Sasha Poquet

Dr Sasha Poquet

School of Education

College of Education, Behavioural and Social Science

Eligible to supervise Masters and PhD (as Co-Supervisor) - email supervisor to discuss availability.

I am a researcher at the Centre for Change and Complexity in Learning, at the University of South Australia.  I am interested in how human, technological, and artificially intelligent agents can change peer learning behaviour  and knowledge processes in digital settings. My research is situated on the intersection of learning analytics and computational social science.
I work on projects that

study how networks of learners form,
measure social learning behaviours, and
analyse the mechanisms of peer effects through digitally-mediated communication.

Other research interests include:

human interaction with artificially intelligent agents during their knowledge processes
complexity leadership in learning analytics adoption
changing underlying cognition of experts using simulations

My work thus far has been guided by a broad question: What do effective learning networks look like, and how can they be facilitated? By ‘the effectiveness of the network’ I refer to network’s capacity to foster individual or group-level learning outcomes of interest, ie. learning gain, perceived learning, quality of the shared discourse, formation of group identity or a community, development of an innovative idea in a competition, etc.

Year Citation
2025 Venaruzzo, L., Mirriahi, N., Poquet, O., & Dawson, S. (2025). Study of motivational beliefs and behaviours among second-year university students in an emergency remote teaching context. Higher Education Research & Development, online, 1-19.
DOI
2025 Longin, L., Briceno, D., & Poquet, O. (2025). Data sharing in learning analytics: how context and group discussion influence the individual willingness to share. Humanities & Social Sciences Communications, 12(1, article no. 849), 1-13.
DOI
2024 Poquet, O., Trenholm, S., & Santolini, M. (2024). Forum posts, communication patterns, and relational structures: a multi-level view of discussions in online courses. Educational technology research and development, 72(5), 2655-2678.
DOI
2024 Venaruzzo, L., Mirriahi, N., Poquet, O., & Dawson, S. (2024). 'Strained and strange': second-year university students' help-seeking strategies. Student Success, 15(1), 1-8.
DOI
2024 Poquet, O. (2024). A shared lens around sensemaking in learning analytics: what activity theory, definition of a situation and affordances can offer. British Journal of Educational Technology, 55(4), 1831.
DOI
2022 Chen, B., & Poquet, O. (2022). Networks in learning analytics: where theory, methodology, and practice intersect. Journal of Learning Analytics, 9(1), 1-12.
DOI
2022 Saqr, M., Poquet, O., & Lopez Pernas, S. (2022). Networks in education: a travelogue through five decades. IEEE Access, 10, 32361-32380.
DOI
2022 Poquet, O., & Stella, M. (2022). Reviewing theoretical and generalizable text network analysis: forma mentis networks in cognitive science. CEUR Workshop Proceedings, 3258, 12-22.
2022 Venaruzzo, L., Mirriahi, N., Poquet, S., & Dawson, S. (2022). Second-year student perceptions and use of technology during emergency remote teaching to connect with peers and instructors. Pacific Journal of Technology Enhanced Learning, 41(1), 31-33.
DOI
2022 Poquet, O., Nguyen, Q., Kovanovic, V., Brooks, C., Dawson, S., & Biotteau, A. (2022). Grade-based similarity prevails in online course forums at scale. Computers and Education, 178(104401), 1 n-17.
DOI Scopus10 WoS6
2022 Markauskaite, L., Marrone, R., Poquet, O., Knight, S., Martinez-Maldonado, R., Howard, S., . . . Siemens, G. (2022). Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI?. Computers and Education Artificial Intelligence, 3(100056), 1-16.
DOI Scopus290
2021 Poquet, O., & De Laat, M. (2021). Developing capabilities: lifelong learning in the age of AI. British Journal of Educational Technology, 52(4), 1695-1708.
DOI
2021 Poquet, O., Kitto, K., Jovanovic, J., Dawson, S., Siemens, G., & Markauskaite, L. (2021). Transitions through lifelong learning: implications for learning analytics. Computers and Education: Artificial Intelligence, 2(100039), 1-11.
DOI
2021 Dowell, N. M. M., & Poquet, O. (2021). SCIP: Combining group communication and interpersonal positioning to identify emergent roles in scaled digital environments. Computers in Human Behavior, 119(106709), 1-18.
DOI
2020 Poquet, O., Jovanovic, J., & Dawson, S. (2020). Differences in forum communication of residents and visitors in MOOCS. Computers & Education, 156(103937), 1-17.
DOI
2019 Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., de Vries, P., Hatala, M., . . . Gašević, D. (2019). Examining communities of inquiry in Massive Open Online Courses: The role of study strategies. Internet and Higher Education, 40, 20-43.
DOI Scopus74 WoS64
2018 Joksimović, S., Poquet, O., Kovanović, V., Dowell, N., Mills, C., Gašević, D., . . . Brooks, C. (2018). How do we model learning at scale? A systematic review of research on moocs. Review of Educational Research, 88(1), 43-86.
DOI Scopus145 WoS120
2018 Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., Čukić, I., de Vries, P., . . . Gašević, D. (2018). Exploring communities of inquiry in Massive Open Online Courses. Computers and Education, 119, 44-58.
DOI Scopus81 WoS75
2018 Joksimović, S., Dowell, N., Poquet, O., Kovanović, V., Gašević, D., Dawson, S., & Graesser, A. C. (2018). Exploring development of social capital in a CMOOC through language and discourse. Internet and Higher Education, 36, 54-64.
DOI Scopus47 WoS39
2017 Toofaninejad, E., Zaraii Zavaraki, E., Dawson, S., Poquet, O., & Sharifi Daramadi, P. (2017). Social media use for deaf and hard of hearing students in educational settings: a systematic review of literature. Deafness and education international, 19(3-4), 144-161.
DOI
2015 Skrypnyk, O., Joksimović, S., Kovanović, V., Gasšević, D., & Dawson, S. (2015). Roles of course facilitators, learners, and technology in the flow of information of a CMOOC. International Review of Research in Open and Distributed Learning, 16(3), 188-217.
DOI Scopus53 WoS37

Year Citation
2025 Pozdniakov, S., Brazil, J., Poquet, O., Krusche, S., Berrezueta Guzman, S., Sadiq, S., & Khosravi, H. (2025). From Misunderstandings to Learning Opportunities: Leveraging Generative AI in Discussion Forums to Support Student Learning. In A. I. Cristea (Ed.), Source details - Title: Artificial Intelligence in Education. AIED 2025 (pp. 291-298). Switzerland: Springer.
DOI
2024 Poquet, O., & Chen, B. (2024). Integrating theories of learning and social networks in learning analytics. In Source details - Title: Theory Informing and Arising from Learning Analytics (pp. 139-151). Switzerland: Springer.
DOI
2017 Pardo, A., Poquet, O., Martinez-Maldonado, R., & Dawson, S. (2017). Provision of Data-Driven Student Feedback in LA & EDM. In C. Lang, G. Siemens, A. Wise, & D. Gasevic (Eds.), Handbook of Learning Analytics (pp. 163-174). Beaumont, Alberta, Canada: Society for Learning Analytics Research (SoLAR).
DOI
2015 Skrypnyk, O., Joksimović, S., Kovanović, V., Dawson, S., Gašević, D., & Siemens, G. (2015). The history and state of blended learning. In G. Siemens, D. Gašević, & S. Dawson (Eds.), Source details - Title: Preparing for the digital university: a review of the history and current state of distance, blended, and online learning (pp. 55-91). US: University of Texas at Arlington.
2015 Joksimović, S., Kovanović, V., Skrypnyk, O., Gašević, D., Dawson, S., & Siemens, G. (2015). The history and state of online learning. In G. Siemens, D. Gašević, & S. Dawson (Eds.), Source details - Title: Preparing for the digital university: a review of the history and current state of distance, blended, and online learning (pp. 93-131). US: University of Texas at Arlington.
2015 Kovanović, V., Joksimović, S., Skrypnyk, O., Gašević, D., Dawson, S., & Siemens, G. (2015). The history and state of distance education. In G. Siemens, D. Gašević, & S. Dawson (Eds.), Source details - Title: Preparing for the digital university: a review of the history and current state of distance, blended, and online learning (pp. 9-54). US: University of Texas at Arlington.

Year Citation
2023 Kitto, K., Manly, C. A., Ferguson, R., & Poquet, O. (2023). Towards more replicable content analysis for learning analytics. In ACM International Conference Proceeding Series (pp. 303-314). US: Association for Computing Machinery.
DOI
2022 Saqr, M., Lopez Pernas, S., Garcia, A. H., Conde, M. A., & Poquet, O. (2022). Networks and learning analytics: addressing educational challenges. In CEUR Workshop Proceedings Vol. 3258 (pp. 1-3). Germany: Rheinisch-Westfaelische Technische Hochschule Aachen.
2022 Saqr, M., Lopez Pernas, S., Hernandez Garcia, A., Conde, M. A., & Poquet, O. (2022). Concluding remarks of the NetSciLA22 Workshop. In M. Saqr (Ed.), CEUR Workshop Proceedings Vol. 3258 (pp. 41-46). Germany: Rheinisch-Westfaelische Technische Hochschule Aachen.
2021 Poquet, O., Chen, B., Saqr, M., & Hecking, T. (2021). Using network science in learning analytics: Building bridges towards a common agenda. In CEUR Workshop Proceedings Vol. 2868 (pp. 1-2). Germany: Rheinisch-Westfaelische Technische Hochschule Aachen.
2021 Chen, B., Hussein, B., & Poquet, O. (2021). Modelling network dynamics in social annotation. In CEUR Workshop Proceedings Vol. 2868 (pp. 9-15). Germany: Rheinisch-Westfaelische Technische Hochschule Aachen.
2021 Poquet, O., Saqr, M., & Chen, B. (2021). Recommendations for network research in learning analytics: to open a conversation. In CEUR Workshop Proceedings Vol. 2868 (pp. 34-41). Germany: Rheinisch-Westfaelische Technische Hochschule Aachen.
2021 Poquet, O. (2021). Why birds of a feather flock together: factors triaging students in online forums. In M. Scheffel (Ed.), LAK21: LAK21: 11th International Learning Analytics and Knowledge Conference (pp. 469-474). US: ACM.
DOI
2020 Chen, B., & Poquet, O. (2020). Socio-temporal dynamics in peer interaction events. In LAK '20: Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 203-208). US: Association for Computing Machinery.
DOI
2020 Poquet, O., Tupikina, L., & Santolini, M. (2020). Are forum networks social networks? a methodological perspective. In ACM International Conference Proceeding Series (pp. 366-375). Germany: Association for Computing Machinery.
DOI
2020 Poquet, O., & Jovanovic, J. (2020). Intergroup and interpersonal forum positioning in shared-thread and post-reply networks. In ACM International Conference Proceeding Series (pp. 187-196). Germany: Association for Computing Machinery.
DOI
2018 Ding, D., Poquet, O., Williams, J. J., Nikam, R., & Cox, S. R. (2018). Increasing response rates to email surveys in MOOCs. In UMAP 2018 - Adjunct Publication of the 26th Conference on User Modeling, Adaptation and Personalization (pp. 203-206). US: ACM.
DOI
2018 Dowell, N., Poquet, O., & Brooks, C. (2018). Applying group communication analysis to educational discourse interactions at scale. In Proceedings of International Conference of the Learning Sciences, ICLS Vol. 3 (pp. 1815-1822). US: International Society of the Learning Sciences (ISLS).
DOI
2018 Poquet, O., Lim, L., Mirriahi, N., & Dawson, S. (2018). Video and learning: A systematic review (2007-2017). In ACM International Conference Proceeding Series (pp. 151-160). Australia: Association for Computing Machinery (ACM).
DOI
2018 Poquet, O., Dowell, N., Brooks, C., & Dawson, S. (2018). Are MOOC forums changing?. In ACM International conference proceeding series (pp. 340-349). Australia: Association for Computing Machinery.
DOI
2018 Dawson, S., Poquet, O., Colvin, C., Rogers, T., Pardo, A., & Gasevic, D. (2018). Rethinking learning analytics adoption through complexity leadership theory. In LAK '18: Proceedings of the 8th International Conference on Learning Analytics and Knowledge (pp. 236-244). New York, USA: ASSOC COMPUTING MACHINERY.
DOI Scopus61 WoS40
2018 Poquet, O., & Dawson, S. (2018). Network Patterns of Direct and Indirect Reciprocity in edX MOOC Forums. In R. Alhajj (Ed.), Network Intelligence Meets User Centered Social Media Networks (pp. 49-64). Switzerland: Springer.
DOI
2017 Kovanović, V., Hennis, T., Joksimović, S., Dawson, S., Poquet, O., & Gašević, D. (2017). Understanding the relationship between technology use and cognitive presence in MOOCs. In ACM International Conference Proceeding Series (pp. 582-583). United States: ASSOC COMPUTING MACHINERY.
DOI Scopus10 WoS10
2017 Poquet, O., Dawson, S., & Dowell, N. (2017). How effective is your facilitation? Group-level analytics of MOOC forums. In ACM International Conference Proceeding Series (pp. 208-217). Canada: ACM.
DOI
2016 Hennis, T. A., Topolovec, S., Poquet, O., & de Vries, P. (2016). Who is the learner: profiling the engineering MOOC student. In Proceedings of the 44th Annual Conference of the European Society for Engineering Education - Engineering Education on Top of the World: Industry-University Cooperation, SEFI 2016 (pp. 1-13). Belgium: SEFI.
2016 Poquet, O., & Dawson, S. (2016). Untangling MOOC learner networks. In LAK '16 Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 208-212). US: ACM.
DOI
2015 Dowell, N. M., Skrypnyk, O., Joksimovic, S., Graesser, A. C., Dawson, S., Gašević, D., . . . Kovanovic, V. (2015). Modeling learners' social centrality and performance through language and discourse. In O. C. Santos (Ed.), Proceedings of the 8th International Conference on Educational Data Mining (pp. 250-257). US: International Educational Data Mining Society.
2015 Joksimović, S., Kovanović, V., Dowell, N., Gašević, D., Graesser, A. C., Skrypnyk, O., & Dawson, S. (2015). How do you connect? Analysis of social capital accumulation in connectivist MOOCs. In ACM International Conference Proceeding Series Vol. 16-20-March-2015 (pp. 64-68). US: ACM.
DOI Scopus28
2015 Hennis, T., Skrypnyk, O., & De Vries, P. (2015). The value of engineering MOOCs from a learner's perspective. In Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, SEFI 2015 (pp. 1-9). Belgium: European Society for Engineering Education SEFI.
2015 Poquet, O., & Dawson, S. (2015). Analysis of MOOC forum participation. In ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings (pp. 224-234). Australia: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).
2014 Skrypnyk, O., Hennis, T. A., & De Vries, P. (2014). Understanding social learning behaviours of xMOOC completers. In SEFI 42nd Annual Conference 2014 (pp. 1-10). Belgium: European Society for Engineering Education SEFI.

  • Examining the Impact of COVID-19 Teach to Reach Programme, The Geneva Learning Foundation, 07/07/2020 - 30/08/2021

Date Role Research Topic Program Degree Type Student Load Student Name
2020 Co-Supervisor - - Doctorate Full Time Ms Lynnae Simone Venaruzzo

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