Development of an instrument measuring user satisfaction of the human-computer interface
CHI '88 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Getting to know your student in distance learning contexts
EC-TEL'06 Proceedings of the First European conference on Technology Enhanced Learning: innovative Approaches for Learning and Knowledge Sharing
Personalised Instruction E-Learning Model Based On Knowledge Domain
Journal of Integrated Design & Process Science
Personalisation of Learning in Virtual Learning Environments
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Supervising Distant Simulation-Based Practical Work: Environment and Experimentation
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Infusing reflective practice in eLearning courses – can widgets help?
International Journal of Technology Enhanced Learning
A qualitative evaluation of evolution of a learning analytics tool
Computers & Education
Visualizing the affective structure of students interaction
ICHL'12 Proceedings of the 5th international conference on Hybrid Learning
Addressing learner issues with StepUp!: an evaluation
Proceedings of the Third International Conference on Learning Analytics and Knowledge
Supporting action research with learning analytics
Proceedings of the Third International Conference on Learning Analytics and Knowledge
Plan Recognition and Visualization in Exploratory Learning Environments
ACM Transactions on Interactive Intelligent Systems (TiiS)
Visualizing expert solutions in exploratory learning environments using plan recognition
Proceedings of the 19th international conference on Intelligent User Interfaces
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Good teachers know their students, and exploit this knowledge to adapt or optimise their instruction. Traditional teachers know their students because they interact with them face-to-face in classroom or one-to-one tutoring sessions. In these settings, they can build student models, i.e., by exploiting the multi-faceted nature of human-human communication. In distance-learning contexts, teacher and student have to cope with the lack of such direct interaction, and this must have detrimental effects for both teacher and student. In a past study we have analysed teacher requirements for tracking student actions in computer-mediated settings. Given the results of this study, we have devised and implemented a tool that allows teachers to keep track of their learners' interaction in e-learning systems. We present the tool's functionality and user interfaces, and an evaluation of its usability.