Are two heads always better than one? Differential effects of collaboration on students’ computer-supported learning in mathematics-Reference-Cited by-同舟云学术

Are two heads always better than one? Differential effects of collaboration on students’ computer-supported learning in mathematics

Published:2011-06-11 Issue:3 Volume:6 Page:421-443
ISSN:1556-1607
Container-title:International Journal of Computer-Supported Collaborative Learning
language:en
Short-container-title:Computer Supported Learning

Author:

Mullins Dejana,Rummel Nikol,Spada Hans

Publisher

Springer Science and Business Media LLC

Subject

Human-Computer Interaction,Education

Link

http://link.springer.com/content/pdf/10.1007/s11412-011-9122-z.pdf

Reference48 articles.

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2. Anderson, J. R. (1983). The architecture of cognition. Cambridge: Harvard University Press.

3. Avouris, N., Fiotakis, G., Kahrimanis, G., Margaritis, M., & Komis, V. (2007). Beyond logging of fingertip actions: analysis of collaborative learning using multiple sources of data. Journal of Interactive Learning Research JILR, 18(2), 231–250.

4. Baker, R. S., Corbett, A. T., & Koedinger, K. R. (2004). Detecting student misuse of intelligent tutoring systems. Paper presented at the Proceedings of the 7th International Conference on Intelligent Tutoring Systems.

5. Berg, K. F. (1994). Scripted cooperation in high school mathematics: Peer interaction and achievement. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, Louisana.

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