Khalil works as a senior researcher at the Centre for the Science of Learning and Technology (SLATE) at the Faculty of Psychology at UiB. He has extensive expertise in machine learning, information security, Artificial Intelligence in Education and Learning Analytics. Khalil has a Masters degree in information security and is a recipient of the Erasmus Mundus PhD fellowship at Graz University of Technology from Austria where he was awarded doctorate with distinction (cum laude) in engineering sciences. He pursued postdoctoral research at the department of Web Information Systems at Delft University of Technology. Currently Khalil at SLATE focuses on leveraging responsible usage of datafication to support moral practices for learning and teaching. Khalil's impactful contributions are evident through over 80 co-authored publications (Google Scholar h-index of 28) with elite international groups (e.g., Utrecht, Radboud, TUDelft, UNISA) and award-winning papers. Khalil demonstrates a strong commitment to research through funding acquisition (e.g., Erasmus+, PederSather), and active participation in various scholarly activities which includes editing special issues for high-impact journals (e.g., BJET, JLA, JCHE), holding leadership positions in professional organisations (e.g., IAIED, SoLAR), and organising outreach activities such as conferences, webinars, and workshops (e.g., NIKT2025)

[Nov. 2024] Invited speaker at the National Conference on Digitization in higher education 2024, Bergen. 

[Sep. 2024] Keynote speaker at NORDUnet 2024, Bergen. 

[2024-present] Editorial Board Member, British Journal of Educational Technology (BJET). Wiley

[2024-present] Editorial Board Member, BMC Medical Education. Springer

[May. 2024] Keynote speaker at the closing conference for learning analytics at Graz University of Technology, Graz, Austria (May, 2024)

[2024-present] Leading guest editor, Special Issue, AI for Data Generation in Education: Towards Learning and Teaching Support at Scale, British Journal of Ed Techn. (IF: 6.6)

[2024- present] EU Expert in Centralised Support to the Network of Higher Education Reform Experts (SPHERE) in European Neighbourhood countries

[2024-2025] Guest editor, Special Issue, Educational Evaluation in the Age of Artificial Intelligence: Challenges and Innovations, Frontiers in Education. (IF: 2.3)

[2023-2024] Leading guest editor, Special Issue, Education Reimagined: The Impact of Advanced Technologies on Learning, Frontiers in Psychology. (IF: 3.8)

[2023-2024] Leading guest editor, Special Issue, Adaptive Support for Self-Regulated Learning in Digital Learning Environments, British Journal of Ed Techn. (IF: 6.6)

[2023-2023] Leading guest editor, Special Issue, Fairness, Equity, and Responsibility in Learning Analytics, Journal of Learning Analytics (IF: 3.9)

[2024-2025] Member of the International Artificial Intelligence in Education Society (IAIED) 

[2023-2025] Executive member in the Society for Learning Analytics Research (SoLAR)

[Oct. 2023] Invited talk at Innovative Human-Comp. Interaction, Bergen, Norway

[April. 2023] Invited talk at UiB AI #6 on AI in Education, Bergen, Norway

[March. 2023] Invited talk at the IT Forum of University of Bergen, Bergen, Norway

[2021-2024] International grant evaluator (Dutch Research Council, Leibniz, Croatian Science Foundation)

[2022-2022] Leading guest editor, Supporting Student Learning and Engagement through Analytics, MDPI Education Sciences. (IF: 3.0)

[2022] Keynote speaker at CSEDU conference workshop on educational management, online

[2021] Keynote Speech at the Turkish Distance Education and Lifelong Learning, Istanbul (Online)

[2021] Keynote speaker at mlearn 2021 conference, Tallinn, Estonia.

[2020] Invited speaker at the Norwegian national conference for digitalization in higher education

[2019-2021] Senior Editor, International Journal of Learning Analytics and Artificial Intelligence (iJAI). 

[2019-2021] Norwegian representative for Standard Norway to the European standardization committee (CEN/TC 353) on MOOCs

[2017-present] Associate Editor, International Journal of Emerging Technologies in Learning (iJET)

[2017-2017] Guest editor, Special Issue, Advancing research on open education, Journal of Computing in Higher Education (IF: 5.6)

IGSIN919 Introduction to Practical Machine Learning, University of Bergen- Norway (2023, 2024, 2025)

BSR935 Introduction to Artificial Intelligence in Education, Bergen Summer Research School (PhD course, 3-13 June 2024)

INFO900 Introduction to Learning Analytics, University of Bergen- Norway (2022, 2024)

INFO352 Research topics on Technology Enhanced Learning, University of Bergen- Norway (2019)

Educational Technology, Graz University of Techn.- Austria (2016, 2017)

Publications (GoogleScholar h-index: 30, i-index: 53; citations: 3450)

Updated: Sep.2024

Publications can be accessed through the Google Scholar Profile: https://bit.ly/3oAz8G2

A)  Peer-Reviewed Journal Articles (Total: 35 articles)

1. Prinsloo, P., Khalil, M., & Slade, S. (2024). Vulnerable student digital well‐being in AI‐powered educational decision support systems (AI‐EDSS) in higher education. British Journal of Educational Technology, 55(5), 2075-2092.
2. Khalil, M., Wong, J., Wasson, B., & Paas, F. (2024). Adaptive support for self‐regulated learning in digital learning environments. British Journal of Educational Technology, 55, 1281-1289. https://doi.org/10.1111/bjet.13479
3. Topali, P., Ortega-Arranz, A., Rodríguez-Triana, M. J., Er, E., Khalil, M., & Açkapınar, G. (2024). Designing human-centered learning analytics and artificial intelligence in education solutions: a systematic literature review. Behaviour & Information Technology, 1-28.
4. Güner, H., Er, E., Akçapinar, G., & Khalil, M. (2024). From chalkboards to AI-powered learning: Students’ attitudes and perspectives on use of ChatGPT in educational settings. Educational Technology & Society, 27(2), 386-404.
5. de La Hoz-Ruiz, J., Khalil, M., Domingo Segovia, J., & Liu, Q. (2024). Learning analytics for enhanced professional capital development: a systematic review. Frontiers in Psychology, 15, 1302658.
6. Khalil, M., Topali, P., Ortega-Arranz, A., Er, E., Akçapınar, G., Belokrys, G.. (2023). Video Analytics in Digital Learning Environments: Exploring Student Behaviour Across Different Learning Contexts. Tech Know Learn (2023). https://doi.org/10.1007/s10758-023-09680-8
7. Liu, Q., & Khalil, M. (2023). Understanding privacy and data protection issues in learning analytics using a systematic review. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13388
8. Slade, S., Prinsloo, P., & Khalil, M. (2023). “Trust us,” they said. Mapping the contours of trustworthiness in learning analytics. Information and Learning Sciences, 124(9/10), 306-325. https://10.1108/ILS-04-2023-0042
9. Khalil, M., Prinsloo, P., & Slade, S. (2023). Fairness, Trust, Transparency, Equity, and Responsibility in Learning Analytics. Journal of Learning Analytics, 10(1), 1-7.
10. Khalil, M., Slade, S., & Prinsloo, P. (2023). Learning analytics in support of inclusiveness and disabled students: a systematic review. Journal of Computing in Higher Education, 1-18. ttps://doi.org/10.1007/s12528-023-09363-4
11. Prinsloo, P., Khalil, M. & Slade, S. (2023). Learning analytics as data ecology: a tentative proposal. J Comput High Educ. https://doi.org/10.1007/s12528-023-09355-4
12. Elmoazen, R., Saqr, M., Khalil, M., & Wasson, B. (2023). Learning analytics in virtual laboratories: a systematic literature review of empirical research. Smart Learning Environments, 10(1), 1-20.
13. Ley, T., Tammets, K., Pishtari, G., Chejara, P., Kasepalu, R., Khalil, M., ... & Wasson, B. (2023). Towards a partnership of teachers and intelligent learning technology: A systematic literature review of model‐based learning analytics. Journal of Computer Assisted Learning.
14. Pishtari, G., Ley, T., Khalil, M., Kasepalu, R., & Tuvi, I. (2023). Model-Based Learning Analytics for a Partnership of Teachers and Intelligent Systems: A Bibliometric Systematic Review. Education Sciences, 13(5), 498.
15. Prinsloo, P., Slade, S., & Khalil, M. (2023). Multimodal learning analytics—In-between student privacy and encroachment: A systematic review. British Journal of Educational Technology. DOI: https://doi.org/10.1111/bjet.13373
16. Khalil, M., Prinsloo, P., & Slade, S. (2022). The use and application of learning theory in learning analytics: a scoping review. Journal of Computing in Higher Education, 1-22.
17. Khalil, M., Prinsloo, P., & Slade, S. (2022). In the nexus of integrity and surveillance: Proctoring (re)considered. Journal of Computer Assisted Learning. Wiley. doi/pdf/10.1111/jcal.12713 
18. Khalil, M., & Belokrys, G. (2022). What Does Twitter Say About Self-Regulated Learning? Mapping Tweets From 2011 to 2021. Frontiers in psychology, 474.
19. Prinsloo, P., Slade, S., & Khalil, M. (2022). At the intersection of human and algorithmic decision-making in distributed learning. Journal of Research on Technology in Education, 1-14.
20. Prinsloo, P., Slade, S., & Khalil, M. (2022). The answer is (not only) technological: Considering student data privacy in learning analytics. British Journal of Educational Technology. DOI: 10.1111/bjet.13216
21. Prinsloo, P., Slade, S., & Khalil, M., Junhong, X. (2020). Learning Analysis from the Perspective of Ecosystem. China Distance Education, 4. pp. 1-11.
22. Viberg, O., Mavroudi, A., Bälter, O., & Khalil, M. (2020). Validating an Instrument to Measure Teachers’ Preparedness to Use Digital Technology in their Teaching. Nordic Journal of Digital Literacy.
23. Prinsloo, P., Slade, S., & Khalil, M. (2020). Learning Analytics from the perspective of ecosystem view. Xiao Junhong, Trans. China Distance Education (4), 1-11.
24. Wong, J., Khalil, M., Baars, M., de Koning, B. B., & Paas, F. (2019). Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education, 140. 103595. doi.org/10.1016/j.compedu.2019.103595
25. Prinsloo, P., Slade, S., & Khalil, M. (2019). Student data privacy in MOOCs: a sentiment analysis. Distance Education, 40(3), 1-19.
26. Nouri, J., Ebner, M., Ifenthaler, D., Saqr, M., Malmberg, J., Khalil, M., ... & Berthelsen, U. D. (2019). Efforts in Europe for Data-Driven Improvement of Education–A Review of Learning Analytics Research in Six Countries. International Journal of Learning Analytics and Artificial Intelligence for Education, 1(1), 8-27.
27. Ebner, M., Schön, S., Khalil, M., Ebner, M., Aschemann, B., Frei, W., & Röthler, D. (2018). Inverse blended learning in continuing education for adult educators. Journal College and Continuing Education , (1), 23-30.
28. Khalil, M., Prinsloo, P., and Slade, S. (2018). User Consent in MOOCs – Micro, Meso, and Macro Perspectives. International Review of Research in Open and Distributed Learning, 19 (5).
29. Kalz, M., Khalil, M., & Ebner, M. (2017). Editorial for the special issue on advancing research on open education. Journal of Computing in Higher Education, pp. 1-19. DOI: 10.1007/s12528-017-9143-3
30. Khalil, M. & Ebner, M. (2017). “Clustering Patterns of Engagement in Massive Open Online Courses (MOOCs): The Use of Learning Analytics to Reveal Student Categories”. Journal of Computing in Higher Education, pp. 1-19. DOI: 10.1007/s12528-016-9126-9
31. Khalil, M., Ebner, M. (2017). “Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework”. Journal for Development of Higher Education Institutions (ZFHE), 12(1), pp.101-122.
32. Lackner, E., Khalil, M. & Ebner, M. (2016). “How to foster forum discussions within MOOCs. A case study. '' International Journal of Academic Research in Education, 2(2). DOI: 10.17985/ijare.31432
33. Khalil, M. & Ebner, M. (2016). “De-Identification in Learning Analytics”. Journal of Learning Analytics, 3 (1), pp. 129-138.
34. Lackner, E., Ebner, M., & Khalil, M. (2015). “MOOCs as granular systems: design patterns to foster participant activity”. eLearning Papers, 42, pp. 28-37.
35. Khalil, M., Brunner, H., & Ebner, M. (2015). “Evaluation Grid for xMOOCs”. International Journal of Emerging Technologies in Learning (iJET), 10(4), pp. 40-45.

B)  Peer-Reviewed Conference Proceeding Papers (Total: 38 proceeding papers)

1. Liu, Q., Khalil, M., Jovanovic, J., & Shakya, R. (2024). Scaling While Privacy Preserving: A Comprehensive Synthetic Tabular Data Generation and Evaluation in Learning Analytics. In Proceedings of the 14th Learning Analytics and Knowledge Conference, LAK’24. (pp. 620-631). ACM.
2. Kaliisa, R., Misiejuk, K., López-Pernas, S., Khalil, M., & Saqr, M. (2024). Have Learning Analytics Dashboards Lived Up to the Hype? A Systematic Review of Impact on Students' Achievement, Motivation, Participation and Attitude. In Proceedings of the 14th Learning Analytics and Knowledge Conference, LAK’24. (pp. 295-304). ACM. (Best Paper Award)
3. Liu, Q., & Khalil, M. (2024). Explainable AI in Learning Analytics: Improving Predictive Models and Advancing Transparency Trust. In Proceedings of IEEE Global Engineering Education Conference (EDUCON 2024), Kos, Greece. IEEE.
4. Misiejuk, K., Khalil, M. (2024). The Co-design Process of an Instructor Dashboard for Remote Labs in Higher Education. In Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2024. Lecture Notes in Computer Science, vol 14722. Springer, Cham. https://doi.org/10.1007/978-3-031-61672-3_5
5. Khalil, M., Er, E. (2023). Will ChatGPT Get You Caught? Rethinking of Plagiarism Detection. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2023. Lecture Notes in Computer Science, vol 14040. Springer, Cham. https://doi.org/10.1007/978-3-031-34411-4_32
6. Prinsloo, P., Khalil, M., & Slade, S. (2023). A Critical Consideration of the Ethical Implications in Learning Analytics as Data Ecology. In European Conference on Technology Enhanced Learning (pp. 371-382). Cham: Springer Nature Switzerland.
7. Birkeland, H., Khalil, M., & Wasson, B. (2023). Understanding Collaboration in Virtual Labs: A Learning Analytics Framework Development. In Learning in the Age of Digital and Green Transition: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 1 (pp. 192-203). Cham: Springer International Publishing.
8. Chejara, P., Pierto, L., Rodriguez-Triana, M., Ruiz-Calleja, A., and Khalil, M. (2023). Impact of window size on the generalizability of collaboration quality estimation models developed using Multimodal Learning Analytics. In LAK23: 13th International Learning Analytics and Knowledge Conference (LAK2023). ACM, NY, USA, 559–565. https://doi.org/10.1145/3576050.3576143 (Nominated for best paper award).
9. Khalil, M., Prinsloo, P., & Slade, S. (2022). A Comparison of Learning Analytics Frameworks: a Systematic Review. In LAK22: 12th International Learning Analytics and Knowledge Conference (pp. 152-163).
10. Khalil, M., Wong, J., Er, E., Heitmann, M., & Belokrys, G. (2022). Tweetology of Learning Analytics: What does Twitter tell us about the trends and development of the field?. In LAK22: 12th International Learning Analytics and Knowledge Conference (pp. 347-357).
11. Khalil, M., & Rambech, M. (2022). Eduino: A Telegram Learning-Based Platform and Chatbot in Higher Education. In Learning and Collaboration Technologies. Novel Technological Environments: 9th International Conference, LCT 2022, Held as Part of the 24th HCI International Conference, HCII 2022, Virtual Event, June 26–July 1, 2022, Proceedings, Part II (pp. 188-204).
12. Prinsloo, P., Khalil, M., Slade, S., & Melanie, M. (2022). Learning analytics in Open Universities in the Commonwealth: an unrealised dream?. In proceedings of the Tenth Pan-Commonwealth Forum on Open Learning (PCF10). Calgary, Canada.
13. Khalil, M. (2021). Who Are the Students of MOOCs?. In proceedings of the European Massive Open Online Courses Conference 2021, pp.259-269.
14. Prinsloo, P., Khalil, M., & Slade, S. (2021). Learning Analytics in a Time of Pandemics: Mapping the Field. In EDEN Conference Proceedings (No. 1, pp. 59-70), Madrid, Spain. – (Nominated for best paper award).
15. Botnevik, S., Khalil, M., & Wasson, B. (2020). Student Awareness and Privacy Perception of Learning Analytics in Higher Education. In European Conference on Technology Enhanced Learning (EC-TEL 2020) (pp. 374-379). Springer, Cham.
16. Khalil, M., & Belokrys, G. (2020). OXALIC: an Open edX Advanced Learning Analytics Tool. In 2020 IEEE Learning With MOOCS (LWMOOCS) (pp. 185-190). IEEE.
17. Viberg, O., Khalil, M., & Baars, M. (2020). Self-Regulated Learning and Learning Analytics in Online Learning Environments: A Review of Empirical Research. In proceedings of the 10th Learning Analytics & Knowledge Conference, Frankfurt, Germany.
18. Viberg, O., Khalil, M., & Lioliopoulos, A. (2020). Facilitating ideation and knowledge sharing in workplaces: the design and use of gamification in virtual platforms. In proceedings of the 22nd International Conference on Human-Computer Interaction, Copenhagen, Denmark. Springer.
19. Khalil, M., Wong, J., Baars, M., Zafar, F., & Wasson, B. (2019). Evaluating the Usability of a Study Support Mobile App for Higher Education. In World Conference on Mobile and Contextual Learning (pp. 85-93).
20. Slade, S., Prinsloo, P., & Khalil, M. (2019). Learning analytics at the intersections of student trust, disclosure and benefit. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge (pp. 235-244). ACM.
21. Khalil, M., Prinsloo, P., and Slade, S. (2018). The unbearable lightness of consent: Mapping MOOC providers’ response to consent. In Proceedings of the Learning @ Scale Conference (L@S), London, 26-28 June 2018. ACM.
22. Khalil, M., Wong, J., de Koning, B., Ebner, M., & Paas, F. (2018). Gamification in MOOCs: A Review of the State of the Art. In 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 1629-1638). IEEE.
23. Prinsloo, P., Slade, S., and Khalil M. (2018). Stuck in the middle? Making sense of the impact of micro, meso and macro institutional, structural and organisational factors on implementing learning analytics. In Proceedings of the 27Th EDEN Annual Conference, pp. 326-334, Genova, Italy, 17–20 June 2018. (Best Paper Award)
24. Khalil, M., & Wong, J. (2018). The essence of time: Taking a look at learning sessions in MOOCs. In 2018 Learning With MOOCS Conference (LWMOOCS) (pp. 131-133). IEEE.
25. Samuelsen, J., & Khalil, M. (2018). Study effort and student success: a MOOC case study. In the 2018 International Conference on Interactive Collaborative Learning (pp. 215-226). Springer, Cham.
26. Khalil, M., Davis, D., & Wong, J. (2018). Gamification in MOOCs-General Overview. OEGlobal 2018, Delft, the Netherlands.
27. Ebner, M., Khalil, M., Gütl, C., Aschemann, B., Frei, W., and Röthler, D. (2018). How Inverse Blended Learning can Turn Up Learning with MOOCs?. In Proceedings of the international conference Mooc Maker 2017, Guatemala.
28. Khalil, M., Ebner, M., & Admiraal, W. (2017). How can Gamification Improve MOOC Student Engagement?. In Proceedings of the 11th European Conference on Games Based Learning: ECGBL 2017, Graz, Austria, (pp. 819-828).
29. Reischer M., Khalil M., Ebner M. (2017). “Does Gamification in MOOC Discussion Forums Work?”. In: Delgado Kloos C., Jermann P., Pérez-Sanagustín M., Seaton D., White S. (eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science, vol 10254. Springer, Cham, pp. 95-101. doi: 10.1007/978-3-319-59044-8_1
30. Khalil, M. & Ebner, M. (2016). “When Learning Analytics Meets MOOCs - a Review on iMooX Case Studies”. In Proceedings of the 16th International Conference on Innovations for Community Services (I4CS), 2016. Vienna, Austria, pp. 3-19. DOI: 10.1007/978-3-319-49466-1_1
31. Ebner, M., Schön, S.. & Khalil, M. (2016). “Maker-MOOC – How to Foster STEM Education with an Open Online Course on Creative Digital Development and Construction with Children”. In Proceedings of 2016 International Conference on Interactive Collaborative Learning (ICL 2016), Belfast, United Kingdom, (pp. 1233-1240).
32. Khalil, M. & Ebner, M. (2016). “Learning Analytics in MOOCs: Can Data Improve Students Retention and Learning?”. In Proceedings of the World Conference on Educational Media and Technology, EdMedia 2016. Vancouver, Canada, 28-30 June, 2016 (pp. 569-576). Association for the Advancement of Computing in Education (AACE).
33. Khalil, M., Taraghi, B., & Ebner, M. (2016). “Engaging Learning Analytics in MOOCs: the good, the bad, and the ugly”. In Proceedings of the International Conference on Education and New Developments (END 2016), Ljubljana, Slovenia, pp. 3-7.
34. Khalil, M. & Ebner, M. (2016). “What is Learning Analytics about? A Survey of Different Methods Used in 2013-2015”. In Proceedings of Smart Learning Conference, Dubai, UAE, 7-9 March, 2016 (pp. 294-304). Dubai: HBMSU Publishing House.
35. Ebner, M., Gailer, C., Khalil, M., Kopp, M., Lackner, E., & Raunig, M. (2016). “Potential of EPUB3 for Digital Textbooks in Higher Education”. In Proceedings of Smart Learning Conference, Dubai, UAE, 7-9 March, 2016 (pp. 324-336). Dubai: HBMSU Publishing House.
36. Khalil, M., Kastl, C., & Ebner, M. (2016). “Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics”. In Khalil, M., Ebner, M., Kopp, M., Lorenz, A. & Kalz, M. (Eds)., Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016), Graz, Austria, pp.265-278. (Outstanding Paper & Video Award).
37. Khalil, M., & Ebner, M. (2015). “A STEM MOOC for School Children–What Does Learning Analytics Tell us?”. In Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL 2015), Florence, Italy, pp. 1217-1221. IEEE.
38. Khalil, M., & Ebner, M. (2015). “Learning Analytics: Principles and Constraints”. In S. Carliner, C. Fulford, & N. Ostashewski (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, Canada, pp. 1789-1799. (Outstanding Paper Award).

C)  Peer-Reviewed Book Chapters (Total: 9 book chapters)

1. Khalil, M., Shakya, R., Liu, Q., Ebner, M. (in press). How to Plan and Manage a Blended Learning Course Module using Generative Artificial Intelligence?. In Panda, S., Mishra, S., Misra, P. K. (eds) Case Studies on Blended Learning in Higher Education: Policy, Planning and Quality Assurance. Springer Nature Singapore.
2. Khalil, M. (2022). MOLAM: A Mobile Multimodal Learning Analytics Conceptual Framework to Support Student Self-Regulated Learning. In Learning Analytics in Open and Distributed Learning. Springer Nature.
3. Prinsloo, P., Slade, S., & Khalil, M. (2022). Introduction: Learning Analytics in Open and Distributed Learning—Potential and Challenges. Learning Analytics in Open and Distributed Learning, pp.1-13. DOI: 10.1007/978-981-19-0786-9_1
4. Prinsloo, P., Slade, S., & Khalil, M. (2022). Conclusion of Learning Analytics in Open and Distributed Learning. Learning Analytics in Open and Distributed Learning, pp. 121-126. DOI: 10.1007/978-981-19-0786-9_9
5. Wong, J., Baars, M., de Koning, B. B., van der Zee, T., Davis, D., Khalil, M., ... & Paas, F. (2019). Educational Theories and Learning Analytics: From Data to Knowledge. In Utilizing Learning Analytics to Support Study Success (pp. 3-25). Springer, Cham.
6. Khalil, M. & Ebner, M. (2018). Can Learning Analytics Find Success in Didactical Measurements? Results from a MOOC Case Study. In: Ifenthaler D. (eds) Digital Workplace Learning. Springer, Cham, pp. 211-225. doi: 10.1007/978-3-319-46215-8_12
7. Ebner, M., Khalil, M., Wachtler, J. (2017) Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung. In: Dr. Internet –Forschungsbericht zum Projekt, Zimmermann, C. (Hrsg.), Verlag Mayer, S. 88-99 (15) Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung.
8. Leitner, P., Khalil, M. & Ebner, M. (2017). “Learning Analytics in Higher Education - A literature Review”. Learning analytics: Fundaments, applications, and trends: A view of the current state of the art . Springer International Publishing.
9. Khalil, M., & Ebner, M. (2016). “What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?”. In Spector, M., Lockee, B., Childress, M. (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing. (pp. 1-30). http://dx.doi.org/10.1007/978-3-319-17727-4_3-1

D)  Book Editor (Total: 2 books)

1. Prinsloo, P., Slade, S., & Khalil, M. (2022). Learning Analytics in Open, Distance and Distributed Learning. Springer.
2. Khalil, M., Ebner, M., Kopp, M., Lorenz, A., & Kalz, M. (Eds.). (2016). Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016). BoD–Books on Demand.

E)  Peer-Reviewed Workshop Papers (Total: 6 workshop papers)

1. Liu, Q., Khalil, M. (2024). Exploring the Generation of Synthetic Educational Tabular Data using LLMs. the 30th ACM SIGKDD Conference on Knowledge Discovery and Data Mining (KDD'24), AI for Education (AI4EDU): Advancing Personalized Education with LLM and Adaptive Learning Workshop. Barcelona, Spain. 
2. Misiejuk, K., Khalil, M., & Wasson, B. (2023). Tackling the Challenges with Data Access in Learning Analytics Research: A Case Study of Virtual Labs. In Proceedings of the Technology-Enhanced Learning in Laboratories workshop (TELL 2023).
3. Elmoazen, R., López-Pernas, S., Misiejuk, K., Khalil, M., Wasson, B., & Saqr, M. (2023). Reflections on Technology-enhanced Learning in Laboratories: Barriers and Opportunities. In Proceedings of the Technology-Enhanced Learning in Laboratories workshop (TELL 2023).
4. Khalil M., & Viberg, O. (2020). Mobile Multimodal Learning Analytics Method to Foster Student Self-Regulated Learning. In Workshop proceedings of the Learning Analytics & Knowledge Conference, Frankfurt, Germany.
5. Khalil, M. (2017). “Why Undergraduates Enroll in MOOCs?”. In Rayyan, S., Pérez-Sanagustín, M., Delgado Kloos, C., Sandland, J. (Eds.), Proceedings of the EMOOCs 2017 HybridEd Workshop, Madrid, Spain.
6. Wachtler, J., Khalil, M., Taraghi, B. & Ebner, M. (2016). “On Using Learning Analytics to Track Activity of Interactive MOOC Videos”. In M. Giannakos, D.G. Sampson, L. Kidzinski, A. Pardo (Eds.), Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning (pp.8–17) Edinburgh, Scotland: CEURS-WS..

F)  Demos/Posters (Total: 6 posters)

1. Haarde, F., & Khalil, M. (2023). Poster: EduGraph: Dashboard for Personalised Feedback in Massive Open Online Courses. In Learning in the Age of Digital and Green Transition: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 1 (pp. 790-795). Cham: Springer International Publishing.
2. Liu, Q., Rabello-Mestre, A. & Khalil, M. (2023). Perspectives of Multimodal Data Sharing and Privacy in VR Learning Rooms. In I. Hilliger, H. Khosravi, B. Rienties & S. Dawson (Eds.) LAK23 Companion Proceedings, 123-125. New York: ACM. (Best Poster Award).
3. Birkeland, H., Khalil, M., & Wasson, B. (2022). Learning Analytics in Collaborative Online Lab Environments: A Systematic Scoping Review. In companion proceedings of the Learning Analytics & Knowledge 2022, (pp. 92-94).
4. Suschevskiy, V., & Khalil, M. (2021). Creating a Course Recommendation System for Exchange Students. In companion proceedings of the Learning Analytics & Knowledge conference.
5. Botnevik, S., Khalil, M., & Wasson, B. (2020). Student Awareness and Privacy Perception of Learning Analytics in Higher Education. In the European Conference on Technology Enhanced Learning (pp. 374-379). Springer, Cham.
6. Zafar, F., Wong, J., & Khalil, M. (2018). Gamifying higher education: enhancing learning with mobile game app. In Proceedings of the Fifth Annual ACM Conference on Learning at Scale (p. 28). ACM.

G)  Non Peer-Reviewed Articles

1. Lackner, E., Ebner, M. & Khalil, M. (2015). “Design a MOOC - Think Granular!: Why do students drop-out of MOOCs? What can be done to improve MOOC completion rates?”. Class Central. Article is available online at: https://www.class-central.com/report/design-mooc-think-granular/

• [2025-2028] Accelerating Privacy and Data Protection Measures Using Synthetic Data Generation (ASPIRE)
  • Role: PI. Funder: Equinor . Amount: 5,000,000 NOK.
• [2024-2025] AI Synthetic Data Generation in Education
  • Role: PI. Funder: UiB SLATE/Internal. Amount: 500,000 NOK.
• [2023-2027] AI and Education: Layers of Trust (EduTrust AI)
  • Role: Work Package Leader. Funder: Trond Mohn. Amount: ~15,000,000 NOK. Local: 6 mil.
• [2022-2025] Remote Intelligent Access to Labs in Higher Education (RIALHE).
  • Role: PI. Funder: Erasmus+. Amount: 400,000 €
• [2021-2026] Midwifery Research and Education development (MIDRED) in Palestine and Ghana.
  • Role: External Consultant. Funder: NORHED. Amount: 20,000,000 NOK. Local: 450,000 NOK
• [2021-2023] European Network for Virtual lab & Interactive Simulated Online learning
  • Role: Work package co-leader. Funder: Erasmus+. Amount: 235.000 Euro. Local: 45,000 €
• [2022-2024] Utilizing Open and Intelligent Tutoring Systems for Effective Feedback (IntelliFeedback).
  • Role: PI. Funder: Peder Sather. Amount: 21.000 USD
• [2020-2023] Course Recommendation & Learning Analytics for Exchange Students (CERES).
  • Role: PI. Funder: Peder Sather. Amount: 20.000 USD
• [2020-2021] It Takes a Community: The Digital Transformation of UiB (DigiTrans)
  • Role: Theme leader. Funder: University of Bergen. Amount: 900.000 NOK
• [2019-2021] Embracing Data in Educational Systems: The Use of Learning Analytics to Support Students at Risk (RISK)
  • Role: PI. Funder: Peder Sather. Amount: 25.000 USD