A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers’ Diagnostic Support System
Crossref DOI link: https://doi.org/10.1007/s10758-020-09448-4
Published Online: 2020-05-19
Published Print: 2021-03
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Kärner, Tobias http://orcid.org/0000-0001-9711-1337
Warwas, Julia
Schumann, Stephan
Funding for this research was provided by:
Young Scholar Fund, University of Konstanz (P83949718 FP 497/18 Kärner)
Text and Data Mining valid from 2020-05-19
Version of Record valid from 2020-05-19
Article History
First Online: 19 May 2020