Enhancing student learning and achievement through orchestration of group processes and group composition

Author:

Rosé Carolyn P.,Järvelä Sanna

Publisher

Springer Science and Business Media LLC

Subject

Human-Computer Interaction,Education

Reference13 articles.

1. Chen, W., Tan, J. S., & Pi, Z. (2021). The spiral model of collaborative knowledge improvement: An exploratory study of a networked collaborative classroom. International Journal of Computer-Supported Collaborative Learning, 16, 7–35. https://doi.org/10.1007/s11412-021-09338-6. https://link.springer.com/article/.

2. Oshima, J., Oshima, R., & Matsuzawa, Y. (2012). Knowledge building discourse explorer: A social network analysis application for knowledge building discourse. Educational Technology Research and Development, 60, 903–921. https://doi.org/10.1007/s11423-012-9265-2. https://link.springer.com/article/.

3. Psathas, G., Tegos, S., Demetriadis, S. N., & Tsiatsos, T. (this issue). Exploring the Impact of Chat-Based Collaborative Activities and SRL Focused Interventions on Students’ Self-Regulation Profiles, Participation in Collaborative Activities, Retention, and Learning in MOOCs, International Journal of Computer-Supported Collaborative Learning https://link.springer.com/article/https://doi.org/10.1007/s11412-023-09394-0.

4. Tan, J., Chen, W., Su, J., & Su, G. (this issue). The Mechanism and Effect of Classwide Peer Feedback on Conceptual Knowledge Improvement: Does Different Feedback Type Matter? International Journal of Computer-Supported Collaborative Learning https://link.springer.com/article/https://doi.org/10.1007/s11412-023-09390-4.

5. Tomar, G., Sankaranaranayan, S., Wang, X., & Rosé, C. P. (2016). Coordinating Collaborative Chat in Massive Open Online Courses, In Proceedings of the international conference of the learning sciences (pp. 607– 614). International Society of the Learning Sciences https://arxiv.org/ftp/arxiv/papers/1704/1704.05543.pdf.

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