-
1
-
-
80052178836
-
Drawing to learn in science
-
Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science, 333(6046), 1096-1097.
-
(2011)
Science
, vol.333
, Issue.6046
, pp. 1096-1097
-
-
Ainsworth, S.1
Prain, V.2
Tytler, R.3
-
2
-
-
84934988238
-
Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance
-
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance. Computers in Human Behavior, 52, 293-306. doi: 10.1016/j.chb.2015.05.038
-
(2015)
Computers in Human Behavior
, vol.52
, pp. 293-306
-
-
Bannert, M.1
Sonnenberg, C.2
Mengelkamp, C.3
Pieger, E.4
-
3
-
-
0002232166
-
From practice fields to communities of practice
-
D. H. Jonassen & S. M. Land (Eds.), Mahwah, NJ: Lawrence Erlbaum Associates
-
Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In D. H. Jonassen & S. M. Land (Eds.), Theoretical Foundations of Learning Environments (pp. 25-55). Mahwah, NJ: Lawrence Erlbaum Associates.
-
(2000)
Theoretical Foundations of Learning Environments
, pp. 25-55
-
-
Barab, S.A.1
Duffy, T.M.2
-
4
-
-
0042018700
-
Designing system dualities: Characterizing a web-supported professional development community
-
Barab, S. A., MaKinster, J. G., & Scheckler, R. (2003). Designing system dualities: Characterizing a web-supported professional development community. The Information Society, 19(3), 237-256. doi: 10.1080/01972240309466
-
(2003)
The Information Society
, vol.19
, Issue.3
, pp. 237-256
-
-
Barab, S.A.1
MaKinster, J.G.2
Scheckler, R.3
-
5
-
-
0002614166
-
Using argumentation representation to make thinking visible for individuals and groups
-
R. Hall, N. Miyake, & N. Enyedy (Eds.), Toronto, ON: International Society of the Learning Sciences
-
Bell, P. (1997). Using argumentation representation to make thinking visible for individuals and groups. In R. Hall, N. Miyake, & N. Enyedy (Eds.), Proceedings of the 2nd international conference on computer support for collaborative learning (pp. 10-19). Toronto, ON: International Society of the Learning Sciences.
-
(1997)
Proceedings of the 2nd international conference on computer support for collaborative learning
, pp. 10-19
-
-
Bell, P.1
-
6
-
-
84941742367
-
Inferring mindful cognitive-processing of peer-feedback via eye-tracking: Role of feedback-characteristics, fixation-durations and transitions
-
Bolzer, M., Strijbos, J. W., & Fischer, F. (2015). Inferring mindful cognitive-processing of peer-feedback via eye-tracking: Role of feedback-characteristics, fixation-durations and transitions. Journal of Computer Assisted Learning, 31(5), 422-434. doi: 10.1111/jcal.12091
-
(2015)
Journal of Computer Assisted Learning
, vol.31
, Issue.5
, pp. 422-434
-
-
Bolzer, M.1
Strijbos, J.W.2
Fischer, F.3
-
7
-
-
85049290212
-
Knowledge building: Theory, design, and analysis
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
Chan, C., & van Aalst, J. (2018). Knowledge building: Theory, design, and analysis. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 295-307). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 295-307
-
-
Chan, C.1
van Aalst, J.2
-
9
-
-
85018336847
-
Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics
-
Collins, A., Brown, J. S., & Newman, S. E. (1988). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. Thinking: The Journal of Philosophy for Children, 8(1), 2-10.
-
(1988)
Thinking: The Journal of Philosophy for Children
, vol.8
, Issue.1
, pp. 2-10
-
-
Collins, A.1
Brown, J.S.2
Newman, S.E.3
-
10
-
-
84954116729
-
Cognitive apprenticeship
-
R. K. Sawyer (Ed.), 2nd ed, New York: Cambridge University Press
-
Collins, A., & Kapur, M. (2014). Cognitive apprenticeship. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 109-127). New York: Cambridge University Press.
-
(2014)
The Cambridge handbook of the learning sciences
, pp. 109-127
-
-
Collins, A.1
Kapur, M.2
-
11
-
-
85048674336
-
Cognitive and sociocultural perspective on learning: Tensions and synergy in the Learning Sciences
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
Danish, J., & Gresalfi, M. (2018). Cognitive and sociocultural perspective on learning: Tensions and synergy in the Learning Sciences. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 34-43). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 34-43
-
-
Danish, J.1
Gresalfi, M.2
-
12
-
-
85049287266
-
Simulations, games, and modeling tools for learning
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
de Jong, T., Lazonder, A., Pedaste, M., & Zacharia, Z. (2018). Simulations, games, and modeling tools for learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences. New York: Routledge.
-
(2018)
International handbook of the learning sciences.
-
-
de Jong, T.1
Lazonder, A.2
Pedaste, M.3
Zacharia, Z.4
-
13
-
-
84900029619
-
Legitimate peripheral participation in communities of practice: Participation support structures for newcomers in faculty student councils
-
Eberle, J., Stegmann, K., & Fischer, F. (2014). Legitimate peripheral participation in communities of practice: Participation support structures for newcomers in faculty student councils. Journal of the Learning Sciences, 23(2), 216-244. doi: 10.1080/10508406.2014.883978
-
(2014)
Journal of the Learning Sciences
, vol.23
, Issue.2
, pp. 216-244
-
-
Eberle, J.1
Stegmann, K.2
Fischer, F.3
-
14
-
-
85049296212
-
Moving beyond case studies: Applying social network analysis to study learning-as-participation
-
Eberle, J., Stegmann, K., & Fischer, F. (2015). Moving beyond case studies: Applying social network analysis to study learning-as-participation. Learning: Research and Practice, 1(2), 100-112. doi: 10.1080/23735082.2015.1028712
-
(2015)
Learning: Research and Practice
, vol.1
, Issue.2
, pp. 100-112
-
-
Eberle, J.1
Stegmann, K.2
Fischer, F.3
-
15
-
-
84908364597
-
Toward the development of a metacognition construct for communities of inquiry
-
Garrison, D. R., & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 24, 66-71. doi: 10.1016/j.iheduc.2014.10.001
-
(2015)
The Internet and Higher Education
, vol.24
, pp. 66-71
-
-
Garrison, D.R.1
Akyol, Z.2
-
16
-
-
85049292602
-
Learning from multiple sources in a digital society
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
Goldman, S. R., & Brand-Gruwel, S. (2018) Learning from multiple sources in a digital society, In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 86-95). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 86-95
-
-
Goldman, S.R.1
Brand-Gruwel, S.2
-
17
-
-
85049273636
-
Intelligent tutoring systems
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
Graesser, A. C., Hu, X., & Sottilare, R. (2018). Intelligent tutoring systems. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 246-255). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 246-255
-
-
Graesser, A.C.1
Hu, X.2
Sottilare, R.3
-
18
-
-
85084883959
-
Cognition and learning
-
D. C. Berliner & R. C. Calfee (eds.), New York: Simon & Schuster Macmillan
-
Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (eds.), Handbook of educational psychology (pp. 15-46). New York: Simon & Schuster Macmillan.
-
(1996)
Handbook of educational psychology
, pp. 15-46
-
-
Greeno, J.G.1
Collins, A.M.2
Resnick, L.B.3
-
19
-
-
85049286549
-
The Maker Movement and learning
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.) New York: Routledge
-
Halverson, E., & Peppler, K. (2018). The Maker Movement and learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.). International handbook of the learning sciences (pp. 285-294). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 285-294
-
-
Halverson, E.1
Peppler, K.2
-
20
-
-
84942019878
-
Enhancing diagnostic competence with self-explanation prompts and adaptable feedback
-
Heitzmann, N., Fischer, F., Kühne-Eversmann, L., & Fischer, M. R. (2015). Enhancing diagnostic competence with self-explanation prompts and adaptable feedback. Medical Education, 49(10), 993-1003. doi: 10.1111/medu.12778
-
(2015)
Medical Education
, vol.49
, Issue.10
, pp. 993-1003
-
-
Heitzmann, N.1
Fischer, F.2
Kühne-Eversmann, L.3
Fischer, M.R.4
-
21
-
-
85049276544
-
Learning through problem solving
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
Hmelo-Silver, C. E., Kapur, M., & Hamstra, M. (2018) Learning through problem solving. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 210-220). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 210-220
-
-
Hmelo-Silver, C.E.1
Kapur, M.2
Hamstra, M.3
-
22
-
-
85031776937
-
The Learning Sciences: Where they came from and what it means for instructional designers
-
R. A. Reiser (Ed.), 3rd ed, Boston, MA: Pearson
-
Hoadley, C., & van Heneghan, J. P. (2012). The Learning Sciences: Where they came from and what it means for instructional designers. In R. A. Reiser (Ed.), Trends and issues in instructional design and technology (3rd ed., pp. 53-63). Boston, MA: Pearson.
-
(2012)
Trends and issues in instructional design and technology
, pp. 53-63
-
-
Hoadley, C.1
van Heneghan, J.P.2
-
23
-
-
84862131080
-
Productive failure in learning from generation and invention activities
-
Kapur, M., & Rummel, N. (2012). Productive failure in learning from generation and invention activities. Instructional Science, 40(4), 645-650. doi: 10.1007/s11251-012-9235-4
-
(2012)
Instructional Science
, vol.40
, Issue.4
, pp. 645-650
-
-
Kapur, M.1
Rummel, N.2
-
24
-
-
33744807434
-
Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teach-ing
-
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teach-ing. Educational Psychologist, 41(2), 75-86. doi: 10.1207/s15326985ep4102_1
-
(2006)
Educational Psychologist
, vol.41
, Issue.2
, pp. 75-86
-
-
Kirschner, P.A.1
Sweller, J.2
Clark, R.E.3
-
25
-
-
84884815774
-
Orchestration is nothing without conducting-but arranging ties the two together! A response to Dillenbourg (2011)
-
Kollar, I., & Fischer, F. (2013). Orchestration is nothing without conducting-but arranging ties the two together! A response to Dillenbourg (2011). Computers & Education, 69, 507-509.
-
(2013)
Computers & Education
, vol.69
, pp. 507-509
-
-
Kollar, I.1
Fischer, F.2
-
26
-
-
85049281332
-
Scaffolding and scripting (computer-supported) collaborative learn-ing
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
Kollar, I., Wecker, C., & Fischer, F. (2018). Scaffolding and scripting (computer-supported) collaborative learn-ing. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 340-350). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 340-350
-
-
Kollar, I.1
Wecker, C.2
Fischer, F.3
-
27
-
-
80051779127
-
Novice teachers learning through participation in a teacher study group
-
Lambson, D. (2010). Novice teachers learning through participation in a teacher study group. Teaching and Teacher Education, 26(8), 1660-1668. doi: 10.1016/j.tate.2010.06.017
-
(2010)
Teaching and Teacher Education
, vol.26
, Issue.8
, pp. 1660-1668
-
-
Lambson, D.1
-
29
-
-
24144443197
-
Knowledge communities and knowledge collectivities: A typology of knowledge work in groups
-
Lindkvist, L. (2005). Knowledge communities and knowledge collectivities: A typology of knowledge work in groups. Journal of Management Review, 42(6), 1189-1210.
-
(2005)
Journal of Management Review
, vol.42
, Issue.6
, pp. 1189-1210
-
-
Lindkvist, L.1
-
30
-
-
85049271902
-
Inquiry learning and opportunities for tech-nology
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
Linn, M. C., McElhaney, K. W., Gerard, L., & Matuk, C. (2018). Inquiry learning and opportunities for tech-nology. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 221-233). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 221-233
-
-
Linn, M.C.1
McElhaney, K.W.2
Gerard, L.3
Matuk, C.4
-
31
-
-
84978539269
-
Towards a theory of when and how problem solving followed by instruction supports learning
-
Loibl, K., Roll, I., & Rummel, N. (2016). Towards a theory of when and how problem solving followed by instruction supports learning. Educational Psychology Review, 26(4), 435. doi: 10.1007/s10648-016-9379-x
-
(2016)
Educational Psychology Review
, vol.26
, Issue.4
, pp. 435
-
-
Loibl, K.1
Roll, I.2
Rummel, N.3
-
32
-
-
85049286912
-
Productive failure as strategy against the double curse of incompetence
-
Loibl, K., & Rummel, N. (2015). Productive failure as strategy against the double curse of incompetence. Learning: Research and Practice, 1(2), 113-121. doi: 10.1080/23735082.2015.1071231
-
(2015)
Learning: Research and Practice
, vol.1
, Issue.2
, pp. 113-121
-
-
Loibl, K.1
Rummel, N.2
-
33
-
-
5644275505
-
On becoming a witch: Learning in a marginalized community of practice
-
Merriam, S. B., Courtenay, B., & Baumgartner, L. (2003). On becoming a witch: Learning in a marginalized community of practice. Adult Education Quarterly, 53(3), 170-188.
-
(2003)
Adult Education Quarterly
, vol.53
, Issue.3
, pp. 170-188
-
-
Merriam, S.B.1
Courtenay, B.2
Baumgartner, L.3
-
34
-
-
84884296487
-
Using heuristic worked examples to promote inquiry-based learning
-
Mulder, Y. G., Lazonder, A. W., & Jong, T. de. (2014). Using heuristic worked examples to promote inquiry-based learning. Learning and Instruction, 29, 56-64. doi: 10.1016/j.learninstruc.2013.08.001
-
(2014)
Learning and Instruction
, vol.29
, pp. 56-64
-
-
Mulder, Y.G.1
Lazonder, A.W.2
Jong, T.3
-
35
-
-
85032380588
-
Quantitative analysis of newcomer integration in MMORPG communities
-
Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk, & N.-S. Chen (Eds.), Singapore: Springer Singapore
-
Nistor, N. (2016). Quantitative analysis of newcomer integration in MMORPG communities. In Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk, & N.-S. Chen (Eds.), Lecture Notes in Educational Technology. State-of-the-Art and Future Directions of Smart Learning (pp. 131-136). Singapore: Springer Singapore. doi: 10.1007/978-981-287-868-7_15
-
(2016)
Lecture Notes in Educational Technology. State-of-the-Art and Future Directions of Smart Learning
, pp. 131-136
-
-
Nistor, N.1
-
36
-
-
12744254046
-
Models of innovative knowledge communities and three metaphors of learning
-
Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557-576. doi: 10.3102/00346543074004557
-
(2004)
Review of Educational Research
, vol.74
, Issue.4
, pp. 557-576
-
-
Paavola, S.1
Lipponen, L.2
Hakkarainen, K.3
-
37
-
-
84925821871
-
Successful learning with multiple graphical representations and self-explanation prompts
-
Rau, M. A., Aleven, V., & Rummel, N. (2015). Successful learning with multiple graphical representations and self-explanation prompts. Journal of Educational Psychology, 107(1), 30-46. doi: 10.1037/a0037211
-
(2015)
Journal of Educational Psychology
, vol.107
, Issue.1
, pp. 30-46
-
-
Rau, M.A.1
Aleven, V.2
Rummel, N.3
-
38
-
-
85049288438
-
Expertise
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
Reimann, P., & Markauskaite, L. (2018). Expertise. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 54-63). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 54-63
-
-
Reimann, P.1
Markauskaite, L.2
-
40
-
-
0001935817
-
Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship
-
J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Cambridge: Cambridge University Press
-
Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). Cambridge: Cambridge University Press.
-
(1995)
Sociocultural studies of mind
, pp. 139-164
-
-
Rogoff, B.1
-
41
-
-
0003418175
-
-
Rogoff, B., Mystry, J., Göncü, A., & Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development, 236.
-
(1993)
Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development
, pp. 236
-
-
Rogoff, B.1
Mystry, J.2
Göncü, A.3
Mosier, C.4
-
42
-
-
0242593727
-
Firsthand learning through intent participation
-
Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chavez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54, 175-203. doi: 10.1146/annurev.psych.54.101601.145118
-
(2003)
Annual Review of Psychology
, vol.54
, pp. 175-203
-
-
Rogoff, B.1
Paradise, R.2
Arauz, R.M.3
Correa-Chavez, M.4
Angelillo, C.5
-
43
-
-
70649088958
-
Legitimate peripheral participation and home education
-
Safran, L. (2010). Legitimate peripheral participation and home education. Teaching and Teacher Education, 26(1), 107-112. doi: 10.1016/j.tate.2009.06.002
-
(2010)
Teaching and Teacher Education
, vol.26
, Issue.1
, pp. 107-112
-
-
Safran, L.1
-
45
-
-
85049268386
-
Computer-supported argumentation and learning
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
Schwarz, B. B. (2018). Computer-supported argumentation and learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 318-329). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 318-329
-
-
Schwarz, B.B.1
-
46
-
-
3042827902
-
On two metaphors for learning and the dangers of choosing just one
-
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13. doi: 10.3102/0013189X027002004
-
(1998)
Educational Researcher
, vol.27
, Issue.2
, pp. 4-13
-
-
Sfard, A.1
-
47
-
-
85049291023
-
Collective inquiry in communities of learners
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
Slotta, J. D., Quintana, R., & Moher, T. (2018). Collective inquiry in communities of learners. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 308-317). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 308-317
-
-
Slotta, J.D.1
Quintana, R.2
Moher, T.3
-
48
-
-
0002509486
-
Cognitive flexibility, constructivism, and hypertext: Random access instruction for knowledge acquisition in ill-structured domains
-
Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instruction for knowledge acquisition in ill-structured domains. Educational Technology, 31(5), 24-33.
-
(1991)
Educational Technology
, vol.31
, Issue.5
, pp. 24-33
-
-
Spiro, R.J.1
Feltovich, P.J.2
Jacobson, M.J.3
Coulson, R.L.4
-
49
-
-
85049294021
-
Research on scaffolding in the learning sciences: A methodological perspective
-
F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), New York: Routledge
-
Tabak, I., & Kyza., E. (2018). Research on scaffolding in the learning sciences: A methodological perspective. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 191-200). New York: Routledge.
-
(2018)
International handbook of the learning sciences
, pp. 191-200
-
-
Tabak, I.1
Kyza, E.2
-
50
-
-
84961795006
-
Socio-cognitive scaffolding with computer-supported collaboration scripts: A meta-analysis
-
Advance online publication
-
Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2016). Socio-cognitive scaffolding with computer-supported collaboration scripts: A meta-analysis. Educational Psychology Review. Advance online publication. doi: 10.1007/s10648-016-9361-7
-
(2016)
Educational Psychology Review.
-
-
Vogel, F.1
Wecker, C.2
Kollar, I.3
Fischer, F.4
|