SLATE welcomes new researcher, Mohammad Khalil, beginning September 2018.
Khalil’s main research interests include Learning Analytics, Massive Open Online Courses (MOOCs), Visualizations, Big Data, Educational Technology, as well as Security/ Ethics/ Privacy in all these fields.
On his web page, Khalil writes that his research aims at Technology Enhanced Learning in General. While his major focus was on the practices of Learning Analytics in MOOCs, his doctoral study was about the integration of Learning Analytics applications in MOOC platforms and how Learning Analytics can improve learning from the learners’ point of view. He considered questions such as will students learn more often? And, from the administration point of view, how are the courses are performing? He also took into account ethical and privacy factors of the data analysis. His work has been done on the iMooX® platform.
Khalil completed his PhD at Graz University of Technology in May 2017. His thesis was entitled: “Learning Analytics in Massive Open Online Courses”. He has since been working as a PostDoc at the Center for Education and Learning (CEL) at the LDE University alliance of Leiden University, Delft University of Technology, and Erasmus Rotterdam University. He is specifically associated with the Web Information Systems Group of the Faculty of Engineering, Mathematics and Computer Science (EEMCS/EWI), Delft University of Technology.
Mohammad has over 30 publications in high end conferences and journals. He won two best paper awards at EMOOCs2016 and EdMedia 2015. One of his recent research papers won the Best Paper Award at the European Distance and E-Learning Network (EDEN) 2018. It was entitled, “Stuck in the middle? Making sense of the impact of micro, meso and macro institutional, structural and organisational factors on implementing learning analytics.” According to the summary of the paper that Khalil posted on his website, it addressed issues in Learning Analytics (LA) in Higher Education (HE). He writes that there remain questions regarding the impact of LA on informing curricula, pedagogy and ultimately, on student success, despite evidence that LA has become institutionalised within HE since its emergence in 2011. Khalil and his co-authors consider the impact of a number of micro, meso and macro institutional factors that may impact and shape the institutionalisation of LA.
Learn more about Khalil from his website.