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The relationship between group adoption of Knowledge Building Principles and performance in creating artifacts

Educational technology research and development, 2021-04, Vol.69 (2), p.787-808

2021

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Beyond algorithms: The human touch machine-generated titles for enhancing click-through rates on social media

PloS one, 2024-07, Vol.19 (7), p.e0306639

2024

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Curriculum design for social, cognitive and emotional engagement in Knowledge Building

International Journal of Educational Technology in Higher Education, 2021-07, Vol.18 (1), p.1-19, Article 37

2021

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Reciprocal Relations Between Students’ Evaluation, Reformulation Behaviors, and Engineering Design Performance Over Time

Journal of science education and technology, 2021-10, Vol.30 (5), p.595-607

2021

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Discourse Moves and Emotion in Knowledge Building Discourse and Metadiscourse

Frontiers in education (Lausanne), 2022-06, Vol.7

2022

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Examining sequential patterns of self- and socially shared regulation of STEM learning in a CSCL environment

Computers and education, 2019-07, Vol.136, p.34-48

2019

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Teachers scaffold student discourse and emotions in knowledge building classrooms

Interactive learning environments, 2023-02, Vol.ahead-of-print (ahead-of-print), p.1-18

2023

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Enhancing undergraduates’ engagement in a learning community by including their voices in the technological and instructional design

Computers and education, 2024-06, Vol.214, p.105026, Article 105026

2024

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Collaborative analytics-enhanced reflective assessment to foster conducive epistemic emotions in knowledge building

Computers and education, 2024-02, Vol.209, p.104950, Article 104950

2024

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Mining Teacher Informal Online Learning Networks: Insights From Massive Educational Chat Tweets

Journal of educational computing research, 2023-03, Vol.61 (1), p.127-150

2023

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Profiling self-regulation behaviors in STEM learning of engineering design

Computers and education, 2020-01, Vol.143, p.103669, Article 103669

2020

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Uncovering the sequential patterns in transformative and non-transformative discourse during collaborative inquiry learning

The Internet and higher education, 2019-04, Vol.41, p.51-61

2019

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Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer‐supported collaborative inquiry

Journal of computer assisted learning, 2024-06, Vol.40 (3), p.1098-1122

2024

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Share and embrace demographic and location diversity: Creating an Instagram‐based inclusive online learning community

British journal of educational technology, 2022-11, Vol.53 (6), p.1530-1548

2022

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Exploring emotional and cognitive dynamics of Knowledge Building in grades 1 and 2

User modeling and user-adapted interaction, 2019-09, Vol.29 (4), p.789-820

2019

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Exploring Pre-service Teachers' Democratizing Knowledge in a Knowledge Building Community: Indicators and Results

The Asia-Pacific education researcher, 2023-06, Vol.32 (3), p.401-415

2023

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Using learning analytics to explore the multifaceted engagement in collaborative learning

Journal of computing in higher education, 2023-12, Vol.35 (3), p.633-662

2023

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Gains in youth resilience during self-driven learning may be moderated by their pathways to purpose

The journal of positive psychology, 2023-11, Vol.18 (6), p.841-852

2023

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Profiles of personal and ecological assets: Adolescents’ motivation and engagement in self-driven learning

Current psychology (New Brunswick, N.J.), 2023-06, Vol.42 (16), p.14025-14037

2023

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Exploring behavioural patterns and their relationships with social annotation outcomes

Journal of computer assisted learning, 2024-08, Vol.40 (4), p.1389-1399

2024

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The influences of ChatGPT on undergraduate students’ demonstrated and perceived interdisciplinary learning

Education and information technologies, 2024-05

2024

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The effects of transformative and non-transformative discourse on individual performance in collaborative-inquiry learning

Computers in human behavior, 2019-09, Vol.98, p.267-276

2019

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Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building

International journal of computer-supported collaborative learning, 2022-06, Vol.17 (2), p.249-292

2022

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Derailment in adolescence: Factor analytic structure and correlates

Journal of research on adolescence, 2024-09, Vol.34 (3), p.1099-1106

2024

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How trait and state positive Emotions, negative Emotions, and self-regulation relate to adolescents' perceived daily learning progress

Contemporary educational psychology, 2024-06, Vol.77, p.102275, Article 102275

2024

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The relationship between group adoption of Knowledge Building Principles and performance in creating artifacts

Beyond algorithms: The human touch machine-generated titles for enhancing click-through rates on social media

Curriculum design for social, cognitive and emotional engagement in Knowledge Building

Reciprocal Relations Between Students’ Evaluation, Reformulation Behaviors, and Engineering Design Performance Over Time

Discourse Moves and Emotion in Knowledge Building Discourse and Metadiscourse

Examining sequential patterns of self- and socially shared regulation of STEM learning in a CSCL environment

Teachers scaffold student discourse and emotions in knowledge building classrooms

Enhancing undergraduates’ engagement in a learning community by including their voices in the technological and instructional design

Collaborative analytics-enhanced reflective assessment to foster conducive epistemic emotions in knowledge building

Mining Teacher Informal Online Learning Networks: Insights From Massive Educational Chat Tweets

Profiling self-regulation behaviors in STEM learning of engineering design

Uncovering the sequential patterns in transformative and non-transformative discourse during collaborative inquiry learning

Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer‐supported collaborative inquiry

Share and embrace demographic and location diversity: Creating an Instagram‐based inclusive online learning community

Exploring emotional and cognitive dynamics of Knowledge Building in grades 1 and 2

Exploring Pre-service Teachers' Democratizing Knowledge in a Knowledge Building Community: Indicators and Results

Using learning analytics to explore the multifaceted engagement in collaborative learning

Gains in youth resilience during self-driven learning may be moderated by their pathways to purpose

Profiles of personal and ecological assets: Adolescents’ motivation and engagement in self-driven learning

Exploring behavioural patterns and their relationships with social annotation outcomes

The influences of ChatGPT on undergraduate students’ demonstrated and perceived interdisciplinary learning

The effects of transformative and non-transformative discourse on individual performance in collaborative-inquiry learning

Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building

Derailment in adolescence: Factor analytic structure and correlates

How trait and state positive Emotions, negative Emotions, and self-regulation relate to adolescents' perceived daily learning progress

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