Type Title Chapter Authors Editors Publication Collection title Collection editors Translators Pages Publisher Url Publication

tion editors Translators Pages Publisher Url Publication Date Access date Edition Journal Volume # of volumes Issue Issn Isbn Doi Pmid Pmcid Number Address Tags Projects Abstract Conference nameConference proceedings
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article Analyzing collaboration and interaction
Duque,
in learning
Rafael; environments
Gómez-Pérez,toDomingo;
form learner
Nieto-Reyes,
groups Alicia; Bravo, Crescencio 42-49 http://linkinghub.elsevier.com/retrieve/pii/S0747563214003781
2015-06 2020-03-13 Computers in human behavior 47 7475632 10.1016/j.chb.2014.07.012 We present a method to form learner groups in collaborative environments.The method analyses the collaboration among learners by means of variables.These variables are used to form homogenous and/or heterogeneous learner groups.The criteria (homogeneous/heterogeneous) and variables are defined by the teacher.The method is automatically performed by a software tool. An important number of academic tasks should be solved collaborative
article Summer camp program for childrenRice,
with obsessive–compulsive
Timothy R.; Kostek, Natasha
disorder:
Toralba;
description
Gair, Shannon
and preliminary
L.; Rojas,
observations
Ariz 142-151 http://linkinghub.elsevier.com/retrieve/pii/S1077722916300220
2017-05 2020-03-13 Cognitive and behavioral practice
24 2 10777229 10.1016/j.cbpra.2016.03.006 Summer camp programming has a rich history of promoting childhood development. In the care of children with specific childhood psychiatric disorders, the incorporation of targeted cognitive-behavioral principles provides an opportunity to marry targeted evidence-based practices with broader development, in particular social, emotional, and fine- and gross-motor development. This union is synergistic, providing the practitioner with an opportunity to em
article Usage of a mobile social learning platform
Boticki, with
Ivica;virtual
Baksa,badges
Jelena;
in Seow,
a primary
Peter;
school
Looi, Chee-Kit 120-136 http://linkinghub.elsevier.com/retrieve/pii/S0360131515000688
2015-08 2020-03-13 Computers & education 86 3601315 10.1016/j.compedu.2015.02.015 This study presents and examines SamEx, a mobile learning system used by 305 students in formal and informal learning in a primary school in Singapore. Students use SamEx in situ to capture media such as pictures, video clips and audio recordings, comment on them, and share them with their peers. In this paper we report on the experiences of students in using the application throughout a one-year period with a focus on self-directedness, quality
article Cooperation begins: Encouraging critical
Lee, Hyunjeong;
thinking skills
Parsons,
throughDavid;
cooperative
Kwon, Gyuhyun;
reciprocityKim,
usingJieun;
a mobile
Petrova,
learning
Krassie;
gameJeong, Eunju; Ryu, Hokyoung
97-115 http://linkinghub.elsevier.com/retrieve/pii/S036013151630063X
2016-06 2020-03-13 Computers & education 97 3601315 10.1016/j.compedu.2016.03.006 Mobile learning has the advantage of being able to be used within and between contexts and can also be seamlessly integrated into broader learning experiences that include other forms of learning. Such experiences can assist in the development of cognitive and collaborative skills by encouraging learners to work together to solve problems, see others' perspectives and cooperatively find creative and critical solutions. This paper describes a serious m
article Stopping the Nonadherence Cycle: Lois,
The Clinical
Becky H.;
andMiller,
Theoretical
Alec L.Basis for Dialectical Behavior Therapy Adapted for Adolescents With Chronic Medical Illness (DBT-CMI) http://linkinghub.elsevier.com/retrieve/pii/S1077722917300275
2017-03 2020-03-13 Cognitive and behavioral practice 10777229 10.1016/j.cbpra.2017.01.006 Most adolescents with chronic illness do not adhere to their regimen. A novel transdiagnostic adaptation of dialectical behavior therapy (dialectical behavior therapy for chronic medical conditions; DBT-CMI) is presented to improve medical adherence in adolescents. The authors describe the approach of DBT-CMI and the model’s conceptualization of nonadherence, with specific focus on the core concepts of non-adherence across illness in adolescence
article The NISPI framework: Analysing collaborative
Cukurova, Mutlu;
problem-solving
Luckin, Rose;
fromMillán,
students'
Eva;physical
Mavrikis,
interactions
Manolis 93-109 http://linkinghub.elsevier.com/retrieve/pii/S0360131517301938
2018-01 2019-11-22 Computers & education 116 3601315 10.1016/j.compedu.2017.08.007 Abstract Collaborative problem-solving (CPS) is a fundamental skill for success in modern societies, and part of many common constructivist teaching approaches. However, its effective implementation and evaluation in both digital and physical learning environments are challenging for educators. This paper presents an original method for identifying differences in students' CPS behaviours when they are taking part in face-to-face practice-based learni
article Exploring teachers' use of TPACK in
Boschman,
design talk:
Ferry;
The McKenney,
collaborativeSusan;
designVoogt,
of technology-rich
Joke early literacy activities 250-262 http://linkinghub.elsevier.com/retrieve/pii/S0360131514002577
2015-03 2020-03-13 Computers & education 82 3601315 10.1016/j.compedu.2014.11.010 Research shows the benefits of collaborative design activity by teachers are that in their conversations (design talk) they develop technological pedagogical content knowledge (TPACK). While more and more teachers engage in collaborative design, little is known about how they use TPACK during design. The main question of this study was: "What is the nature of design talk of a group of teachers during the design of technology-rich early literacy activ
article Technology usage in mathematics education
Bray, Aibhín;
research
Tangney,
– A Brendan
systematic review of recent trends 255-273 http://linkinghub.elsevier.com/retrieve/pii/S0360131517301677
2017-11 2020-03-13 Computers & education 114 3601315 10.1016/j.compedu.2017.07.004 There is a significant body of research relating to technology-enhanced mathematics education and the perceived potential of digital tools to enhance the learning experience. The aim of this research is to take a structured look at the types of empirical interventions ongoing in the field, and to attempt to classify and analyse the ways in which digital tools are being employed in such research. A systematic analysis of 139 recent, published studies of techn
article The power of improvisational teaching
Graue, M. Elizabeth; Whyte, Kristin Lyn; Karabon, Anne Elizabeth 13-21 http://linkinghub.elsevier.com/retrieve/pii/S0742051X15000153
2015-05 2020-03-13 Teaching and Teacher Education
48 0742051X 10.1016/j.tate.2015.01.014 In this study we examine how improvisation can facilitate understanding how teachers respond to children's multiple resources, interests, experiences, and skills in early childhood programs. Improvisation is conceptualized as a responsive, partnered activity through which teachers and children generate meaning and knowledge together. In our analysis we show improvisation is taken up differently in two classrooms and how it variably provides opportun
article Education and working life: VET adults'
Hämäläinen,
problem-solving
Raija; De
skills
Wever,
in technology-rich
Bram; Malin, Antero;
environments
Cincinnato, Sebastiano 38-47 http://linkinghub.elsevier.com/retrieve/pii/S0360131515001141
2015-10 2020-03-13 Computers & education 88 3601315 10.1016/j.compedu.2015.04.013 The rapidly-advancing technological landscape in the European workplace is challenging adults' problem-solving skills. Workers with vocational education and training need flexible abilities to solve problems in technology-rich work settings. This study builds on Finnish PIAAC data to understand adults' (N?=?4503) skills for solving problems in technology-rich environments. The results indicate the critical issue that more than two thirds of adults with voc
article Learning in Digital Networks – ICT literacy:
Siddiq, Fazilat;
A novelGochyyev,
assessment
Perman;
of students'
Wilson,
21st
Mark
century skills 11-37 http://linkinghub.elsevier.com/retrieve/pii/S0360131517300210
2017-06 2020-03-13 Computers & education 109 3601315 10.1016/j.compedu.2017.01.014 The present investigation aims to fill some of the gaps revealed in the literature regarding the limited access to more advanced and novel assessment instruments for measuring students' ICT literacy. In particular, this study outlines the adaption, further development, and validation of the Learning in Digital Networks—ICT literacy (LDN-ICT) test. The LDN-ICT test comprises an online performance-based assessment in which real-time student-student co
article Supporting all learners in school-wide
Israel,
computational
Maya; Pearson,
thinking:
Jamie
A cross-case
N.; Tapia, Tanya;
qualitative
Wherfel,
analysis
Quentin M.; Reese, George 263-279 http://linkinghub.elsevier.com/retrieve/pii/S0360131514002759
2015-03 2020-03-13 Computers & education 82 3601315 10.1016/j.compedu.2014.11.022 The purpose of this study was to investigate how elementary school teachers with limited computer science experience in a high-need school integrated computational thinking into their instruction. The researchers conducted a cross-case analysis across different instructional contexts (e.g., general education classrooms, library, art) that included multiple observations and interviews over four months. Major themes included: (a) a wide range of impleme
article An optimized group formation scheme
Chen,
to promote
Chih-Ming;
collaborative
Kuo, Chi-Hsiung
problem-based learning 94-115 https://linkinghub.elsevier.com/retrieve/pii/S0360131519300132
2019-05 2020-03-13 Computers & education 133 3601315 10.1016/j.compedu.2019.01.011 Group formation is one of the key processes in collaborative learning because having adequate members in the learning groups supports good collaborative interactions among members and is fundamental to ensuring satisfactory learning performance. Several previous studies have proposed genetic algorithm-based group formation scheme that considers multiple student characteristics to optimize collaborative learning groups. However, the fitness fu
article Dual-eye-tracking Vygotsky: A microgenetic
Shvarts, Anna;
account
Abrahamson,
of a teaching/learning
Dor collaboration in an embodied-interaction technological tutorial for mathematics
100316 https://linkinghub.elsevier.com/retrieve/pii/S2210656118303295
2019-09 2020-03-13 Learning, Culture and Social Interaction
22 22106561 10.1016/j.lcsi.2019.05.003
article The (Extremely) Picky Eaters Clinic:Dahlsgaard,
A Pilot TrialKatherine
of a Seven-Session
K.; Bodie, Jessica
Group Behavioral Intervention for Parents of Children With Avoidant/Restrictive Food Intake Disorder https://linkinghub.elsevier.com/retrieve/pii/S107772291830097X
2018-12 2020-03-13 Cognitive and behavioral practice 10777229 10.1016/j.cbpra.2018.11.001 Abstract Excessive and impairing picky eating is a common problem among children for which there is little published research on efficacious psychosocial treatment. Extant research largely concerns single-case studies, or small samples of very young children, who are typically treated in hospital settings. This paper reports on outcomes of 21 children (ages 4–11) described by their parents as extremely picky eaters who met criteria for avoidant/restrict
article Exploring the relationship between Xing,
onlineWanli;
discourse
Gao,and
Feicommitment in Twitter professional learning communities 388-398 https://linkinghub.elsevier.com/retrieve/pii/S0360131518302148
2018-11 2020-03-13 Computers & education 126 3601315 10.1016/j.compedu.2018.08.010 Abstract Educators show great interest in participating in social-media communities, such as Twitter, to support their professional development and learning. The majority of the research into Twitter-based professional learning communities has investigated why educators choose to use Twitter for professional development and learning and what they actually do in these communities. However, few studies have examined why certain community membe
article Mobile learning for science and mathematics
Bano, Muneera;
schoolZowghi,
education:
Didar;
A systematic
Kearney, Matthew;
review of Schuck,
empiricalSandra;
evidence
Aubusson, Peter 30-58 http://linkinghub.elsevier.com/retrieve/pii/S0360131518300381
2018-06 2019-11-22 Computers & education 121 3601315 10.1016/j.compedu.2018.02.006 Abstract The ubiquity, flexibility, ease of access and diverse capabilities of mobile technologies make them valuable and a necessity in current times. However, they are under-utilized assets in mathematics and science school education. This article analyses the high quality empirical evidence on mobile learning in secondary school science and mathematics education. Our study employed a Systematic Literature Review (SLR) using well-accepted and
article Collaborative science learning in anKe,
immersive
Fengfeng;
flight
Carafano,
simulation
Peter 114-123 http://linkinghub.elsevier.com/retrieve/pii/S0360131516301865
2016-12 2020-03-13 Computers & education 103 3601315 10.1016/j.compedu.2016.10.003 This mixed methods study examined the effect of Astronaut Challenge, an immersive, flight-simulation-based learning program, on the collaborative learning process and science knowledge development of high-school students. The study findings suggested that simulation-based collaborative learning activities significantly promoted students' scientific understanding about the dynamics of the space flight system. The knowledge test and STEM attitudes
article Promoting learning in online, ill-structured
Kim, Joo
problem
Yeun; solving:
Lim, KyuThe
Yoneffects of scaffolding type and metacognition level 116-129 https://linkinghub.elsevier.com/retrieve/pii/S0360131519301101
2019-09 2019-11-22 Computers & education 138 3601315 10.1016/j.compedu.2019.05.001
article The impact of multimodal collaborative
Doumanis,
virtual environments
Ioannis; Economou,
on learning:
Daphne;
A gamified
Sim, Gavin
online
Robert;
debatePorter, Stuart 121-138 https://linkinghub.elsevier.com/retrieve/pii/S0360131518302537
2019-03 2020-03-13 Computers & education 130 3601315 10.1016/j.compedu.2018.09.017 Abstract Online learning platforms are integrated systems designed to provide students and teachers with information, tools and resources to facilitate and enhance the delivery and management of learning. In recent years platform designers have introduced gamification and multimodal interaction as ways to make online courses more engaging and immersive. Current Web-based platforms provide a limited degree of immersion in learning experiences
article A collaborative digital pen learning approach
Huang, Chester
to improving
S.J.; Su,
students'
Addisonlearning
Y.S.; Yang,
achievement
Stephenand
J.H.;
motivation
Liou, Hsin-Hun
in mathematics courses 31-44 http://linkinghub.elsevier.com/retrieve/pii/S0360131516302561
2017-04 2020-03-13 Computers & education 107 3601315 10.1016/j.compedu.2016.12.014 Mathematics education in contemporary elementary schools is mainly conducted in a conventional way by giving lectures. A teacher would pass on knowledge to students by giving lectures, and this type of one-way teaching method is prone to cause poor learning achievement. Many researchers have suggested the use of a collaborative problem solving to improve the situation. This research proposed the use of a digital pen learning system (DPLS) w
article New literacy practice in a facebook Chen,
group:Su-Yen;
The case
Kuo,
of aHsin-Yu;
residential
Hsieh,
learning
T.C.community 119-131 https://linkinghub.elsevier.com/retrieve/pii/S0360131519300089
2019-06 2020-03-13 Computers & education 134 3601315 10.1016/j.compedu.2019.01.008 Abstract To explore how an online platform provides opportunities for new literacy practices to members of a learning community to connect and collaborate with one another within a participatory culture in supporting the learning experience in the physical space of a dormitory, we used the six-year Facebook (FB) public group data of a university residential program as an open laboratory. A total of 7396 postings by 764 authors were retrieved using a co
article A systematic review on teaching and
Xia,
learning
Liying;robotics
Zhong, Baichang
content knowledge in K-12 267-282 https://linkinghub.elsevier.com/retrieve/pii/S0360131518302434
2018-12 2020-03-13 Computers & education 127 3601315 10.1016/j.compedu.2018.09.007 Abstract This paper aims to review high-qualified empirical studies on teaching and learning robotics content knowledge in K-12 and explore future research perspectives of robotics education (RE) based on the reviewed papers. After a systematic search in online database via keyword search and snowballing approach, 22 SSCI journal papers are included in this review. Nine major factors are examined for each paper: sample groups, duration, robot ty
article AugmentedWorld: Facilitating the creation
Barak, Miri;
of location-based
Asakle, Shadiquestions 89-99 http://linkinghub.elsevier.com/retrieve/pii/S0360131518300538
2018-06 2020-03-13 Computers & education 121 3601315 10.1016/j.compedu.2018.02.014 Abstract This paper presents AugmentedWorld, an open and adaptive location-based platform, designed to facilitate the creation of multimedia-rich questions while connecting scientific topics to relevant locations, real-world applications, and learners' daily life. Prior to its implementation in schools, we conducted a study among 98 prospective science teachers to examine the quality of location-based questions and participants' epistemic views. Data we
article Relations between student motivation,
Georgiou,
immersion
Yiannis;
and learning
Kyza, Eleni
outcomes
A. in location-based augmented reality settings 173-181 https://linkinghub.elsevier.com/retrieve/pii/S0747563218303868
2018-12 2020-03-13 Computers in human behavior 89 7475632 10.1016/j.chb.2018.08.011 Abstract Technology-rich educational environments are argued to facilitate immersion, which can subsequently contribute to students' increased learning; however, empirical evidence is often contradictory. The subjective nature of immersion, which can be influenced by students' individual differences, can provide a plausible explanation which may account for such contradictory findings. Despite the widespread positive claims, research on the relation b
article Game-based Learning and 21st century
Qian,skills:
Meihua;A review
Clark, of
Karen
recent
R.research 50-58 http://linkinghub.elsevier.com/retrieve/pii/S0747563216303491
2016-10 2020-03-13 Computers in human behavior 63 7475632 10.1016/j.chb.2016.05.023 Game-based learning and 21st century skills have been gaining an enormous amount of attention from researchers and practitioners. Given numerous studies support the positive effects of games on learning, a growing number of researchers are committed to developing educational games to promote students' 21st century skill development in schools. However, little is known regarding how games may influence student acquisition of 21st century skil
article Predictive power of regularity of pre-class
Jovanovic,
activities
Jelena;
in aMirriahi,
flipped classroom
Negin; Gašević, Dragan; Dawson, Shane; Pardo, Abelardo 156-168 https://linkinghub.elsevier.com/retrieve/pii/S0360131519300405
2019-06 2019-11-22 Computers & education 134 3601315 10.1016/j.compedu.2019.02.011 Abstract Flipped classroom (FC) is an active learning design requiring students to complete assigned pre-class learning activities in preparation for face-to-face sessions. Students' timely, regular, and productive engagement with the pre-class activities is considered critical for the success of the overall FC design, as these activities serve to prepare students for effective participation in face-to-face sessions. However, there is limited empirical evidence o
article Interactions between pupils and their
Dukuzumuremyi,
teacher in collaborative
Salvador;and
Siklander,
technology-enhanced
Pirkko learning settings in the inclusive classroom 165-174 https://linkinghub.elsevier.com/retrieve/pii/S0742051X18301161
2018-11 2020-03-13 Teaching and Teacher Education
76 0742051X 10.1016/j.tate.2018.08.010 Abstract This paper analyses the interactions between pupils and between pupils and their teacher, and the teacher's strategies in an inclusive classroom while pupils enrolled at a primary school work collaboratively on laptops. Video observation data collected from 21 s-grade pupils, one teacher, and her assistant, along with qualitative questionnaire data collected from the teacher, were examined using inductive content analysis. The findings divide in
article Applying “First Principles of Instruction”
Lo, Chung
as a design
Kwan;theory
Lie, Chi
of Wai;
the flipped
Hew, Khe
classroom:
Foon Findings from a collective study of four secondary school150-165
subjects http://linkinghub.elsevier.com/retrieve/pii/S0360131517302609
2018-03 2019-11-22 Computers & education 118 3601315 10.1016/j.compedu.2017.12.003 Abstract The flipped classroom approach is a type of technology-enhanced pedagogy that has grown popular in education settings. An increasing number of empirical studies have evaluated this approach, but there is still no adequate theoretical framework for guiding the design and implementation of flipped classrooms. Furthermore, few such studies have been conducted in secondary school contexts, and the effects of flipped classrooms have not be
article Teacher competencies in game-based
Nousiainen,
pedagogyTuula; Kangas, Marjaana; Rikala, Jenni; Vesisenaho, Mikko 85-97 http://linkinghub.elsevier.com/retrieve/pii/S0742051X1731243X
2018-08 2020-03-13 Teaching and Teacher Education
74 0742051X 10.1016/j.tate.2018.04.012 Abstract This study examines what kind of competencies teachers need in using game-based pedagogy (GBP). In our conceptual framework, GBP entails four approaches: using educational games or entertainment games , learning by making games , and using gamification in learning. Our data, consisting of teachers' documentation, thematic interviews and questionnaires, were analysed using qualitative content analysis. Four main competence area
article Investigating Children’s Deep Learning
Choi,ofGi
the
Woong;
Tree Life
Land,
Cycle
Susan
using
M.;
Mobile
Toomey
Technologies
Zimmerman, Heather 470-479 http://linkinghub.elsevier.com/retrieve/pii/S0747563218301821
2018-04 2020-03-13 Computers in human behavior 87 7475632 10.1016/j.chb.2018.04.020 Abstract This study investigates children’s problem-solving activities during mobile learning in an outdoor summer camp setting. We designed a mobile application to support children on trails at a nature center to apply strategies for decision making about tree life cycles. We analyzed video records of 10 groups (9 dyads and 1 triad) of children (ages 9-12) using primarily a thematic qualitative analysis of learning episodes. We analyzed how children used
article The effects of transformative and non-transformative
Xing, Wanli; Popov,
discourse
Vitaliy; Zhu,
on individual
Gaoxia; Horwitz,
performance
Paul;inMcIntyre,
collaborative-inquiry
Cynthia learning 267-276 https://linkinghub.elsevier.com/retrieve/pii/S0747563219301700
2019-09 2020-03-13 Computers in human behavior 98 7475632 10.1016/j.chb.2019.04.022 Abstract The effectiveness of computer-supported collaborative inquiry learning in STEM education is well-documented in the literature. At the same time, research indicates that some students struggle to articulate relevant concepts, to make their reasoning explicit, and to regulate their learning—all of which are necessary for effective collaboration. In this study, 106 college students completed tasks related to Ohm's Law in a simulation-based, collabor
article Multi-user virtual environments as aKuznetcova,
pathway to distributed
Irina; Glassman,
social Michael;
networksLin,
in the
Tzu-Jung
classroom 26-39 https://linkinghub.elsevier.com/retrieve/pii/S0360131518303014
2019-03 2020-03-13 Computers & education 130 3601315 10.1016/j.compedu.2018.11.004 Abstract Some emergent forms of online educational tools support the formation of a non-hierarchically distributed communication. Theories posit that this form of communication can harvest a more optimal learning environment compared to traditional classroom environments, but evidence supporting the theoretical assumption is scarce. The current study examined whether a Multi-User Virtual Environment (MUVE) tool called Second Life (SL) in conju
article Do interpersonal skills and interpersonal
Slof, Bert;
perceptions
Nijdam,predict
Danique;
student
Janssen,
learning
Jeroen
in CSCL-environments? 49-60 http://linkinghub.elsevier.com/retrieve/pii/S0360131516300458
2016-06 2020-03-13 Computers & education 97 3601315 10.1016/j.compedu.2016.02.012 Although Computer-Supported Collaborative Learning (CSCL) is regarded as an effective pedagogical approach, this heavily depends on whether its members function effectively as a group. This study examines whether students' interpersonal skills and students' perceptions of those skills predict individual achievement and group performance in CSCL-environments. In total, 87 secondary education students working in 29 triads collaborated on a collab
article Computer-supported collaborative concept
Farrokhnia,
mapping:
Mohammadreza;
The effects Pijeira-Díaz,
of different instructional
Héctor J.; Noroozi,
designs Omid;
on conceptual
Hatami, understanding
Javad and knowledge co-construction
103640 https://linkinghub.elsevier.com/retrieve/pii/S0360131519301939
2019-12 2020-03-13 Computers & education 142 3601315 10.1016/j.compedu.2019.103640
article Learner perceptions versus technology
Lee,usage:
Cynthia;
A Yeung,
study ofAlexander
adolescentSeeshing;
English learners
Cheung,inKwok
HongWai
Kong secondary schools 13-26 https://linkinghub.elsevier.com/retrieve/pii/S0360131519300053
2019-05 2020-03-13 Computers & education 133 3601315 10.1016/j.compedu.2019.01.005 Abstract There is a wealth of research investigating the predictive power of learners' attitudes towards technology, perceived usefulness of technology and efficacy. However, the associations between these learner factors and the actual application of technology for individualized and collaborative school-related learning activities in a specific domain and in the Asian context are not adequately discussed. This paper contributes to the literature by attemp
article Technology and the dis-placing of learning
Crook, Charles;
in educational
Bligh, futures
Brett 162-175 http://linkinghub.elsevier.com/retrieve/pii/S2210656116300277
2016-12 2020-03-13 Learning, Culture and Social Interaction
11 22106561 10.1016/j.lcsi.2016.09.001 Common visions of online education entail radically re-configuring the experience of learning: a technological displacement from the spatial order of classrooms into the more diffuse arena of digital networks. One assumption seems to be that the very spatial order of classrooms creates an undesirably rigid sense of place for schooling, one that is depressingly impervious to change; and that the attendant solution is to escape the realm of the ‘physical’ al
article Evaluating the use of a social mediaChu,
tool Samuel
for collaborative
K.W.; Capio,
group
Catherine
writing ofM.;
secondary
van Aalst,
school
Jan C.W.;
students
Cheng,
in Hong
Eddie
Kong
W.L. 170-180 http://linkinghub.elsevier.com/retrieve/pii/S0360131517300544
2017-07 2020-03-13 Computers & education 110 3601315 10.1016/j.compedu.2017.03.006 The rapid development of social media tools has increased interest in their pedagogical value. It has been suggested that social media tools such as wikis can promote online collaborative and interactive learning. This study investigated the value of wikis in supporting collaborative group writing quality among secondary school students in Hong Kong. Students from a local secondary school engaged in group writing projects using Pbworks, a popular wik
article Shifting pedagogy in an AP US government
Adams, Carol
& politics
M.; Lo,
classroom:
Jane C.;AGoodell,
DBIR exploration
Alexandra;ofNachtigal,
teacher growth
Sara 79-92 http://linkinghub.elsevier.com/retrieve/pii/S0742051X17300653
2017-05 2019-11-22 Teaching and Teacher Education
64 0742051X 10.1016/j.tate.2017.01.011 This paper presents a longitudinal case study of a teacher, over four years, as he participated in a design-based implementation research (DBIR) project aimed at implementing a rigorous project-based learning (PBL) Advanced Placement U.S. Government and Politics (APGOV) course in an urban school district. Teacher interviews, professional development sessions, and classroom observations offer a window into how DBIR afforded the teacher uniq
article The potential of temporal analysis: Combining
Lämsä, Joni;
logHämäläinen,
data and lagRaija;
sequential
Koskinen,
analysis
Pekka;
to investigate
Viiri, Jouni;temporal
Mannonen,
differences
Joonas between scaffolded and non-scaffolded
103674 group inquiry-based
https://linkinghub.elsevier.com/retrieve/pii/S0360131519302271
learning processes 2020-01 2020-03-13 Computers & education 143 3601315 10.1016/j.compedu.2019.103674
article Hong Kong and Canadian studentsZhang,
experiencing
Zheng;aLi,
newJia;participatory
Liu, Feifei; Miao,
culture:
Zhuang
A teacher professional training project undergirded by new media
146-158
literacies http://linkinghub.elsevier.com/retrieve/pii/S0742051X1630097X
2016-10 2020-03-13 Teaching and Teacher Education
59 0742051X 10.1016/j.tate.2016.05.017 This research linked 47 Hong Kong and 35 Canadian teacher candidates in a new participatory culture project within the theoretical framework of new media literacies. This paper reports the qualitative data with quantitative descriptions of participants’ social interactivity within the cross-border communities of practice. Besides the constraints of the designated online forum, findings relate that participants’ engagement in the new participatory culture cont
article Using cognitive mapping to foster deeper
Wang,learning
Minhong;with
Wu, complex
Bian; Kirschner,
problems Paul
in a computer-based
A.; Michael Spector,
environment
J. http://linkinghub.elsevier.com/retrieve/pii/S074756321830030X
2018-02 2020-03-13 Computers in human behavior 7475632 10.1016/j.chb.2018.01.024 Abstract Concept mapping has been widely used to foster meaningful learning and support the communication of complex ideas. With a focus on conceptual understanding, traditional concept mapping is found to be inadequate in supporting problem solving particularly in eliciting and representing the complex process of applying knowledge to practice. In this study, a computer-based cognitive-mapping approach was used to extend traditional concept m
article Improving student expectations of learning
Rovers, in
Sanne
a problem-based
F.E.; Clarebout,
environment
Geraldine; Savelberg, Hans H.C.M.; van Merriënboer, Jeroen J.G. http://linkinghub.elsevier.com/retrieve/pii/S0747563218300748
2018-02 2020-03-13 Computers in human behavior 7475632 10.1016/j.chb.2018.02.016 Abstract Despite the continuing popularity of problem-based learning (PBL) approaches in higher education worldwide, concerns have been raised regarding a decrease in effectiveness. Unrealistic expectations of students about the nature of learning in a PBL setting may lead to ineffective use of self-regulated learning strategies, in turn leading to suboptimal learning during self-study. In this study, we tested the effects of a workshop aimed at aligning s
article Factors that foster and deter advanced
Sprott,
teachers’
Ryan A.
professional development 321-331 https://linkinghub.elsevier.com/retrieve/pii/S0742051X18302063
2019-01 2020-03-13 Teaching and Teacher Education
77 0742051X 10.1016/j.tate.2018.11.001
article Interdisciplinary research agenda invon
support
Davier,
of assessment
Alina A.; Hao,
of Jiangang;
collaborative
Liu,problem
Lei; Kyllonen,
solving:
Patrick
lessons learned from developing a Collaborative631-640
Science Assessment Prototype https://linkinghub.elsevier.com/retrieve/pii/S0747563217303023
2017-11 2020-03-13 Computers in human behavior 76 7475632 10.1016/j.chb.2017.04.059
article The assessment of collaborative problem
Herborn,
solving
Katharina;
in PISA
Stadler,
2015: Matthias;
Can computer
Mustafić,
agentsMaida;
replace
Greiff,
humans?
Samuel 105624 https://linkinghub.elsevier.com/retrieve/pii/S0747563218303571
2018-07 2020-03-13 Computers in human behavior 7475632 10.1016/j.chb.2018.07.035
article Exploring social and cognitive dimensions
Andrews-Todd,
of collaborative
Jessica;problem
Forsyth,solving
Carol M.
in an open online simulation-based task https://linkinghub.elsevier.com/retrieve/pii/S0747563218305156
2018-10 2020-03-13 Computers in human behavior 7475632 10.1016/j.chb.2018.10.025 Abstract Collaborative problem solving (CPS) is a complex construct comprised of skills associated with social and cognitive dimensions. The diverse set of skills within these dimensions make CPS difficult to measure. Typically, research on measuring CPS has used highly constrained environments that help narrow the problem space. In the current study, we applied the in-task assessment framework to support the exploration of CPS skills at a deep le
article Revealing the processes of students'
Siddiq,
interaction
Fazilat;
with
Scherer,
a novelRonny
collaborative problem solving task: An in-depth analysis of think-aloud protocols509-525 http://linkinghub.elsevier.com/retrieve/pii/S0747563217304740
2017-11 2020-03-13 Computers in human behavior 76 7475632 10.1016/j.chb.2017.08.007
article Gamified performance assessment Stoeffler,
of collaborative
Kristin;problem
Rosen, Yigal;
solvingBolsinova,
skills Maria; von Davier, Alina A. 106036 https://linkinghub.elsevier.com/retrieve/pii/S0747563219302146
2019-05 2020-03-13 Computers in human behavior 7475632 10.1016/j.chb.2019.05.033
article Fostering collaborative problem solving
Rosen,
skills
Yigal;
in science:
Wolf, Iris;
TheStoeffler,
AnimaliaKristin
project 105922 https://linkinghub.elsevier.com/retrieve/pii/S0747563219300706
2019-02 2020-03-13 Computers in human behavior 7475632 10.1016/j.chb.2019.02.018
article Evaluation of an intelligent team tutoring
Ostrander,
system
Alec;
for aBonner,
collaborative
Desmond;
two-person
Walton,problem:
Jamiahus;
Surveillance
Slavina, Anna; Ouverson, Kaitlyn; Kohl, Adam; Gilbert, Stephen;
105873Dorneich, Michael; Sinatra,
https://linkinghub.elsevier.com/retrieve/pii/S0747563219300159
Anne; Winer, Eliot2019-01 2020-03-13 Computers in human behavior 7475632 10.1016/j.chb.2019.01.006
article Monitoring patterns of social and cognitive
Scoular,student
Claire; behaviors
Care, Esther
in online collaborative problem solving assessments 105874 https://linkinghub.elsevier.com/retrieve/pii/S0747563219300172
2019-01 2020-03-13 Computers in human behavior 7475632 10.1016/j.chb.2019.01.007
article Exploring the collaborative synthesis
Kiili,
of information
Carita; Leu,during
Donaldonline
J. reading 146-157 https://linkinghub.elsevier.com/retrieve/pii/S0747563219300421
2019-06 2020-03-13 Computers in human behavior 95 7475632 10.1016/j.chb.2019.01.033 Abstract This descriptive study sought to understand the complexities of integrative processing during collaborative online reading. Student pairs constructed a collaborative understanding while reading online information about a controversial issue by connecting, combining and organizing information that originated from prior knowledge, self-selected online texts, and discussions during an online inquiry task. Thirty-eight students from an upper seconda
article Deconstructing teacher expertise for
Inoue,
inquiry-based
Noriyuki; teaching:
Asada, Tadashi;
LookingMaeda,
into consensus
Natsumi;building
Nakamura,
pedagogy
Shun in Japanese classrooms 366-377 https://linkinghub.elsevier.com/retrieve/pii/S0742051X18302488
2019-01 2020-03-13 Teaching and Teacher Education
77 0742051X 10.1016/j.tate.2018.10.016 Abstract What does it take for teachers to effectively teach inquiry-based lessons? We videotaped a series of mathematics lessons that involve whole class consensus building discussions ( neriage ) taught by leading teachers at Japanese elementary schools followed by teacher interviews. The triangulated data analysis revealed that the teachers facilitated class discussions to achieve the lesson goals effectively, but they made modifications to their le
article Mastery mathematics: Changing teacher
Boyd, beliefs
Pete; Ash,
around
Andy
in-class grouping and mindset 214-223 https://linkinghub.elsevier.com/retrieve/pii/S0742051X1731274X
2018-10 2020-03-13 Teaching and Teacher Education
75 0742051X 10.1016/j.tate.2018.06.016 Abstract Internationally, reform efforts in teaching of mathematics have found it difficult to change practice. This study used classroom video stimulated recall interviews with Primary teachers in England to investigate their beliefs during implementation of a textbook-based South Asian mastery approach to teaching mathematics. The self-reported beliefs of the teachers showed their support for change in practice, from in-class grouping by prior attainmen
article Investigating sociopedagogical norms:
Dick,
Teachers'
Lara K.; Sztajn,
discussions
Paola;
about
White,
own Tracy
and others'
Foote; Heck,
instruction
Daniel J. 297-307 https://linkinghub.elsevier.com/retrieve/pii/S0742051X17305784
2018-04 2020-03-13 Teaching and Teacher Education
71 0742051X 10.1016/j.tate.2018.01.004
article Effects of an asynchronous online data
Reeves,
literacy
Todd
intervention
D.; Chiang,
onJui-Ling
pre-service and in-service educators’ beliefs, self-efficacy, and practices 13-33 https://linkinghub.elsevier.com/retrieve/pii/S0360131519300624
2019-07 2020-03-13 Computers & education 136 3601315 10.1016/j.compedu.2019.03.004 Abstract Today's teachers are inundated with data, and their capacity to use data productively and responsibly is a salient but complex skillset. In this context, the present experimental study ( N  = 107) investigated the efficacy of an asynchronous online data literacy intervention intended for pre-service and in-service educators. The facilitated, interactive, and highly-structured intervention engaged participants in asking and answering four different kinds
article Appropriating protocols for the regulation
Segal,of
Aliza;
teacher
Lefstein,
professional
Adam; Vedder-Weiss,
conversations Dana 215-226 http://linkinghub.elsevier.com/retrieve/pii/S0742051X17312192
2018-02 2020-03-13 Teaching and Teacher Education
70 0742051X 10.1016/j.tate.2017.11.018
article Towards a generalized competencySun,
model
Chen;
of collaborative
Shute, Valerie
problem
J.; Stewart,
solvingAngela; Yonehiro, Jade; Duran, Nicholas; D'Mello, Sidney 103672 https://linkinghub.elsevier.com/retrieve/pii/S0360131519302258
2020-01 2020-03-13 Computers & education 143 3601315 10.1016/j.compedu.2019.103672
article Developing metadiscourse through Lei,
reflective
Chunlin;
assessment
Chan, Carol
in knowledge
K.K. building environments 153-169 https://linkinghub.elsevier.com/retrieve/pii/S0360131518301817
2018-11 2020-03-13 Computers & education 126 3601315 10.1016/j.compedu.2018.07.006 Abstract This study examined how reflective assessment supported by principles facilitated metadiscourse for knowledge advances mediated by Knowledge Forum ® (KF). Participants were 60 tertiary students in two classes engaging in knowledge building and reflecting on their collaborative knowledge building using e-portfolios; one class was a principle-based knowledge-building environment (KBP, n = 30), and the other a regular knowledge-building
article Sequential actions as markers of behavioural
Vista, Alvin;
and
Awwal,
cognitive
Nafisa;
processes:
Care, Esther
Extracting empirical pathways from data streams of complex tasks 15-36 https://linkinghub.elsevier.com/retrieve/pii/S0360131515300580
2016-01 2020-03-13 Computers & education
92-93 3601315 10.1016/j.compedu.2015.10.009
article Principle-based design: Development
Hong,
of adaptive
Huang-Yao;
mathematics
Chai, Ching
teaching
Sing practices and beliefs in a knowledge building environment 38-55 https://linkinghub.elsevier.com/retrieve/pii/S0360131517301744
2017-12 2020-03-13 Computers & education 115 3601315 10.1016/j.compedu.2017.07.011
article An adaptive collaboration script for Rau,
learning
Martina
with multiple
A.; Bowman,
visualHannah
representations
E.; Moore,
in John
chemistry
W. 38-55 http://linkinghub.elsevier.com/retrieve/pii/S0360131517300295
2017-06 2020-03-13 Computers & education 109 3601315 10.1016/j.compedu.2017.02.006 Undergraduate STEM instruction increasingly uses educational technologies to support problem-solving activities. Educational technologies offer two key features that may make them particularly effective. First, most problem-solving activities involve multiple visual representations, and many students have difficulties in understanding, constructing, and connecting these representations. Educational technologies can provide adaptive support that helps s
article The impact of data use professionalLai,
development
M.K.; McNaughton,
on student
S.achievement 434-443 http://linkinghub.elsevier.com/retrieve/pii/S0742051X16301330
2016-11 2020-03-13 Teaching and Teacher Education
60 0742051X 10.1016/j.tate.2016.07.005 This paper describes the data use professional development (PD) component of a whole-school intervention that has been replicated in 53 schools over eight years. Quasi-experimental designs were used to test for intervention impact. The intervention improved achievement in reading comprehension, writing and high school qualifications. Effect sizes were generally higher than international comparisons. The data use PD involved collaboratively analy
article Enhancing quality: Listening to participant
Haines,voices
ShanatoJ.;improve
Kervick,our
Colby
Master's
T.; Shepherd,
program in
Katharine
special education
G.; Levitt, Melanie J. 24-32 http://linkinghub.elsevier.com/retrieve/pii/S0742051X17305243
2017-08 2020-03-13 Teaching and Teacher Education
66 0742051X 10.1016/j.tate.2017.03.022 Newly inducted special education teachers must be well-prepared to address changes in today's schools, including increased student diversity, implementation of tiered systems of support, and the need for increased collaboration with general education teachers and specialists. The purpose of this qualitative study was to develop and implement a data-based continual improvement approach to identify the strengths of our special education Master's pro
article Using Epistemic Synchronization Index
Ding,(ESI)
Ning;toWei,
measure
Jieqiang;
students'
Wolfensberger,
knowledgeMarca
elaboration process in CSCL 122-131 https://linkinghub.elsevier.com/retrieve/pii/S0360131514001778
2015-01 2020-03-13 Computers & education 80 3601315 10.1016/j.compedu.2014.08.004
article Educator perceptions of district-mandated
Carpenter,
Edcamp
Jeffrey
unconferences
Paul; MacFarlane, Miles R. 71-82 https://linkinghub.elsevier.com/retrieve/pii/S0742051X18302580
2018-10 2020-03-13 Teaching and Teacher Education
75 0742051X 10.1016/j.tate.2018.06.002 Abstract Edcamp unconferences are a non-traditional participant-driven form of educator professional learning. Although Edcamp participation has typically been voluntary, this mixed-methods paper presents participants' ( N  = 252) perceptions regarding their experiences at Edcamps run by their school districts and where their attendance was required. The majority of participants rated their Edcamp experiences positively. Many participants compared
article Dialogic understanding of teachers'Lee,
online
Kyungmee;
transformative
Brett,learning:
Clare A qualitative case study of teacher discussions in a graduate-level online course
72-83 https://linkinghub.elsevier.com/retrieve/pii/S0742051X14001462
2015-02 2020-03-13 Teaching and Teacher Education
46 0742051X 10.1016/j.tate.2014.11.001
article Intensive studying or restlessness in
Westling,
the classroom:
Suvi Krista;
DoesPyhältö,
the quality
Kirsi;
of Pietarinen,
control matter?
Janne; Soini, Tiina 361-369 https://linkinghub.elsevier.com/retrieve/pii/S0742051X17311162
2017-10 2020-03-13 Teaching and Teacher Education
67 0742051X 10.1016/j.tate.2017.07.005
article Using uncertainty as a learning opportunity
Costache,during
Oana;pre-lesson
Becker, Eva;
conferences
Staub, Fritz;
in theMainhard,
teaching Tim
practicum 102890 https://linkinghub.elsevier.com/retrieve/pii/S0742051X18322558
2019-11 2020-03-13 Teaching and Teacher Education
86 0742051X 10.1016/j.tate.2019.102890
article Talk about student learning: Promoting
Hadar,
professional
Linor L.; Brody,
growthDavid
amongL. teacher educators 101-114 http://linkinghub.elsevier.com/retrieve/pii/S0742051X16301020
2016-10 2020-03-13 Teaching and Teacher Education
59 0742051X 10.1016/j.tate.2016.05.021 Talk about student learning (TASL) in the professional development of teacher educators shifts the focus from teaching to a more productive emphasis on learning. This study examines characteristics of TASL among teacher educators in community and its functions for their learning. The research was based on professional learning communities in which discourse was analyzed. Three genres were found: managing understanding, advisory talk and me
article An analysis of student collaborativeChang,
problem
Chia-Jung;
solving activities
Chang,mediated
Ming-Hua;
byChiu,
collaborative
Bing-Cheng;
simulations
Liu, Chen-Chung; Fan Chiang, Shih-Hsun; Wen,222-235
Cai-Ting; Hwang, Fu-Kwun; Wu, Ying-Tien;
https://linkinghub.elsevier.com/retrieve/pii/S0360131517301720
Chao, Po-Yao; Lai,
2017-11
Chia-Hsi; Wu,
2020-03-13
Su-Wen; Chang, Chih-Kang;
Computers
Chen, Wenli
& education 114 3601315 10.1016/j.compedu.2017.07.008
article Teacher learning in the context of Lesson
Vrikki, Maria;
Study: Warwick,
A video-based
Paul; analysis
Vermunt,ofJan
teacher
D.; Mercer,
discussions
Neil; Van Halem, Nicolette 211-224 http://linkinghub.elsevier.com/retrieve/pii/S0742051X16305984
2017-01 2020-03-13 Teaching and Teacher Education
61 0742051X 10.1016/j.tate.2016.10.014 This paper contributes to our understanding of teacher learning in the context of Lesson Study (LS), a model of professional development that involves collaborative lesson planning and evaluation. Video-recorded LS discussions of mathematics teachers based in London were analysed for this purpose. Two inter-related studies are presented: the first involved the construction of a reliable coding protocol for video analysis; the second used this protocol
article Effects of success v failure cases on
Tawfik,
learner-learner
Andrew A.;interaction
Giabbanelli, Philippe J.; Hogan, Maureen; Msilu, Fortunata; Gill, Anila; York, Cindy S. 120-132 http://linkinghub.elsevier.com/retrieve/pii/S0360131517302579
2018-03 2020-03-13 Computers & education 118 3601315 10.1016/j.compedu.2017.11.013 Abstract Studies have found that students struggle to challenge their peers and engage in co-construction of knowledge when in asynchronous problem-based learning (PBL) contexts. In other settings, case libraries have been shown to support problem solving competencies, such as argumentation and problem representation. However, research has yet to study how the design and types of cases impact learner-learner interaction. To accommodate th
article Teacher's visual attention when scaffolding
Haataja, collaborative
Eeva; Garciamathematical
Moreno-Esteva,
problem
Enrique;
solving
Salonen, Visajaani; Laine, Anu; Toivanen, Miika; Hannula, Markku102877
S. https://linkinghub.elsevier.com/retrieve/pii/S0742051X18310758
2019-11 2020-03-13 Teaching and Teacher Education
86 0742051X 10.1016/j.tate.2019.102877
article The role of planning in complex problem
Eichmann,
solving
Beate; Goldhammer, Frank; Greiff, Samuel; Pucite, Liene; Naumann, Johannes 1-12 https://linkinghub.elsevier.com/retrieve/pii/S0360131518302082
2019-01 2020-03-13 Computers & education 128 3601315 10.1016/j.compedu.2018.08.004 Abstract Complex problem solving (CPS) is a highly transversal competence needed in educational and vocational settings as well as everyday life. The assessment of CPS is often computer-based, and therefore provides data regarding not only the outcome but also the process of CPS. However, research addressing this issue is scarce. In this article we investigated planning activities in the process of complex problem solving. We operationalized pla
article Two sides of the same coin? The role
Košir,
of rumination
Katja; Tement,
and reflection
Sara; Licardo,
in elementary
Marta; Habe,
school
Katarina
teachers' classroom stress and burnout 131-141 https://linkinghub.elsevier.com/retrieve/pii/S0742051X15000074
2015-04 2020-03-13 Teaching and Teacher Education
47 0742051X 10.1016/j.tate.2015.01.006
article Teaching and learning with children:Chen,
Impact
Huili;
of reciprocal
Park, Haepeer
Won;learning
Breazeal,
withCynthia
a social robot on children’s learning and emotive engagement 103836 https://linkinghub.elsevier.com/retrieve/pii/S0360131520300373
2020-02 2020-03-13 Computers & education 3601315 10.1016/j.compedu.2020.103836
article Student agency to participate in dialogic
Clarke,
science
Sherice
discussions
N.; Howley, Iris; Resnick, Lauren; Penstein Rosé, Carolyn 27-39 http://linkinghub.elsevier.com/retrieve/pii/S2210656116000039
2016-09 2020-03-13 Learning, Culture and Social Interaction
10 22106561 10.1016/j.lcsi.2016.01.002 Students enter learning situations (informal and formal alike) with a wealth of knowledge, skill and expertise with which to engage in new learning experiences. However, in dialogic science discussions, many students do not call on these resources to engaging in discussion, and some students rarely participate. In this paper, we introduce a hybrid model of agency as a lens to examine the enablers and barriers to students' engagement in dialogic scienc
article Developing an Acceptance-Based Behavioral
Juarascio, Treatment
Adrienne S;forManasse,
Binge Eating
Stephanie
Disorder:
M; Schumacher,
Rationale andLeah;
Challenges.
Espel, Hallie; Forman, Evan M 1-13 http://linkinghub.elsevier.com/retrieve/pii/S1077722916000237
2017-02 2020-03-13 Cognitive and behavioral practice
24 1 10777229 10.1016/j.cbpra.2015.12.005
29881247 PMC5987204 Binge eating disorder (B