker App: Facilitating Migrants’ Engagement in Their Second Language Learning. Advances in Intelligent Systems and Computing. 983-994.
  • Vis forfatter(e) (2020). Validating an instrument to measure teachers' preparedness to use digital technology in their teaching. Nordic Journal of Digital Literacy. 38-54.
  • Vis forfatter(e) (2020). Student awareness and privacy perception of learning analytics in higher education. Lecture Notes in Computer Science (LNCS). 374-379.
  • Vis forfatter(e) (2019). Student data privacy in MOOCs: a sentiment analysis. Distance Education. 395-413.
  • Vis forfatter(e) (2019). Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education. 1-14.
  • Vis forfatter(e) (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.
  • Vis forfatter(e) (2018). User Consent in MOOCs – Micro, Meso, and Macro Perspectives. International Review of Research in Open and Distance Learning. 62-79.
Leder
  • Vis forfatter(e) (2023). Fairness, Trust, Transparency, Equity, and Responsibility in Learning Analytics. Journal of Learning Analytics. 1-7.
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
  • Vis forfatter(e) (2023). Will ChatGPT Get You Caught? Rethinking of Plagiarism Detection. 13 sider.
  • Vis forfatter(e) (2023). Impact of window size on the generalizability of collaboration quality estimation models developed using Multimodal Learning Analytics. 7 sider.
  • Vis forfatter(e) (2023). A Critical Consideration of the Ethical Implications in Learning Analytics as Data Ecology. 12 sider.
  • Vis forfatter(e) (2022). Tweetology of Learning Analytics: What does Twitter tell us about the trends and development of the field?
  • Vis forfatter(e) (2022). Mobile Multimodal Learning Analytics Conceptual Framework to Support Student Self-Regulated Learning (MOLAM).
  • Vis forfatter(e) (2022). Introduction: Learning Analytics in Open and Distributed Learning—Potential and Challenges.
  • Vis forfatter(e) (2022). Eduino: A Telegram Learning-Based Platform and Chatbot in Higher Education. 17 sider.
  • Vis forfatter(e) (2022). A Comparison of Learning Analytics Frameworks: a Systematic Review.
  • Vis forfatter(e) (2021). Who Are the Students of MOOCs? Experience from Learning Analytics Clustering Techniques. 11 sider.
  • Vis forfatter(e) (2021). Learning Analytics in a Time of Pandemics: Mapping the Field. 12 sider.
  • Vis forfatter(e) (2020). Study Effort and Student Success: A MOOC Case Study. 12 sider.
  • Vis forfatter(e) (2020). Self-Regulated Learning and Learning Analytics in Online Learning Environments: A Review of Empirical Research. 10 sider.
  • Vis forfatter(e) (2020). OXALIC: an Open edX Advanced Learning Analytics Tool. 5 sider.
  • Vis forfatter(e) (2020). Facilitating Ideation and Knowledge Sharing in Workplaces: The Design and Use of Gamification in Virtual Platforms. 17 sider.
  • Vis forfatter(e) (2019). Learning analytics at the intersections of student trust, disclosure and benefit. 10 sider.
  • Vis forfatter(e) (2019). Evaluating the Usability of a Study Support Mobile App for Higher Education. 9 sider.
  • Vis forfatter(e) (2018). The Essence of Time: Taking a Look at Learning Sessions in MOOCs. 3 sider.
Poster
  • Vis forfatter(e) (2023). Perspectives of Multimodal Data Sharing and Privacyin VR Learning Rooms.
  • Vis forfatter(e) (2023). Neuroscience Inspired Artificial Working Memory.
  • Vis forfatter(e) (2023). A detail survey of identified privacy and data protection issues for learning analytics.
  • Vis forfatter(e) (2022). Learning Analytics in Collaborative Online Lab Environments: A Systematic Scoping Review .
  • Vis forfatter(e) (2021). Creating a Course Recommendation System for Exchange Students.
  • Vis forfatter(e) (2018). Study effort and student success: a MOOC case study (Poster).
Errata
  • Vis forfatter(e) (2023). Correction: Video Analytics in Digital Learning Environments: Exploring Student Behaviour Across Different Learning Contexts (Technology, Knowledge and Learning, (2023), 10.1007/s10758-023-09680-8). Technology, Knowledge and Learning.
Vitenskapelig oversiktsartikkel/review
  • Vis forfatter(e) (2024). Learning analytics for enhanced professional capital development: a systematic review. Frontiers in Psychology.
  • Vis forfatter(e) (2023). Towards a partnership of teachers and intelligent learning technology: A systematic literature review of model-based learning analytics. Journal of Computer Assisted Learning (JCAL).
  • Vis forfatter(e) (2023). Model-Based Learning Analytics for a Partnership of Teachers and Intelligent Systems: A Bibliometric Systematic Review. Education Sciences.
  • Vis forfatter(e) (2023). Learning analytics in virtual laboratories: a systematic literature review of empirical research. Smart Learning Environments.
Faglig kapittel
  • Vis forfatter(e) (2021). Realising the Potential of Learning Analytics Reflections from a Pandemic. 16 sider. I:
    • Vis forfatter(e) (2021). Online Learning Analytics. Auerbach Publications.
  • Vis forfatter(e) (2019). Educational Theories and Learning Analytics: From Data to Knowledge. 3-25. I:
    • Vis forfatter(e) (2019). Utilizing Learning Analytics to Support Study Success. Springer Nature.

Se fullstendig oversikt over publikasjoner i 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
  • [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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