메뉴 건너뛰기




Volumn 8, Issue 1, 2013, Pages 113-144

Enhancing student knowledge acquisition from online learning conversations

Author keywords

Anchored discussion; Annotation functionality; Coordination; Individual learning outcomes; Interaction cost; Knowledge construction; Online social interaction

Indexed keywords


EID: 84874433288     PISSN: 15561607     EISSN: 15561615     Source Type: Journal    
DOI: 10.1007/s11412-012-9163-y     Document Type: Article
Times cited : (53)

References (98)
  • 1
    • 17244380154 scopus 로고    scopus 로고
    • Sharing expertise: The next step for knowledge management
    • V. Wulf and M. H. Huysman (Eds.), Cambridge: MIT
    • Ackerman, M. S., & Halverson, C. (2004). Sharing expertise: The next step for knowledge management. In V. Wulf & M. H. Huysman (Eds.), Social capital and information technology (pp. 273-299). Cambridge: MIT.
    • (2004) Social Capital and Information Technology , pp. 273-299
    • Ackerman, M.S.1    Halverson, C.2
  • 2
    • 78249244313 scopus 로고    scopus 로고
    • The "power" of text production activity in collaborative modelling: Nine recommendations to make a computer supported situation work
    • M. Baker, P. Brna, K. Stenning, and A. Tiberghien (Eds.), Mahwah: Lawrence Erlbaum Associates
    • Alamargot, D., & Andriessen, J. (2002). The "power" of text production activity in collaborative modelling: Nine recommendations to make a computer supported situation work. In M. Baker, P. Brna, K. Stenning, & A. Tiberghien (Eds.), The role of communication in learning to model (pp. 275-302). Mahwah: Lawrence Erlbaum Associates.
    • (2002) The Role of Communication in Learning to Model , pp. 275-302
    • Alamargot, D.1    Andriessen, J.2
  • 3
    • 59049089220 scopus 로고    scopus 로고
    • Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences
    • Amadieu, F., Tricot, A., & Mariné, C. (2009). Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences. Computers in Human Behavior, 25(2), 381-388.
    • (2009) Computers in Human Behavior , vol.25 , Issue.2 , pp. 381-388
    • Amadieu, F.1    Tricot, A.2    Mariné, C.3
  • 5
    • 33750513435 scopus 로고    scopus 로고
    • Using subjective measures to detect variations of intrinsic cognitive load within problems
    • Ayres, P. (2006). Using subjective measures to detect variations of intrinsic cognitive load within problems. Learning and Instruction, 16(5), 389-400.
    • (2006) Learning and Instruction , vol.16 , Issue.5 , pp. 389-400
    • Ayres, P.1
  • 11
    • 84857494196 scopus 로고    scopus 로고
    • The community of inquiry instrument: Validation and results in online health care disciplines
    • Carlon, S., Woods, D. B., Berg, B., Claywell, L., LeDuc, K., Marcisz, N., et al. (2012). The community of inquiry instrument: Validation and results in online health care disciplines. Computers in Education, 59(2), 215-221.
    • (2012) Computers in Education , vol.59 , Issue.2 , pp. 215-221
    • Carlon, S.1    Woods, D.B.2    Berg, B.3    Claywell, L.4    LeDuc, K.5    Marcisz, N.6
  • 12
    • 59049088701 scopus 로고    scopus 로고
    • Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load
    • Cierniak, G., Scheiter, K., & Gerjects, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load. Computers in Human Behavior, 25(2), 315-324.
    • (2009) Computers in Human Behavior , vol.25 , Issue.2 , pp. 315-324
    • Cierniak, G.1    Scheiter, K.2    Gerjects, P.3
  • 13
    • 0022671781 scopus 로고
    • Referring as a collaborative process
    • Clark, H. H., & Wilkes-Gibbs, D. (1986). Referring as a collaborative process. Cognition, 22(1), 1-39.
    • (1986) Cognition , vol.22 , Issue.1 , pp. 1-39
    • Clark, H.H.1    Wilkes-Gibbs, D.2
  • 14
    • 1542591259 scopus 로고    scopus 로고
    • Stimulation collaboration and discussion in online learning environments
    • Clark, J. (2001). Stimulation collaboration and discussion in online learning environments. Internet and Higher Education, 4(2), 119-124.
    • (2001) Internet and Higher Education , vol.4 , Issue.2 , pp. 119-124
    • Clark, J.1
  • 15
    • 38749106222 scopus 로고    scopus 로고
    • Collaborative knowledge construction in the web supported by the KnowCat system
    • Cobos, R., & Pifarré, M. (2008). Collaborative knowledge construction in the web supported by the KnowCat system. Computers in Education, 50(3), 962-978.
    • (2008) Computers in Education , vol.50 , Issue.3 , pp. 962-978
    • Cobos, R.1    Pifarré, M.2
  • 19
    • 38149096295 scopus 로고    scopus 로고
    • Looking for evidence of learning: Assessment and analysis methods for online discourse
    • Dennen, V. (2008). Looking for evidence of learning: Assessment and analysis methods for online discourse. Computers in Human Behavior, 24(2), 205-219.
    • (2008) Computers in Human Behavior , vol.24 , Issue.2 , pp. 205-219
    • Dennen, V.1
  • 22
    • 57849152885 scopus 로고    scopus 로고
    • Visualizing the sequential process of knowledge elaboration in computer-supported collaborative problem solving
    • Ding, N. (2009). Visualizing the sequential process of knowledge elaboration in computer-supported collaborative problem solving. Computers in Education, 52(2), 509-519.
    • (2009) Computers in Education , vol.52 , Issue.2 , pp. 509-519
    • Ding, N.1
  • 24
    • 11144256239 scopus 로고    scopus 로고
    • Coordination processes in computer supported collaborative writing
    • Erkens, G., Jaspers, J., Prangsma, M., & Kanselaar, G. (2005). Coordination processes in computer supported collaborative writing. Computers in Human Behavior, 21(3), 463-486.
    • (2005) Computers in Human Behavior , vol.21 , Issue.3 , pp. 463-486
    • Erkens, G.1    Jaspers, J.2    Prangsma, M.3    Kanselaar, G.4
  • 28
    • 34548392783 scopus 로고    scopus 로고
    • Researching the community of inquiry framework: Review, issues and future directions
    • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues and future directions. The Internet and Higher Education, 10(3), 157-172.
    • (2007) The Internet and Higher Education , vol.10 , Issue.3 , pp. 157-172
    • Garrison, D.R.1    Arbaugh, J.B.2
  • 29
    • 76349110120 scopus 로고    scopus 로고
    • Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework
    • Garrison, D. R., Innes, M. C., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13(1-2), 31-36.
    • (2010) Internet and Higher Education , vol.13 , Issue.1-2 , pp. 31-36
    • Garrison, D.R.1    Innes, M.C.2    Fung, T.S.3
  • 30
    • 0000764442 scopus 로고
    • Social presence theory and implications for interaction and collaborative learning in computer conferences
    • Gunawardena, C. N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2), 147-166.
    • (1995) International Journal of Educational Telecommunications , vol.1 , Issue.2 , pp. 147-166
    • Gunawardena, C.N.1
  • 31
    • 0041028934 scopus 로고    scopus 로고
    • Effective discussion through a computer-mediated anchored forum
    • Guzdial, M., & Turns, J. (2000). Effective discussion through a computer-mediated anchored forum. The Journal of the Learning Sciences, 9(4), 437-469.
    • (2000) The Journal of the Learning Sciences , vol.9 , Issue.4 , pp. 437-469
    • Guzdial, M.1    Turns, J.2
  • 32
    • 33744913802 scopus 로고    scopus 로고
    • Sharing and constructing perspectives in web-based conferencing
    • Häkkinen, P., & Järvelä, S. (2006). Sharing and constructing perspectives in web-based conferencing. Computers in Education, 47(4), 433-447.
    • (2006) Computers in Education , vol.47 , Issue.4 , pp. 433-447
    • Häkkinen, P.1    Järvelä, S.2
  • 33
    • 0034441727 scopus 로고    scopus 로고
    • Shift happens online education as a new paradigm in learning
    • Harasim, L. (2000). Shift happens online education as a new paradigm in learning. The Internet and Higher Education, 3(1-2), 41-61.
    • (2000) The Internet and Higher Education , vol.3 , Issue.1-2 , pp. 41-61
    • Harasim, L.1
  • 34
    • 84868302038 scopus 로고    scopus 로고
    • PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling
    • Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling. Manuscript submitted for publication. http://www. afhayes. com/public/process2012. pdf.
    • (2012) Manuscript submitted for publication
    • Hayes, A.F.1
  • 35
    • 70949095633 scopus 로고    scopus 로고
    • Beyond baron and kenny: Statistical mediation analysis in the new millennium
    • Hayes, A. F. (2009). Beyond baron and kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408-420.
    • (2009) Communication Monographs , vol.76 , Issue.4 , pp. 408-420
    • Hayes, A.F.1
  • 36
    • 34250756132 scopus 로고    scopus 로고
    • Answering the call for a standard reliability measure for coding data
    • Hayes, A. F., & Krippendorff, K. (2007). Answering the call for a standard reliability measure for coding data. Communication Methods and Measures, 1(1), 77-89.
    • (2007) Communication Methods and Measures , vol.1 , Issue.1 , pp. 77-89
    • Hayes, A.F.1    Krippendorff, K.2
  • 38
    • 0038801666 scopus 로고    scopus 로고
    • How habitual online practices affect the development of asynchronous discussion threads
    • Hewitt, J. (2003). How habitual online practices affect the development of asynchronous discussion threads. Journal of Educational Computing Research, 28(1), 31-45.
    • (2003) Journal of Educational Computing Research , vol.28 , Issue.1 , pp. 31-45
    • Hewitt, J.1
  • 39
    • 27744548375 scopus 로고    scopus 로고
    • Toward an understanding of how threads die in asynchronous computer conferences
    • Hewitt, J. (2005). Toward an understanding of how threads die in asynchronous computer conferences. The Journal of the Learning Sciences, 14(4), 567-589.
    • (2005) The Journal of the Learning Sciences , vol.14 , Issue.4 , pp. 567-589
    • Hewitt, J.1
  • 40
    • 0041964123 scopus 로고    scopus 로고
    • Measuring the importance of collaborative learning for the effectiveness of ALN: A multi-measure, multi-method approach
    • Hiltz, S. R., Coppola, N., Rotter, N., & Turoff, M. (2000). Measuring the importance of collaborative learning for the effectiveness of ALN: A multi-measure, multi-method approach. Journal of Asynchronous Learning Networks, 4(2), 103-125.
    • (2000) Journal of Asynchronous Learning Networks , vol.4 , Issue.2 , pp. 103-125
    • Hiltz, S.R.1    Coppola, N.2    Rotter, N.3    Turoff, M.4
  • 41
    • 67349116078 scopus 로고    scopus 로고
    • Fostering argumentative knowledge construction through enactive role play in Second Life
    • Jamaludin, A., Chee, Y., & Mei Lin Ho, C. (2009). Fostering argumentative knowledge construction through enactive role play in Second Life. Computers in Education, 53(2), 317-329.
    • (2009) Computers in Education , vol.53 , Issue.2 , pp. 317-329
    • Jamaludin, A.1    Chee, Y.2    Mei Lin Ho, C.3
  • 42
    • 33846117835 scopus 로고    scopus 로고
    • Visualization of agreement and discussion processes during computer-supported collaborative learning
    • Janssen, J., Erkens, G., & Kanselaar, G. (2007). Visualization of agreement and discussion processes during computer-supported collaborative learning. Computers in Human Behavior, 23(3), 1105-1125.
    • (2007) Computers in Human Behavior , vol.23 , Issue.3 , pp. 1105-1125
    • Janssen, J.1    Erkens, G.2    Kanselaar, G.3
  • 43
    • 77952553215 scopus 로고    scopus 로고
    • Making the black box of collaborative learning transparent: Combining process-oriented and cognitive load approaches
    • Janssen, J., Kirschner, F., Erkens, G., Kirschner, P. A., & Paas, F. (2010). Making the black box of collaborative learning transparent: Combining process-oriented and cognitive load approaches. Educational Psychology Review, 22(2), 139-154.
    • (2010) Educational Psychology Review , vol.22 , Issue.2 , pp. 139-154
    • Janssen, J.1    Kirschner, F.2    Erkens, G.3    Kirschner, P.A.4    Paas, F.5
  • 44
    • 49749092364 scopus 로고    scopus 로고
    • How day of posting affects level of critical discourse in asynchronous discussions and computer supported collaborative argumentation
    • Jeong, A., & Frazier, S. (2008). How day of posting affects level of critical discourse in asynchronous discussions and computer supported collaborative argumentation. British Journal of Educational Technology, 39(5), 875-887.
    • (2008) British Journal of Educational Technology , vol.39 , Issue.5 , pp. 875-887
    • Jeong, A.1    Frazier, S.2
  • 45
    • 79952194494 scopus 로고    scopus 로고
    • Temporality matters: Advancing a method for analyzing problem-solving processes in a computer-supported collaborative environment
    • Kapur, M. (2011). Temporality matters: Advancing a method for analyzing problem-solving processes in a computer-supported collaborative environment. International Journal of Computer-Supported Collaborative Learning, 6(1), 39-56.
    • (2011) International Journal of Computer-Supported Collaborative Learning , vol.6 , Issue.1 , pp. 39-56
    • Kapur, M.1
  • 46
    • 34548484133 scopus 로고    scopus 로고
    • Examining the effect of problem type in a synchronous computer-supported collaborative learning (CSCL) environment
    • Kapur, M., & Kinzer, C. K. (2007). Examining the effect of problem type in a synchronous computer-supported collaborative learning (CSCL) environment. Educational Technology Research and Development, 55(5), 439-459.
    • (2007) Educational Technology Research and Development , vol.55 , Issue.5 , pp. 439-459
    • Kapur, M.1    Kinzer, C.K.2
  • 47
    • 36549063792 scopus 로고    scopus 로고
    • Scripting collaborative learning processes: A cognitive perspective
    • doi: 10. 1007/978-0-387-36949-5_2
    • King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. Scripting computer-supported collaborative learning, 13-37. doi: 10. 1007/978-0-387-36949-5_2.
    • (2007) Scripting computer-supported collaborative learning , pp. 13-37
    • King, A.1
  • 48
    • 0036004571 scopus 로고    scopus 로고
    • Structuring peer interaction to promote high-level cognitive processing
    • King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory into Practice, 41(1), 33-39.
    • (2002) Theory into Practice , vol.41 , Issue.1 , pp. 33-39
    • King, A.1
  • 50
    • 61449213872 scopus 로고    scopus 로고
    • A cognitive load approach to collaborative learning: United brains for complex tasks
    • Kirschner, F., Paas, F., & Kirschner, P. A. (2009a). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21(1), 31-42.
    • (2009) Educational Psychology Review , vol.21 , Issue.1 , pp. 31-42
    • Kirschner, F.1    Paas, F.2    Kirschner, P.A.3
  • 51
    • 59049093316 scopus 로고    scopus 로고
    • Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency
    • Kirschner, F., Paas, F., & Kirschner, P. A. (2009b). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25(2), 306-314.
    • (2009) Computers in Human Behavior , vol.25 , Issue.2 , pp. 306-314
    • Kirschner, F.1    Paas, F.2    Kirschner, P.A.3
  • 56
    • 12344315003 scopus 로고    scopus 로고
    • A comparison of short-term and long-term retention: Lecture combined with discussion versus cooperative learning
    • Morgan, R., Whorton, J., & Gunsalus, C. (2000). A comparison of short-term and long-term retention: Lecture combined with discussion versus cooperative learning. Journal of Instructional Psychology, 27(1), 53-58.
    • (2000) Journal of Instructional Psychology , vol.27 , Issue.1 , pp. 53-58
    • Morgan, R.1    Whorton, J.2    Gunsalus, C.3
  • 57
    • 84858376539 scopus 로고    scopus 로고
    • Explicit referencing in chat supports collaborative learning
    • T. Kosschmann, D. Suthers, and T. W. Chan (Eds.), Mahwah: Lawrance Erlbaum
    • Mühlpfordt, M., & Wessner, M. (2005). Explicit referencing in chat supports collaborative learning. In T. Kosschmann, D. Suthers, & T. W. Chan (Eds.), Computer supported collaborative learning: The next 10 years (pp. 460-469). Mahwah: Lawrance Erlbaum.
    • (2005) Computer Supported Collaborative Learning: The Next 10 Years , pp. 460-469
    • Mühlpfordt, M.1    Wessner, M.2
  • 58
    • 77956269117 scopus 로고    scopus 로고
    • Reading between the lines: Understanding the role of latent content in the analysis of online asynchronous discussions
    • Murphy, E., & Manzanares, R. M. A. (2005). Reading between the lines: Understanding the role of latent content in the analysis of online asynchronous discussions. International Journal of Instructional Technology and Distance Learning, 2(6), 23-32.
    • (2005) International Journal of Instructional Technology and Distance Learning , vol.2 , Issue.6 , pp. 23-32
    • Murphy, E.1    Manzanares, R.M.A.2
  • 59
    • 0005487767 scopus 로고    scopus 로고
    • Reinventing class discussion online
    • Murray, B. (2000). Reinventing class discussion online. Monitor on Psychology, 31(4), 54-56.
    • (2000) Monitor on Psychology , vol.31 , Issue.4 , pp. 54-56
    • Murray, B.1
  • 60
    • 69949083406 scopus 로고    scopus 로고
    • Strategies for collaborative writing and phases of knowledge construction in CSCL environments
    • Onrubia, J., & Engel, A. (2009). Strategies for collaborative writing and phases of knowledge construction in CSCL environments. Computers in Education, 53(4), 1256-1265.
    • (2009) Computers in Education , vol.53 , Issue.4 , pp. 1256-1265
    • Onrubia, J.1    Engel, A.2
  • 61
    • 33846580222 scopus 로고
    • Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach
    • Paas, F. G. W. C., & van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122-133.
    • (1994) Journal of Educational Psychology , vol.86 , Issue.1 , pp. 122-133
    • Paas, F.G.W.C.1    van Merriënboer, J.J.G.2
  • 62
    • 0742320788 scopus 로고    scopus 로고
    • Analyzing student interactions and meaning construction in computer bulletin board discussions
    • Pena-Shaff, J., & Nicholls, C. (2004). Analyzing student interactions and meaning construction in computer bulletin board discussions. Computers in Education, 42(3), 243-265.
    • (2004) Computers in Education , vol.42 , Issue.3 , pp. 243-265
    • Pena-Shaff, J.1    Nicholls, C.2
  • 63
    • 34247116422 scopus 로고    scopus 로고
    • Supporting discourse in a synchronous learning environment: The learning protocol approach
    • G. Stahl (Ed.), Hillsdale: Lawrence Erlbaum
    • Pfister, H. R., & Mühlpfordt, M. (2002). Supporting discourse in a synchronous learning environment: The learning protocol approach. In G. Stahl (Ed.), Proceedings of the Conference on Computer Supported Collaborative Learning (pp. 581-582). Hillsdale: Lawrence Erlbaum.
    • (2002) Proceedings of the Conference on Computer Supported Collaborative Learning , pp. 581-582
    • Pfister, H.R.1    Mühlpfordt, M.2
  • 64
    • 84973810320 scopus 로고
    • The good, the bad, and the ugly: The many faces of constructivism
    • Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational researcher, 24(7), 5-12.
    • (1995) Educational researcher , vol.24 , Issue.7 , pp. 5-12
    • Phillips, D.C.1
  • 65
    • 85009202449 scopus 로고    scopus 로고
    • The dynamics of discourse situations
    • In P. Dekker, M. Stokhof (Eds.). University of Amsterdam, ILLC, December
    • Poesio, M., & Muskens, R. (1997). The dynamics of discourse situations. In P. Dekker, M. Stokhof (Eds.), Proceedings of the 11th Amsterdam Colloquium, (pp. 247-252). University of Amsterdam, ILLC, December.
    • (1997) Proceedings of the 11th Amsterdam Colloquium , pp. 247-252
    • Poesio, M.1    Muskens, R.2
  • 66
    • 77956264904 scopus 로고    scopus 로고
    • Promoting (quality) participation in online forums: A study of the use of forums in two online modules at the University of Mauritius
    • Ponnusawmy, H., & Santally, M. I. (2008). Promoting (quality) participation in online forums: A study of the use of forums in two online modules at the University of Mauritius. International Journal of Instructional Technology & Distance Learning, 5(4), 1550-6908.
    • (2008) International Journal of Instructional Technology & Distance Learning , vol.5 , Issue.4 , pp. 1550-6908
    • Ponnusawmy, H.1    Santally, M.I.2
  • 67
    • 44949168308 scopus 로고    scopus 로고
    • Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
    • Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891.
    • (2008) Behavior Research Methods , vol.40 , Issue.3 , pp. 879-891
    • Preacher, K.J.1    Hayes, A.F.2
  • 68
    • 79958851756 scopus 로고    scopus 로고
    • Effect size measures for mediation models: Quantitative strategies for communicating indirect effects
    • Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological methods, 16(2), 93.
    • (2011) Psychological methods , vol.16 , Issue.2 , pp. 93
    • Preacher, K.J.1    Kelley, K.2
  • 70
    • 0000674511 scopus 로고
    • Learning by collaborating: Convergent conceptual change
    • Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. The Journal of the Learning Sciences, 2(3), 235-276.
    • (1992) The Journal of the Learning Sciences , vol.2 , Issue.3 , pp. 235-276
    • Roschelle, J.1
  • 71
    • 84970462636 scopus 로고
    • The concept of mathemagenic activities
    • Rothkopf, E. Z. (1970). The concept of mathemagenic activities. Review of Educational Research, 40(3), 325-336.
    • (1970) Review of Educational Research , vol.40 , Issue.3 , pp. 325-336
    • Rothkopf, E.Z.1
  • 72
    • 35248871108 scopus 로고    scopus 로고
    • A reconsideration of cognitive load theory
    • Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469-508.
    • (2007) Educational Psychology Review , vol.19 , Issue.4 , pp. 469-508
    • Schnotz, W.1    Kürschner, C.2
  • 73
    • 0041167561 scopus 로고    scopus 로고
    • Computers, productive agency, and the effort after shared meaning
    • Schwartz, D. L., & Lin, X. D. (2000). Computers, productive agency, and the effort after shared meaning. Journal of Computing in Higher Education, 12(2), 3-33.
    • (2000) Journal of Computing in Higher Education , vol.12 , Issue.2 , pp. 3-33
    • Schwartz, D.L.1    Lin, X.D.2
  • 74
    • 59049101545 scopus 로고    scopus 로고
    • Community of inquiry as a theoretical framework to foster epistemic engagement and cognitive presence in online education
    • Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster epistemic engagement and cognitive presence in online education. Computers in Education, 52(3), 543-553.
    • (2009) Computers in Education , vol.52 , Issue.3 , pp. 543-553
    • Shea, P.1    Bidjerano, T.2
  • 75
    • 4544355656 scopus 로고    scopus 로고
    • Towards a constructivistic theory of self-directed learning
    • Simons, P. R. J. (2000). Towards a constructivistic theory of self-directed learning. Self-learning, 1-12. http://igitur-archive. library. uu. nl/ivlos/2005-0622-190617/5701. pdf.
    • (2000) Self-learning , pp. 1-12
    • Simons, P.R.J.1
  • 76
    • 77955054749 scopus 로고    scopus 로고
    • Guiding students' online complex learning-task behavior through representational scripting
    • Slof, B., Erkens, G., Kirschner, P. A., Jaspers, J., & Janssen, J. (2010). Guiding students' online complex learning-task behavior through representational scripting. Computers in Human Behavior, 26(5), 927-939.
    • (2010) Computers in Human Behavior , vol.26 , Issue.5 , pp. 927-939
    • Slof, B.1    Erkens, G.2    Kirschner, P.A.3    Jaspers, J.4    Janssen, J.5
  • 77
    • 77956266236 scopus 로고    scopus 로고
    • Fostering complex learning-task performance through scripting student use of computer supported representational tools
    • Slof, B., Erkens, G., Kirschner, P. A., Janssen, J., & Phielix, C. (2010). Fostering complex learning-task performance through scripting student use of computer supported representational tools. Computers in Education, 55(4), 1707-1720.
    • (2010) Computers in Education , vol.55 , Issue.4 , pp. 1707-1720
    • Slof, B.1    Erkens, G.2    Kirschner, P.A.3    Janssen, J.4    Phielix, C.5
  • 81
    • 33748683360 scopus 로고    scopus 로고
    • Technology affordances for intersubjective meaning making: A research agenda for CSCL
    • Suthers, D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1(3), 315-337.
    • (2006) International Journal of Computer-Supported Collaborative Learning , vol.1 , Issue.3 , pp. 315-337
    • Suthers, D.1
  • 84
    • 41649090356 scopus 로고    scopus 로고
    • Beyond threaded discussion: Representational guidance in asynchronous collaborative learning environments
    • Suthers, D., Vatrapu, R., Medina, R., Joseph, S., & Dwyer, N. (2008). Beyond threaded discussion: Representational guidance in asynchronous collaborative learning environments. Computers in Education, 50(4), 1103-1127.
    • (2008) Computers in Education , vol.50 , Issue.4 , pp. 1103-1127
    • Suthers, D.1    Vatrapu, R.2    Medina, R.3    Joseph, S.4    Dwyer, N.5
  • 86
    • 84945136529 scopus 로고
    • Why some material is difficult to learn
    • Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185-233.
    • (1994) Cognition and Instruction , vol.12 , Issue.3 , pp. 185-233
    • Sweller, J.1    Chandler, P.2
  • 88
    • 78650173028 scopus 로고    scopus 로고
    • Attention paid to feedback provided by a computer-based assessment for learning on information literacy
    • Timmers, C., & Veldkamp, B. (2011). Attention paid to feedback provided by a computer-based assessment for learning on information literacy. Computers in Education, 56(3), 923-930.
    • (2011) Computers in Education , vol.56 , Issue.3 , pp. 923-930
    • Timmers, C.1    Veldkamp, B.2
  • 89
    • 0004096846 scopus 로고
    • Cambridge: Cambridge University Press
    • Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press.
    • (1958) The Uses of Argument
    • Toulmin, S.1
  • 92
    • 33745149394 scopus 로고    scopus 로고
    • Context enhancement for co-intentionality and co-reference in asynchronous CMC
    • van der Pol, J., Admiraal, W., & Simons, P. R. J. (2006b). Context enhancement for co-intentionality and co-reference in asynchronous CMC. AI & Society, 20(3), 301-313.
    • (2006) AI & Society , vol.20 , Issue.3 , pp. 301-313
    • van der Pol, J.1    Admiraal, W.2    Simons, P.R.J.3
  • 93
    • 0037412645 scopus 로고    scopus 로고
    • Taking the load off a learners mind: Instructional design for complex learning
    • van Merriënboer, J. P., Kirschner, P. A., & Loesbeth, K. (2003). Taking the load off a learners mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.
    • (2003) Educational Psychologist , vol.38 , Issue.1 , pp. 5-13
    • van Merriënboer, J.P.1    Kirschner, P.A.2    Loesbeth, K.3
  • 96
    • 0034359758 scopus 로고    scopus 로고
    • A cognitive three-process model of computer-mediated group interaction
    • Whitworth, B., Gallupe, B., & McQueen, R. (2000). A cognitive three-process model of computer-mediated group interaction. Group Decision and Negotiation, 9(5), 431-456.
    • (2000) Group Decision and Negotiation , vol.9 , Issue.5 , pp. 431-456
    • Whitworth, B.1    Gallupe, B.2    McQueen, R.3
  • 97
    • 42649119412 scopus 로고    scopus 로고
    • Annotations and the collaborative digital library: Effects of an aligned annotation interface on student argumentation and reading strategies
    • Wolfe, J. (2008). Annotations and the collaborative digital library: Effects of an aligned annotation interface on student argumentation and reading strategies. International Journal of Computer-Supported Collaborative Learning, 3(2), 141-164.
    • (2008) International Journal of Computer-Supported Collaborative Learning , vol.3 , Issue.2 , pp. 141-164
    • Wolfe, J.1
  • 98
    • 41649086098 scopus 로고    scopus 로고
    • Facilitating interactions through structured web-based bulletin boards: A quasi-experimental study on promoting learners' critical thinking skills
    • Yang, Y., Newby, T., & Robert, B. (2008). Facilitating interactions through structured web-based bulletin boards: A quasi-experimental study on promoting learners' critical thinking skills. Computers in Education, 50(4), 1572-1585.
    • (2008) Computers in Education , vol.50 , Issue.4 , pp. 1572-1585
    • Yang, Y.1    Newby, T.2    Robert, B.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.