UB Paderborn / Katalog / Suche / in CDI

Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education

PloS one, 2015-12, Vol.10 (12), p.e0144008

2015

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Fostering knowledge construction in university students through asynchronous discussion groups

Computers and education, 2006-05, Vol.46 (4), p.349-370

2006

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Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing?

Computers in human behavior, 2005-11, Vol.21 (6), p.957-975

2005

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How safe do teenagers behave on Facebook? An observational study

PloS one, 2014-08, Vol.9 (8), p.e104036-e104036

2014

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Supporting Teacher Redesign Teams: A Descriptive Framework for Role Enactment of Academic Developers as Facilitators

SAGE open, 2023-06, Vol.13 (2)

2023

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The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education

International journal of STEM education, 2024-12, Vol.11 (1), p.3-21, Article 3

2024

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“Pedagogical tweeting” in higher education: boon or bane?

International Journal of Educational Technology in Higher Education, 2018-05, Vol.15 (1), p.1-16, Article 19

2018

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Are teachers ready to immerse? Acceptance of mobile immersive virtual reality in secondary education teachers

Research in learning technology, 2023-01, Vol.31, p.1-14

2023

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Blending Face-to-Face Higher Education with Web-Based Lectures: Comparing Different Didactical Application Scenarios

Educational technology & society, 2015-01, Vol.18 (1), p.170-182

2015

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The effects of teacher-led class interventions during technology-enhanced science inquiry on students’ knowledge integration and basic need satisfaction

Computers and education, 2016-01, Vol.92-93, p.125-141

2016

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Students’ perceptions about the use of video games in the classroom

Computers and education, 2010-05, Vol.54 (4), p.1145-1156

2010

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Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students' perceptions about peer assessment skills

European journal of psychology of education, 2018-01, Vol.33 (1), p.75-99

2018

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The supporting role of learning analytics for a blended learning environment: Exploring students' perceptions and the impact on relatedness

Journal of computer assisted learning, 2022-02, Vol.38 (1), p.90-102

2022

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Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics

Computers and education, 2024-02, Vol.209, p.104949, Article 104949

2024

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Scaffolding information problem solving in web-based collaborative inquiry learning

Computers and education, 2012-08, Vol.59 (1), p.82-94

2012

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A Qualitative Study on Learning and Teaching With Learning Paths in a Learning Management System

Journal of social science education, 2016-01, Vol.15 (1), p.27-37

2016

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Unraveling the motivational effects and challenges of web-based collaborative inquiry learning across different groups of learners

Educational technology research and development, 2015-06, Vol.63 (3), p.405-430

2015

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What if pupils can assess their peers anonymously? A quasi-experimental study

Computers and education, 2015-02, Vol.81, p.123-132

2015

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Web-based Collaborative Inquiry to Bridge Gaps in Secondary Science Education

The Journal of the learning sciences, 2014-01, Vol.23 (3), p.316-347

2014

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Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education

Studies in higher education (Dorchester-on-Thames), 2015-01, Vol.40 (1), p.178-193

2015

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Applying educational design research to develop a low-cost, mobile immersive virtual reality serious game teaching safety in secondary vocational education

Education and information technologies, 2024-05, Vol.29 (7), p.8609-8646

2024

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Teachers' Beliefs and Self-Reported Use of Inquiry in Science Education in Public Primary Schools

International journal of science education, 2013-06, Vol.35 (8), p.1407-1423

2013

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Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction

Computers in human behavior, 2010-07, Vol.26 (4), p.516-523

2010

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"Now you know what you're doing right and wrong!" Peer feedback quality in synchronous peer assessment in secondary education

European journal of psychology of education, 2018-04, Vol.33 (2), p.255-275

2018

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Developing educational materials about risks on social network sites: a design based research approach

Educational technology research and development, 2016-06, Vol.64 (3), p.459-480

2016

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Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education

Fostering knowledge construction in university students through asynchronous discussion groups

Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing?

How safe do teenagers behave on Facebook? An observational study

Supporting Teacher Redesign Teams: A Descriptive Framework for Role Enactment of Academic Developers as Facilitators

The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education

“Pedagogical tweeting” in higher education: boon or bane?

Are teachers ready to immerse? Acceptance of mobile immersive virtual reality in secondary education teachers

Blending Face-to-Face Higher Education with Web-Based Lectures: Comparing Different Didactical Application Scenarios

The effects of teacher-led class interventions during technology-enhanced science inquiry on students’ knowledge integration and basic need satisfaction

Students’ perceptions about the use of video games in the classroom

Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students' perceptions about peer assessment skills

The supporting role of learning analytics for a blended learning environment: Exploring students' perceptions and the impact on relatedness

Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics

Scaffolding information problem solving in web-based collaborative inquiry learning

A Qualitative Study on Learning and Teaching With Learning Paths in a Learning Management System

Unraveling the motivational effects and challenges of web-based collaborative inquiry learning across different groups of learners

What if pupils can assess their peers anonymously? A quasi-experimental study

Web-based Collaborative Inquiry to Bridge Gaps in Secondary Science Education

Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education

Applying educational design research to develop a low-cost, mobile immersive virtual reality serious game teaching safety in secondary vocational education

Teachers' Beliefs and Self-Reported Use of Inquiry in Science Education in Public Primary Schools

Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction

"Now you know what you're doing right and wrong!" Peer feedback quality in synchronous peer assessment in secondary education

Developing educational materials about risks on social network sites: a design based research approach

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