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Unfolding the potential of computer-assisted argument mapping practices for promoting self-regulation of learning and problem-solving skills of pre-service teachers and their relationship
16 references·0 citing·54 second hop
Unfolding the potential of computer-assisted argument mapping practices for promoting self-regulation of learning and problem-solving skills of pre-service teachers and their relationship (2022)Unfolding the potential of computer-assis…Cognitive Architecture and Instructional Design: 20 Years Later (2019)Cognitive Architecture and In…Correlation Coefficients: Appropriate Use and Interpretation (2018)Correlation Coefficients: App…Handbook of Self-Regulation of Learning and Performance (2017)Handbook of Self-Regulation o…A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017)A Review of Self-regulated Le…Strategies for Teaching Students to Think Critically (2014)Strategies for Teaching Stude…The International Handbook of Collaborative Learning (2013)The International Handbook of…Self-Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures (2011)Self-Regulation in Early Chil…Motivation in online learning: Testing a model of self-determination theory (2010)Motivation in online learning…Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning (2008)Self-Directed Learning in Pro…Effects of Video Club Participation on Teachers' Professional Vision (2008)Effects of Video Club Partici…A Scaffolding Design Framework for Software to Support Science Inquiry (2004)A Scaffolding Design Framewor…Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions (2003)Scaffolding students’ problem…An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor (2002)An effective metacognitive st…Sample Size Requirements for Estimating Pearson, Kendall and Spearman Correlations (2000)Sample Size Requirements for …Instructional design models for well-structured and III-structured problem-solving learning outcomes (1997)Instructional design models f…Partners in Cognition: Extending Human Intelligence with Intelligent Technologies (1991)Partners in Cognition: Extend…Mind in Society: The Development of Higher Psychological Processes (1978)Case Study Research: Design and Methods (1984)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. 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References

  • 2018Correlation Coefficients: Appropriate Use and Interpretation10,949 cited
  • 2017A Review of Self-regulated Learning: Six Models and Four Directions for Research2,899 cited
  • 2019Cognitive Architecture and Instructional Design: 20 Years Later2,323 cited
  • 2017Handbook of Self-Regulation of Learning and Performance1,820 cited
  • 1997Instructional design models for well-structured and III-structured problem-solving learning outcomes1,609 cited
  • 2008Effects of Video Club Participation on Teachers' Professional Vision1,183 cited
  • 2000Sample Size Requirements for Estimating Pearson, Kendall and Spearman Correlations1,090 cited
  • 2004A Scaffolding Design Framework for Software to Support Science Inquiry1,018 cited
  • 1991Partners in Cognition: Extending Human Intelligence with Intelligent Technologies948 cited
  • 2014Strategies for Teaching Students to Think Critically929 cited
  • 2002An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor894 cited
  • 2008Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning882 cited
  • 2010Motivation in online learning: Testing a model of self-determination theory829 cited
  • 2013The International Handbook of Collaborative Learning713 cited

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  • 2011Self-Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures643 cited
  • 2003Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions518 cited
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