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Communication in a web-based conferencing system: the quality of computer-mediated interactions.

, , and . Br. J. Educ. Technol., 34 (1): 31-43 (2003)

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Field dependence-independence and instructional-design effects on learners' performance with a computer-modeling tool., , and . Comput. Hum. Behav., 25 (6): 1355-1366 (2009)Communication in a web-based conferencing system: the quality of computer-mediated interactions., , and . Br. J. Educ. Technol., 34 (1): 31-43 (2003)Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge., and . J. Comput. Assist. Learn., 21 (4): 292-302 (2005)An interaction effect between young children's field dependence-independence and order of learning with glass-box and black-box simulations: Evidence for the malleability of cognitive style in computer-supported learning., , , and . Comput. Hum. Behav., (2016)Learning and teaching about scientific models with a computer-modeling tool., and . Comput. Hum. Behav., 24 (2): 220-233 (2008)Scaffolding Complex Learning with a Computer Modeling Tool in a Science Education Methods Course., and . CELDA, page 485-488. IADIS, (2005)Epistemological Beliefs and Ill-structured Problem-solving in Solo and Paired Contexts., and . J. Educ. Technol. Soc., 15 (1): 2-14 (2012)Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK)., and . Comput. Educ., 52 (1): 154-168 (2009)Developing young children's computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy., and . Comput. Hum. Behav., (2020)Thinking about Complex Problems with Modeling Software: The Role of Cognitive Style and Visual and Textual Representations., and . CELDA, page 289-296. IADIS, (2004)