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Teacher interventions in a synchronous, co-located CSCL setting: Analyzing focus, means, and temporality.

, , , and . Comput. Hum. Behav., 29 (4): 1377-1386 (2013)

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Learning analytics in a flipped university course.. LAK, page 514-515. ACM, (2016)How Teacher Characteristics Relate to How Teachers Use Dashboards: Results From Two Case Studies in K-12., , , and . J. Learn. Anal., 8 (2): 6-21 (September 2021)Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach., , , , , , , , , and 20 other author(s). J. Learn. Anal., 10 (2): 14-50 (2023)Teacher regulation of multiple computer-supported collaborating groups., , , and . Comput. Hum. Behav., (2015)Learning analytics to support teachers during synchronous CSCL: balancing between overview and overload.. J. Learn. Anal., 2 (2): 138-162 (December 2015)Mine, ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning?, , , and . J. Comput. Assist. Learn., 37 (1): 39-50 (2021)Multidimensional Teacher Behavior in CSCL., , , and . CSCL (1), page 518-525. International Society of the Learning Sciences, LuLu, Amazon, (2013)Validation of the self-regulated online learning questionnaire., , , , and . J. Comput. High. Educ., 29 (1): 6-27 (2017)Supporting learners' self-regulated learning in Massive Open Online Courses., , , , and . Comput. Educ., (2020)Are you with me or not? Temporal synchronicity and transactivity during CSCL., , and . J. Comput. Assist. Learn., 33 (5): 424-442 (2017)