Prompting collaborative and exploratory discourse: An epistemic network analysis study

Author:

Vandenberg JessicaORCID,Zakaria Zarifa,Tsan Jennifer,Iwanski Anna,Lynch Collin,Boyer Kristy Elizabeth,Wiebe Eric

Funder

National Science Foundation

Publisher

Springer Science and Business Media LLC

Subject

Human-Computer Interaction,Education

Reference65 articles.

1. Adamson, D., Dyke, G., Jang, H., & Rosé, C.P. (2014). Towards an agile approach to adapting dynamic collaboration support to student needs. International Journal of Artificial Intelligence in Education, 24(1), 92–124.

2. Arastoopour, G., Shaffer, D.W., Swiecki, Z., Ruis, A., & Chesler, N.C. (2016). Teaching and assessing engineering design thinking with virtual internships and epistemic network analysis. International Journal of Engineering Education, 32(3), 1492–1501.

3. Arastoopour Irgens, G., Shaffer, D.W., Swiecki, Z., Ruis, A., & Chesler, N.C. (2015). Teaching and assessing engineering design thinking with virtual internships and epistemic network analysis. International Journal of Engineering Education.

4. Asterhan, C.S., Schwarz, B.B., & Cohen-Eliyahu, N. (2014). Outcome feedback during collaborative learning: Contingencies between feedback and dyad composition. Learning and Instruction, 34, 1–10.

5. Baron, R.S. (2005). So right it’s wrong: Groupthink and the ubiquitous nature of polarized group decision making. Advances in Experimental Social Psychology.

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