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Who benefits from a low versus high guidance CSCL script and why?
16 references·1 citing·44 second hop
Who benefits from a low versus high guidance CSCL script and why? (2017)Who benefits from a low versus high guida…Advances in Instructional Psychology (2019)Advances in Instructional Psy…The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)The ICAP Framework: Linking C…Improving Students’ Learning With Effective Learning Techniques (2013)Improving Students’ Learning …Handbook of Research on Learning and Instruction (2011)Handbook of Research on Learn…Handbook of Metacognition in Education (2009)Handbook of Metacognition in …Chapter 9 Toward a Comprehensive Model of Comprehension (2009)Chapter 9 Toward a Comprehens…Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities (2009)Active‐Constructive‐Interacti…Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…The Expertise Reversal Effect (2003)The Expertise Reversal EffectComprehension: A Paradigm for Cognition (1998)Comprehension: A Paradigm for…Restructuring the Classroom: Conditions for Productive Small Groups (1994)Restructuring the Classroom: …Eliciting Self‐Explanations Improves Understanding (1994)Eliciting Self‐Explanations I…Peer interaction and learning in small groups (1989)Peer interaction and learning…Generative Processes of Comprehension (1989)Generative Processes of Compr…Productivity loss in brainstorming groups: Toward the solution of a riddle. (1987)Productivity loss in brainsto…Aptitudes and Instructional Methods: A Handbook for Research on Interactions (1978)Aptitudes and Instructional M…What students do when encountering failure in collaborative tasks (2019)What students do when encount…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Multimedia Learning (2002)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)The Logic of Collective Action. (1966)Group process and productivity (1972)Many hands make light the work: The causes and consequences of social loafing. (1979)Electronic meeting systems (1991)The Network Structure Of Social Capital (2000)Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research (2004)Nebraska Symposium on Motivation, 1961 (1963)A Framework for the Comparative Analysis of Organizations (1967)Status Characteristics and Social Interaction (1972)Problem Based Learning: An instructional model and its constructivist framework (1995)Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis (1999)Problem-Based Learning: What and How Do Students Learn? (2004)Motivational and self-regulated learning components of classroom academic performance. (1990)School Engagement: Potential of the Concept, State of the Evidence (2004)Eight Ways to Promote Generative Learning (2015)The Gamification of Learning: a Meta-analysis (2019)Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Handbook of reading research (1991)Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Active learning increases student performance in science, engineering, and mathematics (2014)Cognitive Theory of Multimedia Learning (2014)Handbook of Self-Regulation of Learning and Performance (2017)Perception in chess (1973)Handbook of educational psychology (1997)Does discovery-based instruction enhance learning? (2010)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Book Review: Protocol Analysis: Verbal Reports as Data (1986)Talking science: language, learning, and values (1991)Implications for educational practice of the science of learning and development (2019)A meta-analysis of the cognitive and motivational effects of serious games. (2013)PISA 2018 Assessment and Analytical Framework (2019)PISA 2018 Results (Volume I) (2019)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Learning by Expanding (2014)
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References

  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching7,181 cited
  • 1998Comprehension: A Paradigm for Cognition4,875 cited
  • 2013Improving Students’ Learning With Effective Learning Techniques3,763 cited
  • 2014The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes3,189 cited
  • 2019Advances in Instructional Psychology2,538 cited
  • 1994Eliciting Self‐Explanations Improves Understanding2,407 cited
  • 1994Restructuring the Classroom: Conditions for Productive Small Groups2,206 cited
  • 1987Productivity loss in brainstorming groups: Toward the solution of a riddle.2,025 cited
  • 2003The Expertise Reversal Effect1,957 cited
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  • 1978Aptitudes and Instructional Methods: A Handbook for Research on Interactions1,479 cited
  • 1989Peer interaction and learning in small groups1,076 cited
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  • 2011Handbook of Research on Learning and Instruction

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957 cited
  • 2009Chapter 9 Toward a Comprehensive Model of Comprehension903 cited
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    • 2019What students do when encountering failure in collaborative tasks22 cited