2022

Ifenthaler, D. (2022). A systems perspective on data and analytics for distance education. Distance Education, 43(2), 333–341. https://doi.org/10.1080/01587919.2022.2064828 

Delcker, J., & Ifenthaler, D. (2022). Digital distance learning and the transformation of vocational schools from a qualitative perspective. Frontiers in Education, 7, 908046. https://doi.org/10.3389/feduc.2022.908046 

Hemmler, Y. M., Rasch, J., & Ifenthaler, D. (2022). A categorization of workplace learning goals for multi-stakeholder recommender systems: A systematic review. TechTrends. https://doi.org/10.1007/s11528-022-00777-y 

Li, M. X., Nadj, M., Maeedche, A., Ifenthaler, D., & Wöhler, J. (2022). Towards a physiological computing infrastructure for researching students’ flow in remote learning preliminary results from a field study. Technology, Knowledge and Learning, 27(2), 365–384. https://doi.org/10.1007/s10758-021-09569-4 

Chen, L., Ifenthaler, D., Sun, W., Xu, T., & Yan, G. (2022). Effectiveness of virtual team learning in entrepreneurship education: A survey study. Entrepreneurship Education, 5, 69–95. https://doi.org/10.1007/s41959-022-00064-0 

Ifenthaler, D. (2022). Automated essay grading systems. In O. Zawacki-Richter & I. Jung (Eds.), Hanboock of open, distance and digital education (pp. 1–15). Springer. https://doi.org/10.1007/978-981-19-0351-9_59-1 

Ifenthaler, D. (2022). Data mining and analytics in the context of workplace learning: benefits and affordances. In M. Goller, E. Kyndt, S. Paloniemi, & C. Damsa (Eds.), Methods for researching professional learning and development. Challenges, applications, and empirical illustrations (pp. 313–327). Springer. https://doi.org/10.1007/978-3-031-08518-5_14 

Ifenthaler, D., & Greiff, S. (2022). Learning Analytics: Analyse von Bildungsdaten in der Berufsbildung. Berufsbildung in Wissenschaft und Praxis, 51(2), 13–17. https://www.bwp-zeitschrift.de/de/bwp.php/de/bwp/show/17813 

Delcker, J., & Ifenthaler, D. (2022). Distance learning and the influence of schools’ organizational characteristics on the students perceived learning success In V. Dennen, C. Dickson-Deane, X. Ge, D. Ifenthaler, S. Murthy, & J. C. Richardson (Eds.), Global perspectives on educational innovations for emergency situations (pp. 241–250). Springer. https://doi.org/10.1007/978-3-030-99634-5_24 

Gibson, D. C., Ifenthaler, D., & Greiff, S. (2022). Teaching of general psychology: Problem solving. In J. Zumbach, D. Bernstein, S. Narciss, & G. Marsico (Eds.), International handbook of psychology learning and teaching (pp. 1–19). Springer. https://doi.org/10.1007/978-3-030-26248-8_8-1 

Ifenthaler, D., Isaias, P., & Sampson, D. G. (Eds.). (2022). Orchestration of learning environments in the digital world. Springer. https://doi.org/10.1007/978-3-030-90944-4

Dennen, V., Dickson-Deane, C., Ge, X., Ifenthaler, D., Murthy, S., & Richardson, J. C. (Eds.). (2022). Global perspectives on educational innovations for emergency situations. Springer. https://doi.org/10.1007/978-3-030-99634-5. 

Sahin, M., & Ifenthaler, D. (2022). Interaction preferences in digital learning environments: Does gender and achievement matter? In D. Ifenthaler, P. Isaias, & D. G. Sampson (Eds.), Orchestration of learning environments in the digital world (pp. 231–244). Springer. https://doi.org/10.1007/978-3-030-90944-4_13