Zahia Marzouk
Kwantlen Polytechnic University
RecallStudy skillsEpistemologyMetacognitionCollaborative learningTracingIndependent studySociologyMathematics educationSoftware systemArtificial intelligencePsychologySet (psychology)Software analyticsCognitive psychologyCognitive scienceSynchronous learningRhetorical questionNatural language processingData scienceSelf-regulated learningKnowledge transferLearning analyticsTransfer of trainingContent (Freudian dream analysis)Test (assessment)ConstructiveTask (project management)Online discussionArgumentativePrior learningExperiential learningArgumentComputer scienceProcess (engineering)Cooperative learningRhetorical modesEvent (computing)DocumentationArgumentation theoryTRACE (psycholinguistics)Big dataIdentification (information)AnalyticsTeam learningLearning sciences
10Publications
4H-index
58Citations
Publications 10
Newest
#1Mladen Rakovic (Monash University, Clayton campus)H-Index: 4
Last. Daniel Chang (SFU: Simon Fraser University)H-Index: 2
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1 CitationsSource
#1Mladen RakovicH-Index: 4
#2Philip H. WinneH-Index: 68
Last. Daniel ChangH-Index: 2
view all 4 authors...
Source
#1Mladen Rakovic (UNC: University of North Carolina at Chapel Hill)H-Index: 4
#2Zahia Marzouk (SFU: Simon Fraser University)H-Index: 4
Last. John C. Nesbit (SFU: Simon Fraser University)H-Index: 24
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Abstract Collaborative discussions should engage all students, not just a few who dominate (“leaders”) while others participate as “followers” (Zhu, 2006). Cunningham (1991) noted that collaborating learners bring, discuss and debate multiple perspectives to develop their own position while acknowledging others' views. Higher levels of knowledge construction emerged when posts stimulated frequent reply by multiple participants (Aviv, Erlich, Ravid, & Geva, 2003) and were strongly content- and ta...
5 CitationsSource
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
#2Kenny Teng (SFU: Simon Fraser University)H-Index: 1
Last. Jovita Vytasek (SFU: Simon Fraser University)H-Index: 8
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Data used in learning analytics rarely provide strong and clear signals about how learners process content. As a result, learning as a process is not clearly described for learners or for learning scientists. Gasevic, Dawson, and Siemens (2015) urged data be sought that more straightforwardly describe processes in terms of events within learning episodes. They recommended building on Winne’s (1982) characterization of traces — ambient data gathered as learners study that more clearly represent w...
9 CitationsSource
#1Philip H. WinneH-Index: 68
#2Zahia MarzoukH-Index: 4
2 CitationsSource
Jan 1, 2019 in ILAKC (International Learning Analytics & Knowledge Conference)
#1Mladen Rakovic (SFU: Simon Fraser University)H-Index: 4
#2Zahia Marzouk (SFU: Simon Fraser University)H-Index: 4
Last. Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
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#1Philip H. WinneH-Index: 68
#2John C. NesbitH-Index: 24
Last. Jason StewartH-Index: 1
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2 Citations
#1Philip H. WinneH-Index: 68
#2Jovita VytasekH-Index: 8
Last. John C. NesbitH-Index: 24
view all 15 authors...
Learners working on major learning projects, such as an undergraduate thesis, frequently engage in information problem solving (IPS). In round-trip IPS, learners set goals and develop a work plan, search for and filter sources, critically analyze and mine key information, and draft and revise a final product. Information problem solving is a prime site for self-regulated learning (SRL) whereby learners formulate and carry out self-designed experiments to improve IPS skills and expand knowledge a...
9 CitationsSource
#1Zahia Marzouk (SFU: Simon Fraser University)H-Index: 4
#2Mladen Rakovic (SFU: Simon Fraser University)H-Index: 4
Last. John C. Nesbit (SFU: Simon Fraser University)H-Index: 24
view all 10 authors...
Learning analytics are often formatted as visualisations developed from traced data collected as students study in online learning environments. Optimal analytics inform and motivate students’ decisions about adaptations that improve their learning. We observe that designs for learning often neglect theories and empirical findings in learning science that explain how students learn. We present six learning analytics that reflect what is known in six areas (we call them cases) of theory and resea...
35 CitationsSource
#1Zahia MarzoukH-Index: 4
#2Mladen RakovicH-Index: 4
Last. Philip H. WinneH-Index: 68
view all 3 authors...
3 Citations