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Design principles for the support of modelling and collaboration in a technology-based learning environment
16 references·0 citing·40 second hop
Design principles for the support of modelling and collaboration in a technology-based learning environment (2005)Design principles for the support of mode…Theoretical Foundations of Learning Environments (2014)Theoretical Foundations of Le…Learning With Artificial Worlds (2014)Learning With Artificial Worl…Learning with Multiple Representations (2012)Learning with Multiple Repres…Heterogeneity of learning material in synchronous computer-supported collaborative modelling (2004)Heterogeneity of learning mat…Animation and learning: selective processing of information in dynamic graphics (2003)Animation and learning: selec…Coaching Collaboration by Comparing Solutions and Tracking Participation. (2001)Coaching Collaboration by Com…Handbook of Self-Regulation (2000)Handbook of Self-RegulationCognition, Computers, and Synthetic Science: Building Knowledge and Meaning through Modeling (2000)Cognition, Computers, and Syn…What do you mean by collaborative learning? (1999)What do you mean by collabora…The role of grounding in collaborative learning tasks (1999)The role of grounding in coll…Extracting information from an animation during complex visual learning (1999)Extracting information from a…Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer Support for Metacognitive Development (1999)Enabling Students to Construc…Collaborative learning : cognitive and computational approaches (1999)Collaborative learning : cogn…Stella ten years later: A review of the literature (1996)Stella ten years later: A rev…Computer Support for Knowledge-Building Communities (1994)Computer Support for Knowledg…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)Grounding in communication. (1991)Group cognition in computer‐assisted collaborative learning (2005)Technology affordances for intersubjective meaning making: A research agenda for CSCL (2006)Mental Models (1983)Why Some Material Is Difficult to Learn (1994)Multimedia learning: Are we asking the right questions? (1997)Instructional animation versus static pictures: A meta-analysis (2007)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Human Problem Solving. (1973)Perception in chess (1973)Dimensions of Consumer Expertise (1987)The Role of Goal Orientation in Self-Regulated Learning (2000)Problem-Based Learning: What and How Do Students Learn? (2004)Theoretical Issues in Reading Comprehension (2017)Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Load Theory and the Format of Instruction (1991)DeFT: A conceptual framework for considering learning with multiple representations (2006)Foundations of Game-Based Learning (2015)Handbook of Self-Regulation of Learning and Performance (2017)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Perspectives on socially shared cognition. (1991)A REVIEW OF THE APPLICABILITY OF ROBOTS IN EDUCATION (2013)The flipped classroom: A review of its advantages and challenges (2018)Science in Action (1987)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT (2001)Design-based research and technology-enhanced learning environments (2005)Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006)Over-scripting CSCL: The risks of blending collaborative learning with instructional design (2002)Computer-supported collaborative learning: An historical perspective (2006)Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012)Becoming a Self-Regulated Learner: An Overview (2002)Motivational Beliefs, Values, and Goals (2002)The Four-Phase Model of Interest Development (2006)Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles (2006)Toward a design theory of problem solving (2000)Implications for educational practice of the science of learning and development (2019)
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References

  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,373 cited
  • 2000Handbook of Self-Regulation4,451 cited
  • 1994Computer Support for Knowledge-Building Communities2,201 cited
  • 1999What do you mean by collaborative learning?2,126 cited
  • 2014Theoretical Foundations of Learning Environments1,364 cited
  • 1999Collaborative learning : cognitive and computational approaches1,324 cited
  • 2003Animation and learning: selective processing of information in dynamic graphics582 cited
  • 1999Extracting information from an animation during complex visual learning398 cited
  • 2012Learning with Multiple Representations277 cited
  • 1999The role of grounding in collaborative learning tasks264 cited
  • 1999Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer Support for Metacognitive Development163 cited
  • 2000Cognition, Computers, and Synthetic Science: Building Knowledge and Meaning through Modeling128 cited
  • 2014Learning With Artificial Worlds100 cited
  • 1996Stella ten years later: A review of the literature66 cited
  • 2001Coaching Collaboration by Comparing Solutions and Tracking Participation.

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43 cited
  • 2004Heterogeneity of learning material in synchronous computer-supported collaborative modelling35 cited
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