Research

de Barba, P. G., Oliveira, E. A., & English, N. (2025). Development and validation of a learning analytics rubric for self-regulated learning. Educational technology research and development, 1-23. https://doi.org/10.1007/s11423-025-10521-x

Lodge, J. M., de Barba, P., & Broadbent, J. (2023). Learning with generative artificial intelligence within a network of co-regulation. Journal of University Teaching and Learning Practice, 20(7), 1-10. https://doi.org/10.53761/1.20.7.02

de Barba, P., Broadbent, J., Hooshyar, D., & Peters-Burton, E. (2022). Editorial: Self-regulated learning in online settings. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.968586

Oliveira, E. A., de Barba, P. G., & Corrin, L. (2021). Enabling adaptive, personalised and context-aware interaction in a smart learning environment: Piloting the iCollab system. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.6792

de Barba, P. G., Malekian, D., Oliveira, E. A., Bailey, J., Ryan, T., & Kennedy, G. (2020). The importance and meaning of session behaviour in a MOOC. Computers & Education, 146. https://doi.org/10.1016/j.compedu.2019.103772

Trezise, K., Ryan, T., de Barba, P., & Kennedy, G. (2019). Detecting Academic Misconduct Using Learning Analytics. Journal of Learning Analytics, 6(3), 90-104. https://doi.org/10.18608/jla.2019.63.11

Brooker, A., Corrin, L., de Barba, P., Lodge, J., & Kennedy, G. (2018). A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs. Australasian Journal of Educational Technology 34 (1), 73-87. https://doi.org/10.14742/ajet.3237

de Barba, P., Ainley, M.D. & Kennedy, G. (2016). The role of motivation and participation for predicting performance in MOOCs. Journal of Computer Assisted Learning 32 (3), 218-231. https://doi.org/10.1111/jcal.12130

Broadbent, J., & de Barba, P. (2023). Self-regulated learning and the student experience in online higher education. In Research Handbook on the Student Experience in Higher Education (pp. 179-190). Edward Elgar Publishing. https://doi.org/10.4337/9781802204193.00021

Corrin, L., de Barba, P. G., & Brooker, A. (2022). Understanding the learner perspective to inform institutional learning analytics strategy and practice. Handbook of Digital Higher Education, 248-259. Edward Elgar Publishing. https://doi.org/10.4337/9781800888494.00031

Broadbent, J., Panadero, E., Lodge, J.M., de Barba, P.G. (2020). Technologies to enhance self-regulated learning in online learning environments. Handbook of Research on Educational Communications and Technology. Springer. https://doi.org/10.1007/978-3-030-36119-8_3

Lodge, J.M, Panadero, E., Broadbent, J., de Barba, P.G. (2018). Supporting self-regulated learning with learning analytics. In J.M. Lodge, J.C. Horvath & L. Corrin (eds.), Learning Analytics in the Classroom: Translating Learning Analytics Research for Teachers. Routledge. https://doi.org/10.4324/9781351113038-4

Kennedy, G., Corrin, L., & de Barba, P. (2017). Analytics of what? Negotiating the seduction of big data and learning analytics. In R. James, S. French & P. Kelly (Eds.). Visions for the Future of Australian Tertiary Education. Melbourne, Australia: Melbourne Centre for the Study of Higher Education. https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0006/2263137/MCSHE-Visions-for-Aust-Ter-Ed-web2.pdf

De Barba, P., Oliveira, E.A. & Hu, X. (2022). Same graph, different data: A usability study of a student-facing dashboard based on self-regulated learning theory. In Proceedings of ASCILITE 2022. https://doi.org/10.14742/apubs.2022.168

Oliveira, E., & de Barba, P. G. (2022). The impact of cognitive load on students’ academic writing: an authorship verification investigation. In Proceedings of ASCILITE 2022. https://doi.org/10.14742/apubs.2022.177

Oliveira, E. A., Conijn, R., de Barba, P. G., Trezise, K., van Zaanen, M., & Kennedy, G. (2020). Writing analytics across essay tasks with different cognitive load demands. In Proceedings of ASCILITE 2020. https://publications.ascilite.org/index.php/APUB/article/view/408

de Barba, P., Elliott, K., & Kennedy, G. (2019) Students’ self-regulated learning skills and attitudes in online scientific inquiry tasks. In Proceedings of ASCILITE 2019. https://2019conference.ascilite.org/assets/papers/Paper-057.pdf

de Barba, P., Kennedy, G., & Trezise, K. (2018). Procedural and conceptual confusion in a discovery-based digital learning environment. In Proceedings of ASCILITE 2018.

de Barba P., Ainley, M.D., Kennedy, G. & Lodge, J. (2017). Interest development across a Massive Open Online Course (MOOC). In Proceedings of the 17^th Biennial EARLI conference for Research on Learning and Instruction. Limassol, Cyprus.

Corrin, L., & de Barba, P. (2017). Understanding students’ views on feedback to inform the development of technology-supported feedback systems. In Proceedings of ASCILITE 2017. https://2017conference.ascilite.org/wp-content/uploads/2017/11/Concise-CORRIN.pdf

Trezise, K., de Barba, P., Jennens, D., Zarebski, A., Russo, R., & Kennedy, G. (2017). A learning analytics view of students’ use of self-regulation strategies for essay writing. In Proceedings of ASCILITE 2017. https://2017conference.ascilite.org/wp-content/uploads/2017/11/Full-TREZISE.pdf

Corrin, L., de Barba, P., & Bakharia, A. (2017). Using learning analytics to explore help-seeking learner profiles in MOOCs. In Proceedings of the Seventh International Conference on Learning Analytics And Knowledge. ACM. https://dl.acm.org/doi/10.1145/3027385.3027448

Arguel, A., Lodge, J. M., Pachman, M., & de Barba, P. (2016). Confidence drives exploration strategies in interactive simulations. In Proceedings of ASCILITE 2016. https://2016conference.ascilite.org/wp-content/uploads/ascilite2016_arguel_full.pdf

Bakharia, A., Corrin, L., de Barba, P., Kennedy, G., Gasevic, D., Mulder, R., Williams, D., Dawson, S. & Lockyer, L. (2016). A Conceptual Framework linking Learning Design with Learning Analytics. In Proceedings of the Sixth International Conference on Learning Analytics And Knowledge (LAK). ACM. https://dl.acm.org/doi/10.1145/2883851.2883944

de Barba P., Ainley, M.D. & Kennedy, G. (2015). Situational Interest and Online Learning: A Closer Look. In Proceedings of the 16^th Biennial EARLI conference for Research on Learning and Instruction. Limassol, Cyprus.

de Barba P., Ainley, M.D. & Kennedy, G. (2015). The trajectory of situational interest in an online learning session. In Proceedings of the American Educational Research Association Annual Meeting. Chicago, IL, United States of America.

Corrin, L., Kennedy, G., de Barba, P., Bakharia, A., Lockyer, L., Gasevic, D., Williams, D., Dawson, S. and Copeland, S. (2015) Loop: A learning analytics tool to provide teachers with useful data visualisations. In Proceedings of ASCILITE 2015. https://opus.lib.uts.edu.au/handle/10453/121321

Kennedy, G. , Coffrin, C., de Barba, P. & Corrin, L. (2015). Predicting success: How learners’ prior knowledge, skills and activities predict MOOC performance. In Proceedings of the Fifth International Conference on Learning Analytics And Knowledge (LAK). ACM. https://dl.acm.org/doi/10.1145/2723576.2723593

de Barba, P., Ainley, M.D. & Kennedy, G. (2014). The role of motivation and participation in predicting performance in MOOCs. In Proceedings of the International Conference on Motivation (EARLI Sig). Helsinki, Finland.

Coffrin, C., Corrin, L., de Barba, P., & Kennedy, G. (2014). Visualizing patterns of student engagement and performance in MOOCs. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (LAK). ACM. https://dl.acm.org/doi/10.1145/2567574.2567586

Corrin, L., & de Barba, P. (2014). Exploring students’ interpretation of feedback delivered through learning analytics dashboards. In Proceedings of ASCILITE 2014. https://www.ascilite.org/conferences/dunedin2014/files/concisepapers/223-Corrin.pdf

Bower, M., Kennedy, G., Dalgano, B., Lee, M. J., Kenney, J., & de Barba, P. (2012). Use of media-rich real-time collaboration tools for learning and teaching in Australian and New Zealand universities. In Proceedings of the ASCILITE 2012. https://www.ascilite.org/conferences/Wellington12/2012/images/custom/bower,_matt_-_use_of_media.pdf

2025 T&L Webinar – The Role of Self-Regulated Learning in Higher Education

2025 AI in Higher Education Symposium – Self-Regulated Learning Insights of Interactions Between Students and a Socratic AI Chatbot

2024 Cogniti Mini-Symposium – Different AI tutoring modes to support IT students in maths

Access the Socratic and Chat mode prompts here.

2023 ASCILITE LA SIG Webinar – What motivates students to learn?