Browsing by Author "Li, K"
Now showing items 1-8 of 8
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Dynamic prediction of motor diagnosis in Huntington's disease using a joint modeling approach
Li, K; Furr-Stimming, E; Paulsen, JS; Luo, S (Journal of Huntington’s Disease, 2017) -
Dynamic predictions in Bayesian functional joint models for longitudinal and time-to-event data: an application to Alzheimer’s disease
Li, K; Luo, S (Statistical Methods in Medical Research, 2017) -
Functional joint model for longitudinal and time-to-event data: an application to Alzheimer’s disease
Li, K; Luo, S (Statistics in Medicine, 2017) -
Persistence, performance, and goal setting in massive open online courses
Li, K; Johnsen, J; Canelas, DA (British Journal of Educational Technology, 2021-05-01)Goal setting is an important component in successful teaching and learning, but relatively little is known about its impact on course persistence and achievement in massive open online courses. Using an experimental design ... -
Prediction of conversion to Alzheimer's disease with longitudinal measures and time-to-event data
Li, K; Chan, W; Doody, RS; Quinn, J; Luo, S (Journal of Alzheimer’s Disease, 2017) -
Regular exercise, quality of life, and mobility in Parkinson's disease: A longitudinal analysis of National Parkinson Foundation quality improvement initiative data
Rafferty, MR; Schmidt, PN; Luo, ST; Li, K; Marras, C; Davis, TL; Guttman, M; ... (9 authors) (Journal of Parkinson’s Disease, 2017) -
Serum lymphocyte-associated cytokine concentrations change more rapidly over time in multiple system atrophy compared to Parkinson’s disease
Csencsits-Smith, K; Suesc n, J; Li, K; Luo, S; Bick, DL; Schiess, M (NeuroImmunoModulation, 2016) -
Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers
Shapiro, HB; Lee, CH; Wyman Roth, NE; Li, K; Çetinkaya-Rundel, M; Canelas, DA (Computers and Education, 2017-07-01)During the widespread development of open access online course materials in the last two decades, advances have been made in understanding the impact of instructional design on quantitative outcomes. Much less is known about ...