Publications

See also my Google Scholar profile.

2018

Van Leeuwen, A. (in press). Teachers' perceptions of the usability of learning analytics reports in a flipped university course: When and how does information become actionable knowledge? To appear in Educational Technology research & Development.

Van Leeuwen, A., Rummel, N, et al. (2018). Orchestration tools for teachers in the context of individual and collaborative learning: what information do teachers need and what do they do with it? In Kay, J. and Luckin, R. (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 2, pp. 1227-1234. London, UK: International Society of the Learning Sciences, Inc.

Van Leeuwen, A., & Janssen, J. (2018). Samenwerkend leren: zo vind je de balans. Didactief, 48(6), 40-41.

Van Leeuwen, A., De Vink, I., & Corbalan, G. (2018). Studentpercepties van drie typen kennisclips. OnderwijsInnovatie, 2018(2), 33-35.

Van Leeuwen, A., Bos, N, Van Ravenswaaij, H., & Van Oostenrijk, J. (2018). The role of temporal patterns in students’ behavior for predicting course performance: a comparison of two blended learning courses. British Journal of Educational Technology. doi:10.1111/bjet.12616

De Kleijn, R. A. M., & Van Leeuwen, A. (2018). Reflections and Review on the Audit Procedure: Guidelines for More Transparency. International Journal of Qualitative Methods, 17, 1-8. doi:10.1177/1609406918763214

2017

Popov, V., Van Leeuwen, A., & Buis, S. (2017). Are you with me or not? Temporal synchronicity and transactivity during CSCL. Journal of Computer-Assisted Learning, 33(5), 424–442. doi:10.1111/jcal.12185

Van Leeuwen, A., & Rummel, N. (2017). Teacher Regulation of Collaborative Learning: Research Directions for Learning Analytics Dashboards. In B.K. Smith, M. Borge, E.Mercier, & K.Y.Lim (Eds), Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning, CSCL 2017, Vol. 2, pp.805-806. Philadelphia, PA: International Society of the Learning Sciences, Inc.

Van Leeuwen, A., Van Wermeskerken, M., Erkens, G., & Rummel, N. (2017). Measuring teacher sense making strategies of learning analytics: a case study. Learning: Research and Practice, 3(1), 42-58. doi:10.1080/23735082.2017.1284252

2016

Van Leeuwen, A., & Poot, R. (2016). Learning analytics helpen docenten in onderwijsproces. OnderwijsInnovatie, nummer 4, 2016, 30-32.

Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2016) Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education. doi:10.1007/s12528-016-9125-x

2015

Van Leeuwen, A. (2015). Teacher regulation of CSCL: exploring the complexity of teacher regulation and the supporting role of learning analytics. PhD Thesis, Utrecht University, the Netherlands. ISBN: 978-94-6259-713-6.


Van Leeuwen, A., Janssen, J., Erkens, G., & Brekelmans, M. (2015). Teacher regulation of multiple computer-supported collaborating groups. Computers in Human Behavior, 52, 233–242. doi:10.1016/j.chb.2015.05.058

Van Leeuwen, A. (2015). Learning analytics to support teachers during synchronous CSCL: Balancing between overview and overload. Journal of Learning Analytics, 2, 138–162.

Van Leeuwen, A., Janssen, J., Erkens, G., & Brekelmans, M. (2014). Supporting teachers in guiding collaborating students: Effects of learning analytics in CSCL. Computers & Education, 79, 28–39.

2014

Van Leeuwen, A., Janssen, J., & Erkens, G. (2014). Effecten van learning analytics bij computerondersteund samenwerkend leren. Weten Wat Werkt en Waarom, Jaargang 3, nummer 4.

Van Leeuwen, A., Janssen, J., Erkens, G., & Brekelmans, M. (2014). Supporting teachers in guiding collaborating students: effects of learning analytics in CSCL. Computers & Education, 79, 28-39. doi:10.1016/j.compedu.2014.07.007

2013

Van Leeuwen, A., Janssen, J.J.H.M., Erkens, G. & Brekelmans, M. (2013). Teacher interventions in a synchronous, co-located CSCL setting: Analyzing focus, means, and temporality. Computers in Human Behavior, 29(3), 1377-1386. doi:10.1016/j.chb.2013.01.028