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Using Targeted Feedback to Address Common Student Misconceptions in Introductory Programming: A Data-Driven Approach

SAGE open, 2019-10, Vol.9 (4)

2019

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Investigating feedback implemented by instructors to support online competency-based learning (CBL): a multiple case study

International Journal of Educational Technology in Higher Education, 2021-02, Vol.18 (1), p.1-21, Article 5

2021

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Using achievement goal-based personalized motivational feedback to enhance online learning

Educational technology research and development, 2021-04, Vol.69 (2), p.553-581

2021

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Learning and Knowledge Analytics in Open Education: Selected Readings from the AECT-LKAOE 2015 Summer International Research Symposium

1, 2016

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Elementary Science Teachers' Sense-Making with Learning to Implement Engineering Design and Its Impact on Students' Science Achievement

Journal of science teacher education, 2021-01, Vol.32 (1), p.39-61

2021

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Educational technology for teaching and learning: 3. ed

2006

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The development of a content analysis model for assessing students' cognitive learning in asynchronous online discussions

Educational technology research and development, 2011-02, Vol.59 (1), p.43-70

2011

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Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking

Journal of research in science teaching, 1999-09, Vol.36 (7), p.837-858

1999

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Autonomy, beliefs and the learning of elementary mathematics teachers

Teaching and teacher education, 2005-05, Vol.21 (4), p.439-456

2005

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STEMEdhub: Supporting STEM Education Initiatives via the HUBzero Platform

Educational technology, 2015-03, Vol.55 (2), p.31-34

2015

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Scenarios for Teacher Education Programs

TechTrends, 2012-09, Vol.56 (5), p.17-24

2012

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Peer Feedback in a Large Undergraduate Blended Course: Perceptions of Value and Learning

Journal of educational computing research, 2010-01, Vol.43 (1), p.67-88

2010

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Providing Field Experiences with Diverse Populations for Preservice Teachers: Using Technology to Bridge Distances and Cultures

Multicultural perspectives (Mahwah, N.J.), 2005-07, Vol.7 (3), p.3-9

2005

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Correlates of Success in Introductory Programming: A Study with Middle School Students

Journal of education and learning, 2016-03, Vol.5 (2), p.73

2016

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Preparing Teachers to Use Problem-Centered, Inquiry-Based Science: Lessons from a Four-Year Professional Development Project

The interdisciplinary journal of problem-based learning, 2006-05, Vol.1 (1), p.76

2006

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Collaborations in a Community of Practice Working to Integrate Engineering Design in Elementary Science Education

Journal of STEM education, 2014-10, Vol.15 (3), p.21

2014

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Utopian and Dystopian Futures for Learning Technologies

Learning and Knowledge Analytics in Open Education, 2016, p.99-107

2016

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An Instructional Design Model for Information Science

Learning and Knowledge Analytics in Open Education, 2016, p.171-178

2016

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Learning Analytics: Serving the Learning Process Design and Optimization

Learning and Knowledge Analytics in Open Education, 2016, p.31-40

2016

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Tracking Students’ Activities in Serious Games

Learning and Knowledge Analytics in Open Education, 2016, p.125-137

2016

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Social Media: An Integration Guideline for Teaching and Learning in Higher Education

Learning and Knowledge Analytics in Open Education, 2016, p.149-169

2016

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Emerging Technology: Instructional Strategies for Nailing Jell-O to a Tree

Learning and Knowledge Analytics in Open Education, 2016, p.89-97

2016

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Improving Learning in MOOCs Through Peer Feedback: How Is Learning Improved by Providing and Receiving Feedback?

Learning and Knowledge Analytics in Open Education, 2016, p.69-87

2016

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Chinese Scholars’ Perspectives Regarding Educational Technology

Learning and Knowledge Analytics in Open Education, 2016, p.205-222

2016

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Open Educational Resources (OER)-Based Flipped Classroom Practice in an Undergraduate Course

Learning and Knowledge Analytics in Open Education, 2016, p.109-123

2016

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Using Targeted Feedback to Address Common Student Misconceptions in Introductory Programming: A Data-Driven Approach

Investigating feedback implemented by instructors to support online competency-based learning (CBL): a multiple case study

Using achievement goal-based personalized motivational feedback to enhance online learning

Learning and Knowledge Analytics in Open Education: Selected Readings from the AECT-LKAOE 2015 Summer International Research Symposium

Elementary Science Teachers' Sense-Making with Learning to Implement Engineering Design and Its Impact on Students' Science Achievement

Educational technology for teaching and learning: 3. ed

The development of a content analysis model for assessing students' cognitive learning in asynchronous online discussions

Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking

Autonomy, beliefs and the learning of elementary mathematics teachers

STEMEdhub: Supporting STEM Education Initiatives via the HUBzero Platform

Scenarios for Teacher Education Programs

Peer Feedback in a Large Undergraduate Blended Course: Perceptions of Value and Learning

Providing Field Experiences with Diverse Populations for Preservice Teachers: Using Technology to Bridge Distances and Cultures

Correlates of Success in Introductory Programming: A Study with Middle School Students

Preparing Teachers to Use Problem-Centered, Inquiry-Based Science: Lessons from a Four-Year Professional Development Project

Collaborations in a Community of Practice Working to Integrate Engineering Design in Elementary Science Education

Utopian and Dystopian Futures for Learning Technologies

An Instructional Design Model for Information Science

Learning Analytics: Serving the Learning Process Design and Optimization

Tracking Students’ Activities in Serious Games

Social Media: An Integration Guideline for Teaching and Learning in Higher Education

Emerging Technology: Instructional Strategies for Nailing Jell-O to a Tree

Improving Learning in MOOCs Through Peer Feedback: How Is Learning Improved by Providing and Receiving Feedback?

Chinese Scholars’ Perspectives Regarding Educational Technology

Open Educational Resources (OER)-Based Flipped Classroom Practice in an Undergraduate Course

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