Publications

[j16] Topali, P., Chounta, I. A., Martínez-Monés, A., & Dimitriadis, Y. (2023). Delving into instructor-led feedback interventions informed by learning analytics in massive open online courses. Journal of Computer Assisted Learning.

[j17] Leibur, T., Saks, K., & Chounta, I. A. (2023). Towards a conceptualized model of supporting teachers’ application process for acquiring professional qualifications. International Journal of Educational Research Open, 4, 100236.

[j18] Stracke, C. M., Chounta, I. A., Holmes, W., Tlili, A., & Bozkurt, A. (2023). A standardised PRISMA-based protocol for systematic reviews of the scientific literature on Artificial Intelligence and education (AI&ED). Journal of Applied Learning and Teaching, 6(2), 64-70.

[c58] Holmes, W., Stracke, C. M., Chounta, I. A., Allen, D., Baten, D., Dimitrova, V., … & Wasson, B. (2023, June). AI and Education. A View Through the Lens of Human Rights, Democracy and the Rule of Law. Legal and Organizational Requirements. In International Conference on Artificial Intelligence in Education (pp. 79-84). Cham: Springer Nature Switzerland.

[c59] Michael, L., & Chounta, I. A. (2023). Quizzes and Eggs: Exploring the Impact of Course Design Elements on Students’ Engagement.

[c60] Chejara, P., Prieto, L. P., Rodríguez-Triana, M. J., Ruiz-Calleja, A., Kasepalu, R., Chounta, I. A., & Schneider, B. (2023, August). Exploring indicators for collaboration quality and its dimensions in classroom settings using multimodal learning analytics. In European Conference on Technology Enhanced Learning (pp. 60-74). Cham: Springer Nature Switzerland.

[c61] Tsimpanis, K., Avouris, N., Chounta, I. A., Daskalaki, S., Dimitriadis, Y., Gari, C. M., … & Balaouras, P. (2023). Implementing a data-driven framework for measuring digital readiness across European universities. Proceedings of European University, 95, 129-139.

[e1] Chounta, I. A., Hoppe, H. U., Nolte, A., & Spikol, D. (2023, March). Re-inventing project-based learning: Hackathons, datathons, devcamps as learning expeditions. In Frontiers in Education (Vol. 8, p. 1182264). Frontiers. (EDITORIAL)

[j14] De Silva, L. M. H., Chounta, I. A., Rodríguez-Triana, M. J., Roa, E. R., Gramberg, A., & Valk, A. (2022). Toward an Institutional Analytics Agenda for Addressing Student Dropout in Higher Education: An Academic Stakeholders’ Perspective. Journal of Learning Analytics, 9(2), 179-201 [preprint]

[j15] Schulten, C., Nolte, A., Spikol, D., & Chounta, I. (2022). How do participants collaborate during an online hackathon? An empirical, quantitative study of communication traces. Frontiers in Computer Science. https://doi.org/10.3389/fcomp.2022.983164 [preprint]

[c52] Chounta, I. A.,  Nolte, A. (2022). The CAT Effect: Exploring the Impact of Casual Affective Triggers on Online Surveys’ Response Rates.  In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. [preprint]

[c53] P. Topali, A. Ortega-Arranz, I. -A. Chounta, J. I. Asensio-Pérez, A. Martínez-Monés and S. L. Villagrá-Sobrino, “Supporting instructors in the design of actionable feedback for MOOCs,” 2022 IEEE Global Engineering Education Conference (EDUCON), 2022, pp. 1881-1888, doi: 10.1109/EDUCON52537.2022.9766546. [preprint]

[c54] Roa, E.R., Raave, D.K., Chounta, IA., Pedaste, M. (2022). What Teachers Would Expect from a Pedagogical Agent System Working at a Classroom Level: A Focus Group Study. In: Hilliger, I., Muñoz-Merino, P.J., De Laet, T., Ortega-Arranz, A., Farrell, T. (eds) Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption. EC-TEL 2022. Lecture Notes in Computer Science, vol 13450. Springer, Cham. https://doi.org/10.1007/978-3-031-16290-9_53 [preprint]

[c55] Feislachen, S., Garus, P., Wang, H., Podkolin, E., Schlüter, S., Schulze Bernd, N., Nolte, A., Manske, S. & Chounta, I.-A., (2022). Sentiment Analysis of Participants Interactions in a Hackathon Context: The Example of a Slack Corpus. In: Pfleging, B., Gerling, K. & Mayer, S. (Hrsg.), Mensch und Computer 2022 – Tagungsband. New York: ACM. (S. 485-489). DOI: 10.1145/3543758.3547563 [preprint]

[c56] Aprin, F., Chounta, IA., Hoppe, H.U. (2022). “See the Image in Different Contexts”: Using Reverse Image Search to Support the Identification of Fake News in Instagram-Like Social Media. In: Crossley, S., Popescu, E. (eds) Intelligent Tutoring Systems. ITS 2022. Lecture Notes in Computer Science, vol 13284. Springer, Cham. https://doi.org/10.1007/978-3-031-09680-8_25 [best paper award] [preprint]

[c57] Topali, P., Hilgemann, R., Chounta, IA. (2022). “Click it, when you need it”: On-Demand Feedback for Online Settings. In: Iyer, S. et al. (Eds.) Proceedings of the 30th International Conference on Computers in Education ICCE 2022, vol. 2. Asia-Pacific Society for Computers in Education. [preprint]

[b5] Holmes, W., Persson, J., Chounta, I. A., Wasson, B., & Dimitrova, V. (2022). Artificial intelligence and education: A critical view through the lens of human rights, democracy and the rule of law. Council of Europe.

[j10] Chounta, I. A., Bardone, E., Raudsep, A., & Pedaste, M. (2021). Exploring teachers’ perceptions of Artificial Intelligence as a tool to support their practice in Estonian K-12 education. International Journal of Artificial Intelligence in Education, 1-31. [preprint]

[j11] Katz, S., Albacete, P., Chounta, I. A., Jordan, P., McLaren, B. M., & Zapata-Rivera, D. (2021). Linking Dialogue with Student Modelling to Create an Adaptive Tutoring System for Conceptual Physics. International Journal of Artificial Intelligence in Education, 1-49. [preprint]

[j12] Leibur, T., Saks, K., & Chounta, I. A. (2021). Towards Acquiring Teachers’ Professional Qualification Based on Professional Standards: Perceptions, Expectations and Needs on the Application Process. Education Sciences, 11(8), 391. [preprint]

[j13] Otchie, W. O., Pedaste, M., Bardone, E., & Chounta, I. A. (2021). Contextualizing Social Media Ecology and Its Pedagogical Affordances: The Perspective of High School Teachers. Electronic Journal of e-Learning, 19(6).

[b4] Ainsworth, S., & Chounta, I. A. (2021). The roles of representation in computer supported collaborative learning. In U. Cress, J. Oshima, C. Rosé, & A. Wise (Eds.), International handbook of computer-supported collaborative learning. Berlin: Springer ISBN 978-3-030-65291-3.[preprint]

[c46] Tanvir, H., Chounta, I-A. (2021) Exploring the Importance of Factors Contributing to Dropouts in Higher Education Over Time. Proceedings of the 14th International Conference on Educational Data Mining (EDM 2021). [preprint]

[c47] Topali, Paraskevi; Chounta, Irene-Angelica; Ortega-Arranz, Alejandro; Villagrá-Sobrino, Sara; Martínez-Monés, Alejandra (2021). COFEEMOOC-V.2: Designing Contingent Feedback for Massive Open Online Courses. EMOOCs 2021. ACM. [preprint]

[c48] Merceron, A., Rodríguez-Triana, M-J., Chounta, I-A., Asensio-Pérez, J-I., Bonnin, G., Bouchet, F., Boyer, A., Brun, A., Chatti, M., Dimitriadis, Y., Luengo, V., Sauer, P. (2021). Addressing Drop-Out Rates in Higher Education. Companion Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21): 11th International Conference on Learning Analytics & Knowledge (LAK21). Society for Learning Analytics Research (SoLAR). [preprint]

[c49] De Silva, Liyanachchi Mahesha Harshani; Rodríguez-Triana, María Jesús; Chounta, Irene-Angelica; Pishtari, Gerti (2021). An overview of analytics for curriculum understanding and optimization in Higher Education. Companion Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21): 11th International Conference on Learning Analytics & Knowledge (LAK21). Society for Learning Analytics Research (SoLAR). [preprint]

[c50] Aprin, F., Manske, S., Chounta, I. A., & Hoppe, H. U. (2021, November). Is This Fake or Credible? A Virtual Learning Companion Supporting the Judgment of Young Learners Facing Social Media Content. In International Conference on Web-Based Learning (pp. 52-60). Springer, Cham. [preprint]

[c51] Roa, E.R., Chounta, I. A., & Pedaste, M.. (2021). Towards using pedagogical agents to orchestrate collaborative learning activities combining music and mathematics in K-12. In Proceedings of the Doctoral Consortium of Sixteenth European Conference on Technology Enhanced Learning, September 20–21, 2021, Bolzano, Italy (online). CEUR Workshop Proceedings (CEUR-WS.org) [preprint]

[j7] Nolte, A.; Chounta, I.A.; Herbsleb, J.D. (2020). What Happens to All These Hackathon Projects? – Identifying Factors to Promote Hackathon Project Continuation. Proceedings of the ACM on Human-Computer Interaction, 4 (CSCW2), 1−26.10.1145/3415216. [preprint]

[j8] Bardone, E., Tonni, T., & Chounta, I. A. (2020). The educational technologist as a variety-handler. Education and Information Technologies, 1-26. [preprint]

[j9] Prilla, M., Blunk, O., & Chounta, I. A. (2020). How does Collaborative Reflection Unfold in Online Communities? An Analysis of two Data Sets. Computer Supported Cooperative Work (CSCW). 

[c40] Chounta, I. A., Uiboleht, K., Roosimäe, K., Pedaste, M., Valk, A. (2020). From Data to Intervention: Predicting Students At-Risk in a Higher Education Institution. In Companion Proceedings 10th International Conference on Learning Analytics & Knowledge (LAK20). [preprint]

[c41] Roldán-Roa, E., Roldán-Roa, É., Chounta, I.A. (2020). Learning music and math, together as one: Towards a collaborative approach for practicing math skills with music. In Proceedings of the 26th International Conference on Collaboration Technologies and Social Computing (CollabTech 2020). [preprint]

[c42] De Silva, L.M.H., Rodríguez-Triana, M.J., Chounta, I.A., Tammets, K., Shankar, S.K. (2020). Curriculum Analytics as a Communication Mediator among Stakeholders to Enable the Discussion and Inform Decision-making. In In Companion Proceedings 10th International Conference on Learning Analytics & Knowledge (LAK20). [preprint]

[c43] Leibur, T., Saks, T., Chounta, I.A. (2020) Teachers’ and Assessors’ Perceptions of the Process of Professional Qualification. In INTED2020 Proceedings, pp. 3321-3330. [preprint]

[c44] Chounta, I.A., Topali P. (2020). CoFeeMOOC: Designing Contingent Feedback for Massive Open Online Courses (conference workshop at ECTEL 2020). [preprint]

[c45] Sauer, P., Bouchet, F., Luengo, V., Bonnin, G., Boyer, A., Brun, A., Chatti, M., Chounta, I-A., Rodríguer-Triana, M-J., Tammets, K., Merceron. A. (2020). Addressing Drop-Out Rates in Higher Education. Companion Proceedings 10th International Conference on Learning Analytics & Knowledge (LAK20): 10th International Conference on Learning Analytics & Knowledge (LAK20). Society for Learning Analytics Research (SoLAR). pp. 740-743. [preprint]

[c31] Chounta, I. A., Carvalho, P.F. (2019). Square it up! How to model step duration when predicting student performance. In Proceedings of 9th International Conference on Learning Analytics & Knowledge. [preprint]

[c32] Chounta, I.A. (2019). Combining Machine Learning and Learning Analytics to Provide Personalized, Adaptive Scaffolding. In Proceedings of 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. [preprint]

[c33] Chounta, I.A., Pedaste, M., Saks, K. (2019). Behind the Scenes: Designing a Learning Analytics Platform for Higher Education, Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19). [preprint]

[c34] Chounta, I.A. (2019). Modeling step duration to enhance the Additive Factors Analysis Model, Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19). [preprint]

[c35] Albacete, P., Jordan, P., Katz, S., Chounta, I. A., & McLaren, B. M. (2019). The Impact of Student Model Updates on Contingent Scaffolding in a Natural-Language Tutoring System. In Artificial Intelligence in Education (AIED 2019). [preprint]

[c36] Katz, S., Albacete, P., Jordan, P., Chounta, I. A., & McLaren, B. M. (2019). Pilot Study of a Tutorial Dialogue System That Emulates the Contingent Scaffolding of Human Tutors. In 2019 American Educational Research Association (AERA) Annual Meeting. [preprint]

[c37] Schiefelbein, J., Chounta, I. A., & Bardone, E. (2019). To Gamify or Not to Gamify: Towards Developing Design Guidelines for Mobile Language Learning Applications to Support User Experience. In European Conference on Technology Enhanced Learning (EC-TEL 2019) (pp. 626-630). Springer, Cham. [preprint]

[c38] Leibur, T., Saks, K., & Chounta, I.-A. (2019). Exploring the relationship between teacher professionality and occupational experience. New Trends and Issues Proceedings on Humanities and Social Sciences, 6(1), 145-153. https://doi.org/10.18844/prosoc.v6i1.4165 [preprint]

[c39] Tammets, K., Rodríguer-Triana, M-J., Chounta, I-A., Merceron. A., Boyer, A., Chatti, M., Luengo, V., Pedaste, M., Sauer, P. (2019). ADORE: Towards A Methodological Framework for Addressing Drop Out Rates in Higher Education. 3rd Annual Learning & Student Analytics Conference (LSAC’19). [preprint]

[b3] Chounta I.A. (2019) Collaborative Learning and Patterns of Practice. In: Tatnall A. (eds) Encyclopedia of Education and Information Technologies. Springer, Cham [preprint]

[c27] Chounta, I. A., Carvalho, P.F. (2018). Will time tell? Exploring the relationship between step duration and student performance. In Proceedings of International Conference of the Learning Sciences, ICLS 2018. International Society of the Learning Sciences. [preprint]

[c28] Nolte, A., Jahnke, I., Chounta, I. A., & Herrmann, T. (2018). Supporting Collaboration in Small Volunteer Groups with Socio-Technical Guidelines. In Proceedings of 16th European Conference on Computer-Supported Cooperative Work – Exploratory Papers, Reports of the European Society for Socially Embedded Technologies (ISSN 2510-2591). [preprint]

[c29] Albacete, P., Jordan, P., Lusetich, D., Chounta, I. A., Katz, S., & McLaren, B. M. (2018). Providing Proactive Scaffolding During Tutorial Dialogue Using Guidance from Student Model Predictions. In Artificial Intelligence in Education (AIED 2018). [preprint]

[c30] Katz, S., Albacete, P., Chounta, I. A., Jordan, P., & McLaren, B. M. (2018). What Does It Mean to Provide the Right Level of Support During Tutorial Dialogue? In 14th International Conference on Intelligent Tutoring Systems (ITS 2018). [preprint]

[b2] Katz, S., Albacete, P., Jordan, P., Lusetich, D., Chounta, I. A. & McLaren, B. M. (2018) Operationalizing the Contingent Scaffolding of Human Tutors in an Intelligent Tutoring System. Tutoring and Intelligent Tutoring Systems. Scotty D. Craig, Ph.D. (Ed.). Nova Science Publishers, 187-220.

[j4] Chounta, I. A., Nolte, A., Hecking, T., Farzan, R., Herrmann, T. (2017). When to say “Enough is Enough!”: A Study on the Evolution of Collaboratively Created Process Models. Proc. ACM Hum.-Comput. Interact. 1, CSCW, Article 33 (December 2017), 21 pages. DOI: https://doi.org/10.1145/3134668 [preprint]

[j5] Chounta, I. A., Manske, S., & Hoppe, H. U. (2017). “From Making to Learning”: introducing Dev Camps as an educational paradigm for Re-inventing Project-based Learning. International Journal of Educational Technology in Higher Education, 14(1), 21. [preprint]

[j6] Hecking, T., Chounta, I. A., & Hoppe, H. U. (2017). Role modelling in MOOC discussion forums. Journal of Learning Analytics, 4(1), 85-116. [preprint]

[c24] Chounta, I. A., Albacete, P., Jordan, P., Katz, S., & McLaren, B. M. (2017). The “Grey Area”: A Computational Approach to Model the Zone of Proximal Development. In European Conference on Technology Enhanced Learning (pp. 3-16). Springer, Cham. [preprint]

[c25] Chounta, I. A., McLaren, B.M., & Harrell, M. (2017). Building arguments together or alone? Using learning analytics to study the collaborative construction of argument diagrams. In B.K. Smith, M. Borge, E. Mercier, and K.Y. Lim (Eds.), Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (CSCL 2017). (pp. 589-592). Philadelphia, PA: International Society of the Learning Sciences. [preprint]

[c26] Chounta, I. A.., McLaren, B. M., Albacete, P., Jordan, P., & Katz, S., (2017). Modeling the Zone of Proximal Development with a Computational Approach. In Xiangen Hu, Tiffany Barnes, Arnon Hershkovitz, Luc Paquette(Eds), Proceedings of the 10th International Conference on Educational Data Mining (EDM 2017), (pp. 356 – 357). [preprint]

[j3] Chounta, I. A., & Avouris, N. (2016). Towards the real-time evaluation of collaborative activities: Integration of an automatic rater of collaboration quality in the classroom from the teacher’s perspective. Education and Information Technologies, 21(4), 815-835. [preprint]

[c21] Chounta, I. A.., McLaren, B. M., Albacete, P., Jordan, P., & Katz, S., (2016). Analysis of Human-to-Human Tutorial Dialogues: Insights for Teaching Analytics. In the Proceedings of the Fourth International Workshop on Teaching Analytics (IWTA 2016) atThe Eleventh European Conference on Technology Enhanced Learning (EC-TEL 2016). Lyon, France, September 13-16, 2016 [preprint]

[c22] Chounta, I. A.., McLaren, B. M. & Harrell, M. (2016). Let’s argue over it: Are argumentation skills better learned collaboratively or individually? In the Proceedings of the Workshop on Connecting Learning Analytics and Learning Design (CLAD 2016) at The Eleventh European Conference on Technology Enhanced Learning (EC-TEL 2016). Lyon, France, September 13-16, 2016 [preprint]

[c23] Hecking, T., Chounta, I. A., & Hoppe, H. U. (2016, April). Investigating social and semantic user roles in MOOC discussion forums. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 198-207). ACM. [preprint]

[j1] Chounta, I. A., & Avouris, N. (2015). Towards a Time Series Approach for the Classification and Evaluation of Collaborative Activities. Computing and Informatics, 34(3), 588-614 [preprint]

[j2] Lezama, A. R., Chounta, I. A., Göhnert, T., & Hoppe, H. U. (2015). Visual Stability in Dynamic Graph Drawings. i-com, 14(3), 220-230. [preprint]

[c13] Chounta, I. A., Hecking, T., & Hoppe, H. U. (2015, September). Every Answer Has a Question: Exploring Communication and Knowledge Exchange in MOOCs Through Learning Analytics. In Collaboration and Technology: 21st International Conference, CRIWG 2015, Yerevan, Armenia, September 22-25, 2015, Proceedings (Vol. 9334, p. 140). Springer. [preprint]

[c14] Hecking, T., Chounta, I. A., & Hoppe, H. U. (2015, September). Analysis of User Roles and the Emergence of Themes in Discussion Forums. In Network Intelligence Conference (ENIC), 2015 Second European (pp. 114-121). IEEE. [preprint]

[c15] Manske, S., Hecking, T., Hoppe, U., Chounta, I. A., & Werneburg, S. (2015, June). Using Differences to Make a Difference: A Study in Heterogeneity of Learning Groups. In 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015). [preprint]

[c16] Ziebarth, S., Chounta, I. A., & Hoppe, H. U. (2015). Resource Access Patterns in Exam Preparation Activities. In Design for Teaching and Learning in a Networked World (pp. 497-502). Springer International Publishing. [preprint]

[c17] Manske, S., Chounta, I. A., Rodriguez-Triana, M. J., Gillet, D., & Hoppe, H. U. (2015). Exploring Deviation in Inquiry Learning: Degrees of Freedom or Source of Problems?. In Proceedings of the 23rd International Conference on Computers in Education. Asia-Pacific Society for Computers in Education. [preprint]

[c18] Ramos, A., Chounta, I. A., Göhnert, T., & Hoppe, H. U. (2015, August). Exploring visual stability in dynamic graph drawings: A case study. In Proceedings of the 2015 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining 2015 (pp. 1577-1579). ACM. [preprint]

[c19] Ramos, A., Göhnert, T., Chounta, I. A., & Hoppe, H. U. (2015, September). Using Visual Stability to Support Search Efficiency and User Experience in Dynamic Graph Drawings. In Network Intelligence Conference (ENIC), 2015 Second European (pp. 145-149). IEEE. [preprint]

[c20] Steinert, L., Chounta, I. A., & Hoppe, H. U. (2015, September). Where to Begin? Using Network Analytics for the Recommendation of Scientific Papers. In CYTED-RITOS International Workshop on Groupware (pp. 124-139). Springer International Publishing. [preprint]

[c10] Chounta, I. A., Giemza, A., & Hoppe, H. U. (2014, September). Multilevel analysis of collaborative activities based on a mobile learning scenario for real classrooms. In International Conference on Collaboration Technologies (pp. 127-142). Springer Berlin Heidelberg. [preprint]

[c11] Chounta, I. A., Hecking, T., Hoppe, H. U., & Avouris, N. (2014). Two Make a Network: Using Graphs to Assess the Quality of Collaboration of Dyads. Collaboration and Technology, 53. [preprint]

[c12] Chounta, I. A., & Avouris, N. (2014, July). It’s All about Time: Towards the Real-Time Evaluation of Collaborative Activities. In 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 283-285). IEEE. [preprint]

[c9] Chounta, I. A., Sintoris, C., Masoura, M., Yiannoutsou, N., & Avouris, N. (2013, September). The Good, the Bad and the Neutral: An Analysis of Team-Gaming Activity. In ECTEL meets ECSCW 2013: Workshop on Collaborative Technologies for Working and Learning (p. 10). [preprint]

[c8] Chounta, I. A., & Avouris, N. (2012, September). Time series analysis of collaborative activities. In International Conference on Collaboration and Technology (pp. 145-152). Springer Berlin Heidelberg. [preprint]

[b1] Kahrimanis, G., Chounta, I. A., & Avouris, N. (2012). Validating empirically a rating approach for quantifying the quality of collaboration. In Intelligent adaptation and personalization techniques in computer-supported collaborative learning (pp. 295-310). Springer Berlin Heidelberg. [preprint]

[c6] Kahrimanis, G., Chounta, I. A., & Avouris, N. (2011). Rating dimensions of collaboration quality in synchronous collaborating dyads: findings and interpretations. In Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. 1, pp. 446-453). [preprint]

[c7] Chounta, I. A., & Avouris, N. (2011). Groupware Evaluation: An overview. In 1st European Workshop on HCI Design and Evaluation (p. 51). [preprint]

[c3] Kahrimanis, G., Chounta, I. A., & Avouris, N. (2010, November). Determining Relations Between Core Dimenisons of Collaboration Quality: A Multidimensional Scaling Approach. In Intelligent Networking and Collaborative Systems (INCOS), 2010 2nd International Conference on (pp. 78-85). IEEE. [preprint]

[c4] Chounta, I. A., & Avouris, N. (2010, November). Study of the effect of awareness on synchronous collaborative problem-solving. In Intelligent Networking and Collaborative Systems (INCOS), 2010 2nd International Conference on (pp. 153-160). IEEE. [preprint]

[c5] Kahrimanis, G., Chounta, I. A., & Avouris, N. (2010). Study of correlations between logfile-based metrics of interaction and the quality of synchronous collaboration. Guest Editors, 24. [preprint]

[c1] Kahrimanis, G., Meier, A., Chounta, I. A., Voyiatzaki, E., Spada, H., Rummel, N., & Avouris, N. (2009, September). Assessing collaboration quality in synchronous CSCL problem-solving activities: Adaptation and empirical evaluation of a rating scheme. In European Conference on Technology Enhanced Learning (pp. 267-272). Springer Berlin Heidelberg. [preprint]

[c2] Chounta, I.A, & Avouris, N. Heuristic evaluation of an argumentation tool used by communities of practice. In EC-TEL 2009 Workshop: TEL-CoPs (Vol. 9). [preprint]