Publications¶
Selected publications from the Centre for Educational Technology, spanning educational technology, learning analytics, teacher professional development, and AI in education.
Enhancing Learning Transfer From Continuing Education to the Workplace Through an Actor-Oriented Approach: A Design-Based Research Study International Journal of Training and Development, 29(3), 267–279. DOI: 10.1111/ijtd.12354
Exploring Teachers' Adoption of Learning Analytics Enhanced Pedagogical Practices: A Longitudinal Intervention Study Technology Knowledge and Learning. DOI: 10.1007/s10758-025-09896-w
The Role of Training Design and Individual Characteristics in Influencing Teachers' Intention to Adopt Learning Analytics Journal of Computer Assisted Learning, 41(6), e70143. DOI: 10.1111/jcal.70143
Teaching with AI: The Role of Teachers in the Hybrid Intelligent System In: Tammets, K. et al. (Eds.). Two Decades of TEL. Springer (LNCS 16064), 32–45. DOI: 10.1007/978-3-032-03873-9_3
Supporting Student-Centered Learning with Flexible Learning Trajectories and Open Learner Models Companion Proceedings of the 15th International Learning Analytics and Knowledge Conference (LAK'25), Dublin, Ireland. Society for Learning Analytics Research, 108–110.
The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining Computers & Education, 223, 105169. DOI: 10.1016/j.compedu.2024.105169
Co-Creation of Learning Technologies in School–University–Industry Partnerships: An Activity System Perspective Technology Knowledge and Learning. DOI: 10.1007/s10758-023-09722-1
School culture and teaching practices for the effective student-centred learning during emergency remote teaching European Journal of Teacher Education. DOI: 10.1080/02619768.2024.2368019
Exploring leaders' perceptions of school resilience during COVID-19: Constructing the framework for school development International Journal of Educational Research Open, 7, 100375. DOI: 10.1016/j.ijedro.2024.100375
Exploring Situation-Specific Skills to Boost Teachers' Use of Analytics EC-TEL 2024, Krems, Austria. Springer (LNCS 15159), 179–192. DOI: 10.1007/978-3-031-72315-5_13
Towards a partnership of teachers and intelligent learning technology: A systematic literature review of model-based learning analytics Journal of Computer Assisted Learning, 39(5), 1397–1417. DOI: 10.1111/jcal.12844
Integrating AI tools in teacher professional learning: a conceptual model and illustrative case Frontiers in Artificial Intelligence, 6, 1255089. DOI: 10.3389/frai.2023.1255089
Mediating Teacher Professional Learning with a Learning Analytics Dashboard and Training Intervention Technology Knowledge and Learning. DOI: 10.1007/s10758-023-09642-0
Learning Analytics in Supporting Student Agency: A Systematic Review Sustainability, 15(18), 13662. DOI: 10.3390/su151813662
Teachers' occupational stress and perceived support in Finland and Estonia during the COVID-19 lockdown Frontiers in Education, 8, 1156516. DOI: 10.3389/feduc.2023.1156516
A Digital Learning Ecosystem to Scaffold Teachers' Learning IEEE Transactions on Learning Technologies, 15(5), 620–633. DOI: 10.1109/TLT.2022.3198739
The patterns of school improvement in digitally innovative schools Technology Knowledge and Learning, 27(3), 823–841. DOI: 10.1007/s10758-021-09514-5
Adopting technology in schools: modelling, measuring and supporting knowledge appropriation European Journal of Teacher Education, 45(4), 548–571. DOI: 10.1080/02619768.2021.1937113
A four-country cross-case analysis of academic staff expectations about learning analytics in higher education The Internet and Higher Education, 49, 100788. DOI: 10.1016/j.iheduc.2020.100788
Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review Education Sciences, 11(8), 402. DOI: 10.3390/educsci11080402
Exploring the Perceptions of Estonian Teachers' Data Use in School Development Education Sciences, 11(6), 262. DOI: 10.3390/educsci11060262
Assessing the validity of a learning analytics expectation instrument: A multinational study Journal of Computer Assisted Learning, 36(2), 209–240. DOI: 10.1111/jcal.12401
Contextualising Learning Analytics with Classroom Observations: a Case Study IxD&A Interaction Design & Architecture(s), 44, 71–95. DOI: 10.55612/s-5002-044-004
Novice teachers' learning and knowledge building during the induction programme European Journal of Teacher Education, 42(1), 36–51. DOI: 10.1080/02619768.2018.1523389
Co-Creating Learning Designs in Professional Teacher Education: Knowledge Appropriation in the Teacher's Innovation Laboratory IxD&A Interaction Design & Architecture(s), 42, 131–163. DOI: 10.55612/s-5002-042-007