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Exploring the effects of gender grouping and the cognitive processing patterns of a Facebook-based online collaborative learning activity
16 references·0 citing·48 second hop
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References

  • 2001A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives13,929 cited
  • 2002A Revision of Bloom's Taxonomy: An Overview8,797 cited
  • 2005Behavioral Intention Formation in Knowledge Sharing: Examining the Roles of Extrinsic Motivators, Social-Psychological Forces, and Organizational Climate14,387 cited
  • 2010Evidence for a Collective Intelligence Factor in the Performance of Human Groups2,869 cited
  • 2001ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT2,006 cited
  • 1997Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing1,695 cited
  • 1997Observing Interaction1,441 cited
  • 2011Make new friends or keep the old: Gender and personality differences in social networking use650 cited
  • 2004Validity in quantitative content analysis452 cited
  • 2013From Moodle to Facebook: Exploring students' motivation and experiences in online communities323 cited
  • 2011Self-disclosure and student satisfaction with Facebook246 cited
  • 2011Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study218 cited
  • 2017Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study181 cited

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  • 2006Accelerating Mathematics Achievement Using Heterogeneous Grouping179 cited
  • 2011Older adults, e-health literacy, and collaborative learning: An experimental study163 cited
  • 2009Talking Science: The research evidence on the use of small group discussions in science teaching140 cited
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