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Cited by

• 2010Promoting metacognitive skills through peer scaffolding in a CSCL environment97 cited
• 2012The effect of centralization and cohesion on the social construction of knowledge in discussion forums86 cited
• 2011The role of teacher assistance on the effects of a macro-script in collaborative writing tasks80 cited
• 2003Face-to-face versus computer-mediated communication in a primary school setting79 cited
• 2018Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?75 cited
• 2010The effects of scaffolding metacognitive activities in small groups72 cited
• 2011Scaffolding of small groups’ metacognitive activities with an avatar70 cited
• 2004Regulative processes in individual, 3D and computer supported cooperative learning contexts61 cited
• 2009Supporting active cognitive processing in collaborative groups: The potential of Bloom's taxonomy as a labeling tool59 cited
• 2020Argumentation Competence: Students’ Argumentation Knowledge, Behavior and Attitude and their Relationships with Domain-Specific Knowledge Acquisition53 cited
• 2010Guiding students’ online complex learning-task behavior through representational scripting51 cited
• 2008Effects on participation of an experimental CSCL-programme to support elaboration: Do all students benefit?50 cited