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Disambiguation of "Mäkitalo, Kati"

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How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective.

, , , , , , , , , and . Comput. Hum. Behav., (2021)

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Konstantin Katikaridis

Emrah Kati

Jurica Katicic

Walter Thomas Kating

Arno Manfred Katin

 

Other publications of authors with the same name

Artificial Intelligence (AI)-enhanced learning analytics (LA) for supporting Career decisions: advantages and challenges from user perspective., , , , and . Educ. Inf. Technol., 29 (1): 297-322 (January 2024)A Participant Experience Method for Illustrating Individuals' Experiences in the Course of an Evolving Virtual Learning Community., , and . CSCL, volume 2 of Computer-Supported Collaborative Learning, page 451-460. Springer, (2003)Building and maintaining the common ground in web-based interaction., , , and . CSCL, page 571-572. International Society of the Learning Sciences, (2002)Epistemic cooperation scripts in online learning environments: fostering learning by reducing uncertainty in discourse?, , , , and . Comput. Hum. Behav., 21 (4): 603-622 (2005)Transparency and Trustworthiness in User Intentions to Follow Career Recommendations from a Learning Analytics Tool., , , and . J. Learn. Anal., 10 (1): 54-70 (2023)How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective., , , , , , , , , and . Comput. Hum. Behav., (2021)Children's Experiences on Learning the 21st-Century Skills With Digital Games., , , , and . Games Cult., 15 (6): 685-706 (2020)Mechanisms of common ground in case-based web discussions in teacher education., , , and . Internet High. Educ., 5 (3): 247-265 (2002)Examining pre-service teachers' Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach., , , , , , , , , and 2 other author(s). J. Comput. Assist. Learn., 35 (4): 491-502 (2019)Sharing Perspectives in Virtual Interaction: Review of Methods of Analysis., , and . CSCL, volume 2 of Computer-Supported Collaborative Learning, page 395-404. Springer, (2003)