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“Bring your own device” policies: Perspectives of both employees and organizations
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“Bring your own device” policies: Perspectives of both employees and organizations (2019)“Bring your own device” policies: Perspec…The Nature of Expertise (2014)The Nature of ExpertiseMaking Sense of Sensemaking 1: Alternative Perspectives (2006)Making Sense of Sensemaking 1…Learning With Concept and Knowledge Maps: A Meta-Analysis (2006)Learning With Concept and Kno…Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks (2000)Student Peer Assessment in Hi…Communities of practice learning, meaning, and identity (1999)Communities of practice learn…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Modernization and Postmodernization: Cultural, Economic, and Political Change in 43 Societies (1997)Modernization and Postmoderni…Sensemaking in Organizations (1996)Sensemaking in OrganizationsExternal cognition: how do graphical representations work? (1996)External cognition: how do gr…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…COGNITIVE APPRENTICESHIP: MAKING THINKING VISIBLE (1991)COGNITIVE APPRENTICESHIP: MAK…Learning How to Learn (1984)Learning How to LearnThe Teaching of Learning Strategies. (1983)The Teaching of Learning Stra…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…The nature of human values (1973)The nature of human valuesThe Process of Education (1960)The Process of EducationPerception in chess (1973)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Cognitive Processes in Comprehension (2013)Theoretical Issues in Reading Comprehension (2017)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)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)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Focus on Formative Feedback (2008)Cognitive Load Theory (2011)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)Self-explanations: How students study and use examples in learning to solve problems (1989)Long-term working memory. (1995)The influence of shared mental models on team process and performance. (2000)Modernization, Cultural Change, and the Persistence of Traditional Values (2000)Social Capital: Prospects for a New Concept (2002)Dimensionalizing Cultures: The Hofstede Model in Context (2011)Self-Concept: Validation of Construct Interpretations (1976)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Adding It Up: Helping Children Learn Mathematics (2013)Social Capital, Intellectual Capital, and the Organizational Advantage (1998)Deliberate Learning and the Evolution of Dynamic Capabilities (2002)Organizing and the Process of Sensemaking (2005)Consumer Perceptions of Price, Quality, and Value: A Means-End Model and Synthesis of Evidence (1988)Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries (1992)Framing Processes and Social Movements: An Overview and Assessment (2000)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Dual coding theory and education (1991)Designing a Qualitative Study (2009)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1996Sensemaking in Organizations15,614 cited
  • 1973The nature of human values10,141 cited
  • 1960The Process of Education6,018 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,238 cited
  • 1984Learning How to Learn5,192 cited
  • 1997Modernization and Postmodernization: Cultural, Economic, and Political Change in 43 Societies4,803 cited
  • 2014The Nature of Expertise2,173 cited
  • 1991COGNITIVE APPRENTICESHIP: MAKING THINKING VISIBLE1,516 cited
  • 2000Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks1,171 cited
  • 1983The Teaching of Learning Strategies.1,165 cited
  • 1996External cognition: how do graphical representations work?1,065 cited
  • 2006Learning With Concept and Knowledge Maps: A Meta-Analysis931 cited
  • 2006Making Sense of Sensemaking 1: Alternative Perspectives

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