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Disambiguation of "Asterhan, Christa S. C."

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Analyzing and presenting interaction data: a teacher, student and researcher perspective.

, , , , , , , , , , , , and . ICLS (3), page 375-382. International Society of the Learning Sciences, (2008)

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S C Jones

Christa S Bürgisser

Solveig C S Eschen

Christian S c rea

Lea C S Kahle

 

Other publications of authors with the same name

On socio-cognitive processes that promote learning from peer collaboration and how immediate transfer tests cannot always detect their effects., , , , and . ICLS (3), page 174-181. International Society of the Learning Sciences, (2008)Teachers and Professional Development: New Contexts, Modes, and Concerns in the Age of Social Media., , , , , , , , , and . ICLS, International Society of the Learning Sciences, (2016)Refutation Text and Argumentation to Promote Conceptual Change., and . ICLS, International Society of the Learning Sciences, (2018)Secondary school peer-to-peer knowledge sharing through social network technologies., and . CSCL, International Society of the Learning Sciences, (2017)Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing., , and . Internet High. Educ., (2021)Teenage peer-to-peer knowledge sharing through social network sites in secondary schools., and . Comput. Educ., (2017)Learning Complex Scientific Concepts through Peer Argumentation: The Effect of Belief in Human Presence and Partner's Discourse Style., and . CogSci, cognitivesciencesociety.org, (2013)Intuitive moderation styles and beliefs of teachers in CSCL-based argumentation., , and . CSCL, page 222-231. International Society of the Learning Sciences / ACM DL, (2007)Social, Motivational and Affective Dimensions of Learning through Social Interaction., and . ICLS, International Society of the Learning Sciences, (2014)Processes of argumentation and explanation in conceptual change: results from protocol analyses of peer-to-peer dialogue.. ICLS (1), page 60-67. International Society of the Learning Sciences, (2008)