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Investigating the impact of ChatGPT ‐assisted feedback on the dynamics and outcomes of online inquiry‐based discussion
16 references·0 citing·49 second hop
Investigating the impact of ChatGPT ‐assisted feedback on the dynamics and outcomes of online inquiry‐based discussion (2025)Investigating the impact of ChatGPT ‐assi…Shared Metacognition in a Community of Inquiry (2022)Shared Metacognition in a Com…A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments (2022)A Meta-Analysis on the Commun…A review of feedback models and typologies: Towards an integrative model of feedback elements (2021)A review of feedback models a…Gamification of in‐class activities in flipped classroom lectures (2020)Gamification of in‐class acti…Designing a Community of Inquiry in Online Courses (2020)Designing a Community of Inqu…A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020)A collaborative learning appr…What makes for effective feedback: staff and student perspectives (2018)What makes for effective feed…The Math and Science Engagement Scales: Scale development, validation, and psychometric properties (2016)The Math and Science Engageme…A concept map-embedded educational computer game for improving students' learning performance in natural science courses (2013)A concept map-embedded educat…The feedback triangle and the enhancement of dialogic feedback processes (2012)The feedback triangle and the…Social presence within the community of inquiry framework (2011)Social presence within the co…Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach (2010)Online instructional effort m…Focus on Formative Feedback (2008)Focus on Formative FeedbackAnswering the Call for a Standard Reliability Measure for Coding Data (2007)Answering the Call for a Stan…Critical thinking, cognitive presence, and computer conferencing in distance education (2001)Critical thinking, cognitive …Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)Development and validation of…How we think. (1910)A Coefficient of Agreement for Nominal Scales (1960)Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. (1990)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT (2001)How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature (2004)Coefficient Alpha and the Internal Structure of Tests (1951)Content Analysis: An Introduction to its Methodology. (1984)Inter-Coder Agreement for Computational Linguistics (2008)Computing Inter-Rater Reliability for Observational Data: An Overview and Tutorial (2012)Intercoder Reliability in Qualitative Research: Debates and Practical Guidelines (2020)Cognitive Architecture and Instructional Design (1998)Rules of Play: Game Design Fundamentals (2003)What Video Games Have to Teach Us about Learning and Literacy (2004)Designing and integrating purposeful learning in game play: a systematic review (2015)Studying and Constructing Concept Maps: a Meta-Analysis (2017)Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments (2021)Assessment and Classroom Learning (1998)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Power of Feedback (2007)Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2016)The development of student feedback literacy: enabling uptake of feedback (2018)Teacher feedback literacy and its interplay with student feedback literacy (2020)Handbook of research on teaching (1986)A social-cognitive approach to motivation and personality. (1988)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Rethinking models of feedback for learning: the challenge of design (2012)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance (2002)School Engagement: Potential of the Concept, State of the Evidence (2004)Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021)Digital support for student engagement in blended learning based on self-determination theory (2021)Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions (2021)Using thematic analysis in psychology (2006)Developing a learning-centred framework for feedback literacy (2019)The challenges of feedback in higher education (2019)The evaluation of an evidence-based model of feedback implemented on an undergraduate dental clinical learning environment (2022)Researching the community of inquiry framework: Review, issues, and future directions (2007)Learning from television in young children (2012)20 Years of the Community of Inquiry Framework (2020)Sustainability of Inclusive Education in Schools and Higher Education: Teachers and Students with Special Educational Needs (2023)Judgment under Uncertainty: Heuristics and Biases (1974)Judgment under Uncertainty: Heuristics and Biases (1975)A Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions (2021)Student – Feedback Interaction Model: Revised (2022)Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions (2023)Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. (2003)The benefits of being present: Mindfulness and its role in psychological well-being. (2003)ФАКТОРЫ ПСИХОЛОГИЧЕСКОГО БЛАГОПОЛУЧИЯ ЛЮДЕЙ ПОЖИЛОГО ВОЗРАСТА (2026)
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References

  • 1988Development and validation of brief measures of positive and negative affect: The PANAS scales.32,408 cited
  • 2008Focus on Formative Feedback5,581 cited
  • 2007Answering the Call for a Standard Reliability Measure for Coding Data4,270 cited
  • 2001Critical thinking, cognitive presence, and computer conferencing in distance education3,418 cited
  • 2016The Math and Science Engagement Scales: Scale development, validation, and psychometric properties668 cited
  • 2013A concept map-embedded educational computer game for improving students' learning performance in natural science courses659 cited
  • 2018What makes for effective feedback: staff and student perspectives560 cited
  • 2012The feedback triangle and the enhancement of dialogic feedback processes473 cited
  • 2021A review of feedback models and typologies: Towards an integrative model of feedback elements387 cited
  • 2020Designing a Community of Inquiry in Online Courses322 cited
  • 2020Gamification of in‐class activities in flipped classroom lectures233 cited
  • 2011Social presence within the community of inquiry framework220 cited
  • 2010Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach176 cited
  • 2020A collaborative learning approach to dialogic peer feedback: a theoretical framework

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133 cited
  • 2022A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments131 cited
  • 2022Shared Metacognition in a Community of Inquiry81 cited
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