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From Cognitive Load Theory to Collaborative Cognitive Load Theory

International journal of computer-supported collaborative learning, 2018-06, Vol.13 (2), p.213-233

2018

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Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda

Educational technology research and development, 2020-04, Vol.68 (2), p.783-805

2020

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How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice

1, 2022

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Do Learners Really Know Best? Urban Legends in Education

Educational psychologist, 2013-07, Vol.48 (3), p.169-183

2013

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Governing wildfires: toward a systematic analytical framework

Ecology and society, 2023-06, Vol.28 (2), p.6, Article art6

2023

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Social Aspects of CSCL Environments: A Research Framework

Educational psychologist, 2013-10, Vol.48 (4), p.229-242

2013

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Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research

Computers in human behavior, 2003-05, Vol.19 (3), p.335-353

2003

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Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect

Applied cognitive psychology, 2011-07, Vol.25 (4), p.615-624

2011

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Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

Educational technology research and development, 2015-02, Vol.63 (1), p.125-142

2015

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Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Educational psychologist, 2006-06, Vol.41 (2), p.75-86

2006

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Linking antibiotic resistance gene patterns with advanced faecal pollution assessment and environmental key parameters along 2300 km of the Danube River

Water research (Oxford), 2024-03, Vol.252, p.121244-121244, Article 121244

2024

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Multiparametric monitoring of microbial faecal pollution reveals the dominance of human contamination along the whole Danube River

Water research (Oxford), 2017-11, Vol.124, p.543-555

2017

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Stop propagating the learning styles myth

Computers and education, 2017-03, Vol.106, p.166-171

Kirschner, Paul A.

2017

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Text analytics for uncovering untapped ideas at the intersection of learning design and learning analytics: Critical interpretative synthesis

Journal of computer assisted learning, 2023-06, Vol.39 (3), p.899-920

2023

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Clostridium perfringens Is Not Suitable for the Indication of Fecal Pollution from Ruminant Wildlife but Is Associated with Excreta from Nonherbivorous Animals and Human Sewage

Applied and Environmental Microbiology, 2013-08, Vol.79 (16), p.5089-5092

2013

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More Urban Myths About Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts

1st edition., 2018

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Effects of group experience and information distribution on collaborative learning

Instructional science, 2019-10, Vol.47 (5), p.531-550

2019

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Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning

British journal of educational technology, 2020-11, Vol.51 (6), p.2391-2406

2020

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Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities

International journal of computer-supported collaborative learning, 2016-09, Vol.11 (3), p.263-280

2016

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Cognitive load theory: implications of cognitive load theory on the design of learning

Learning and Instruction, 2002-02, Vol.12 (1), p.1-10

Kirschner, Paul A.

2002

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Awareness of cognitive and social behaviour in a CSCL environment

Journal of computer assisted learning, 2015-02, Vol.31 (1), p.59-77

2015

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Differential effects of problem-solving demands on individual and collaborative learning outcomes

Learning and instruction, 2011-08, Vol.21 (4), p.587-599

2011

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Recent analysis of key plasma wall interactions issues for ITER

Journal of nuclear materials, 2009-06, Vol.390, p.1-9

2009

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Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation

Computers in human behavior, 2020-06, Vol.107, p.105512, Article 105512

2020

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Escherichia coli and enterococci are sensitive and reliable indicators for human, livestock and wildlife faecal pollution in alpine mountainous water resources

Journal of applied microbiology, 2010-11, Vol.109 (5), p.1599-1608

2010

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From Cognitive Load Theory to Collaborative Cognitive Load Theory

Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda

How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice

Do Learners Really Know Best? Urban Legends in Education

Governing wildfires: toward a systematic analytical framework

Social Aspects of CSCL Environments: A Research Framework

Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research

Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect

Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Linking antibiotic resistance gene patterns with advanced faecal pollution assessment and environmental key parameters along 2300 km of the Danube River

Multiparametric monitoring of microbial faecal pollution reveals the dominance of human contamination along the whole Danube River

Stop propagating the learning styles myth

Text analytics for uncovering untapped ideas at the intersection of learning design and learning analytics: Critical interpretative synthesis

Clostridium perfringens Is Not Suitable for the Indication of Fecal Pollution from Ruminant Wildlife but Is Associated with Excreta from Nonherbivorous Animals and Human Sewage

More Urban Myths About Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts

Effects of group experience and information distribution on collaborative learning

Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning

Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities

Cognitive load theory: implications of cognitive load theory on the design of learning

Awareness of cognitive and social behaviour in a CSCL environment

Differential effects of problem-solving demands on individual and collaborative learning outcomes

Recent analysis of key plasma wall interactions issues for ITER

Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation

Escherichia coli and enterococci are sensitive and reliable indicators for human, livestock and wildlife faecal pollution in alpine mountainous water resources

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