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Cultural differences in the perception of a social-constructivist e-learning environment.

, , and . Br. J. Educ. Technol., 40 (1): 164-168 (2009)

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Increasing anonymity in peer assessment using classroom response technology., , and . CSCL, International Society of the Learning Sciences, (2011)Cultural differences in the perception of a social-constructivist e-learning environment., , and . Br. J. Educ. Technol., 40 (1): 164-168 (2009)Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review., , , and . Comput. Educ., 46 (1): 6-28 (2006)Students' perceptions about the use of video games in the classroom., , , and . Comput. Educ., 54 (4): 1145-1156 (2010)Researching instructional use and the technology acceptation of learning management systems by secondary school teachers., , , , and . Comput. Educ., 58 (2): 688-696 (2012)The impact of role assignment as scripting tool on knowledge construction in asynchronous discussion groups., , , and . CSCL, page 557-566. International Society of the Learning Sciences, (2005)"Teach me how to Facebook!" Design-Based Research about Risk Prevention on Social Network Sites., , and . ICLS, International Society of the Learning Sciences, (2014)Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?, , , and . Int. J. Comput. Support. Collab. Learn., 2 (2-3): 225-246 (2007)Student elaborations and knowledge construction in asynchronous discussion groups in secondary education., , , and . ICLS (3), page 413-415. International Society of the Learning Sciences, (2008)The impact of web-based collaborative inquiry for science learning in secondary education., , and . ICLS (1), page 736-741. International Society of the Learning Sciences / ACM DL, (2010)