Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment
This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. onli...
Uloženo v:
| Vydáno v: | Educational technology research and development Ročník 60; číslo 2; s. 193 - 221 |
|---|---|
| Hlavní autoři: | , , , , , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Boston
Springer Science + Business Media
01.04.2012
Springer US Springer Springer Nature B.V |
| Témata: | |
| ISSN: | 1042-1629, 1556-6501 |
| On-line přístup: | Získat plný text |
| Tagy: |
Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
|
| Abstract | This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM. |
|---|---|
| AbstractList | This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM.[PUBLICATION ABSTRACT] This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM. This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM. (Contains 1 table and 6 figures.) This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students ( N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM. |
| Audience | Academic |
| Author | Busstra, Maria C. van't Veer, Pieter Mulder, Martin Tobi, Hilde Noroozi, Omid Chizari, Mohammad Biemans, Harm J. A. Geelen, Anouk |
| Author_xml | – sequence: 1 givenname: Omid surname: Noroozi fullname: Noroozi, Omid – sequence: 2 givenname: Maria C. surname: Busstra fullname: Busstra, Maria C. – sequence: 3 givenname: Martin surname: Mulder fullname: Mulder, Martin – sequence: 4 givenname: Harm J. A. surname: Biemans fullname: Biemans, Harm J. A. – sequence: 5 givenname: Hilde surname: Tobi fullname: Tobi, Hilde – sequence: 6 givenname: Anouk surname: Geelen fullname: Geelen, Anouk – sequence: 7 givenname: Pieter surname: van't Veer fullname: van't Veer, Pieter – sequence: 8 givenname: Mohammad surname: Chizari fullname: Chizari, Mohammad |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ960505$$DView record in ERIC |
| BookMark | eNp9kl9r3iAUxsPoYG23DzDYIOw-ncdofN1dKd0_Cr3ZrsXXmBdfjGZqWvoN-rF3gusGu2iEmOjze3xycs6akxCDbZq3QC6AEPExAzDadwSgkxRER180p8D50A2cwAk-E0Y7GKh81ZzlfCR4iWF32jzeBu-CbUeXzZqzi6E1cV5syLrY3E4xtXndx6W4WfsW7y4c2jjh4rLEVNydbV1A1azLxi7JZhtKfXGh1Wh8cEV7__CE2LH1VqewGdlw51IMMyKvm5eT9tm--TOfNz8_X_-4-trd3H75dnV50xkmoXSGEqqZmWCvQYO0BrTgcuIgdmPfUzmxXU8No9SMopfAtRWUgIRRUkNGlJw3n6rvvT7YLYQNKuhkXFZRO-XdPun0oO7XpILfpmXdZ8UogGQIf6jwkuKv1eaijnFNAfMqifH4AEKg6KKKDtpbtVWnJG1wjHZ2Bn_b5HD9UkAvBz6wLdK7CtjkjFoSlhoTXH-XA-GE47ao2ybFnJOdlHG1wujrvAKithZQtQUUtoDaWkBRJOE_8sn8OYZWJqMWq5P-feJz0PsKHXOJ6e8pDNhux4XsfwMI-tLY |
| CitedBy_id | crossref_primary_10_1111_bjet_13554 crossref_primary_10_3390_su16073089 crossref_primary_10_1002_bmb_20981 crossref_primary_10_1016_j_learninstruc_2012_10_002 crossref_primary_10_1108_JWL_02_2016_0009 crossref_primary_10_1007_s11412_014_9196_5 crossref_primary_10_1080_14703297_2016_1208112 crossref_primary_10_1080_10408398_2012_749209 crossref_primary_10_1016_j_nepr_2020_102755 crossref_primary_10_1007_s11412_012_9162_z crossref_primary_10_1007_s11423_016_9438_5 crossref_primary_10_1080_10494820_2020_1815218 crossref_primary_10_1080_2331186X_2017_1313581 crossref_primary_10_1016_j_iheduc_2016_05_002 crossref_primary_10_1080_00313831_2016_1173093 crossref_primary_10_1016_j_edurev_2011_11_006 crossref_primary_10_1016_j_compedu_2012_08_013 crossref_primary_10_1111_jcal_12376 crossref_primary_10_1016_j_ijintrel_2011_09_004 crossref_primary_10_18502_kss_v9i13_16084 crossref_primary_10_1080_0144929X_2022_2134824 |
| Cites_doi | 10.1080/00131910903045948 10.1016/j.compedu.2003.04.001 10.7551/mitpress/4561.003.0011 10.1023/B:TRUC.0000024191.27560.e3 10.1207/S15326985EP3801_1 10.1007/s10648-005-3951-0 10.1080/13892240802207700 10.1080/13892240600740894 10.1037/0022-0663.100.3.549 10.1007/s11412-007-9025-1 10.1080/01638530802145353 10.1111/j.1460-2466.2002.tb02567.x 10.1016/S0747-5632(01)00011-5 10.1016/j.compedu.2008.03.001 10.1039/B3RP90020G 10.1016/j.chb.2007.05.004 10.1207/S15327809JLS1202_2 10.1016/j.chb.2007.01.028 10.1111/j.1468-2958.1994.tb00332.x 10.1002/acp.1250 10.1007/BF02504836 10.1080/00220979809598342 10.1016/j.chb.2005.01.008 10.1016/j.chb.2010.06.019 10.1080/00220970009598497 10.1016/S0959-4752(01)00014-7 10.1006/obhd.2001.2961 10.1016/j.chb.2009.04.004 10.1037/a0015729 10.1023/A:1022193728205 10.1016/j.chb.2010.08.009 10.1002/sce.10004 10.1007/s11251-007-9018-5 10.1016/j.compedu.2004.11.001 10.1023/B:TRUC.0000021806.17516.d0 10.1016/j.chb.2004.02.025 10.1207/s15327809jls1402_2 10.1023/A:1013136727916 10.1007/s11412-007-9022-4 10.1016/S0959-4752(02)00016-6 10.1016/S0747-5632(02)00057-2 10.1023/A:1015100631027 10.1207/S15326985EP3801_2 10.1007/BF02504505 10.1023/A:1022596100142 10.1016/0959-4752(94)90003-5 10.1007/s10648-010-9128-5 10.1080/10508400701524785 10.1037/0096-3445.104.3.268 10.1016/j.compedu.2006.01.004 10.1007/s11251-008-9078-1 10.1207/s15516709cog1202_4 10.1016/j.chb.2008.12.001 10.1007/s11412-007-9028-y 10.1037/a0017350 10.1016/j.learninstruc.2009.02.002 10.1046/j.1365-2729.1997.00019.x 10.1080/69032000072809 10.1037/0278-7393.14.3.484 10.1207/s15327809jls1403_3 10.1007/s10648-010-9130-y 10.1007/s11251-004-2322-4 10.1007/BF02213420 10.1016/j.ijer.2004.11.008 10.1016/j.chb.2010.02.007 10.1007/s10648-010-9133-8 10.1016/j.chb.2008.12.008 10.1037/0096-3445.127.1.55 10.1016/S0959-4752(01)00005-6 10.1007/BF02504799 10.1007/978-94-017-0781-7 10.1016/j.cedpsych.2005.04.002 10.1016/j.chb.2008.12.019 10.1016/j.eclnm.2007.12.002 10.1016/j.learninstruc.2009.02.003 |
| ContentType | Journal Article |
| Copyright | 2012 Association for Educational Communications and Technology The Author(s) 2011 COPYRIGHT 2012 Springer Association for Educational Communications and Technology 2012 Wageningen University & Research |
| Copyright_xml | – notice: 2012 Association for Educational Communications and Technology – notice: The Author(s) 2011 – notice: COPYRIGHT 2012 Springer – notice: Association for Educational Communications and Technology 2012 – notice: Wageningen University & Research |
| DBID | C6C AAYXX CITATION 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 0-V 3V. 7XB 88B 88G 8A4 8FI 8FJ 8FK 8G5 ABUWG AFKRA AHOVV ALSLI AZQEC BENPR CCPQU CJNVE DWQXO FYUFA GHDGH GNUQQ GUQSH M0P M2M M2O MBDVC PHGZM PHGZT PKEHL PQEDU PQEST PQQKQ PQUKI PRINS PSYQQ Q9U S0X QVL |
| DOI | 10.1007/s11423-011-9217-2 |
| DatabaseName | SpringerOpen Free (Free internet resource, activated by CARLI) CrossRef ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC ProQuest Social Sciences Premium Collection【Remote access available】 ProQuest Central (Corporate) ProQuest Central (purchase pre-March 2016) Education Database (Alumni Edition) Psychology Database (Alumni) Education Periodicals ProQuest Hospital Collection Hospital Premium Collection (Alumni Edition) ProQuest Central (Alumni) (purchase pre-March 2016) ProQuest Research Library ProQuest Central (Alumni) ProQuest Central UK/Ireland Education Research Index Social Science Premium Collection ProQuest Central Essentials - QC ProQuest Central ProQuest One Education Collection ProQuest Central Korea Health Research Premium Collection Health Research Premium Collection (Alumni) ProQuest Central Student ProQuest Research Library Education Database Psychology Database Research Library Research Library (Corporate) ProQuest Central Premium ProQuest One Academic (New) ProQuest One Academic Middle East (New) ProQuest One Education ProQuest One Academic Eastern Edition (DO NOT USE) ProQuest One Academic (retired) ProQuest One Academic UKI Edition ProQuest Central China ProQuest One Psychology ProQuest Central Basic SIRS Editorial NARCIS:Publications |
| DatabaseTitle | CrossRef ERIC ProQuest One Education ProQuest One Psychology Research Library Prep ProQuest Central Student ProQuest One Academic Middle East (New) ProQuest Central Essentials SIRS Editorial ProQuest Central (Alumni Edition) ProQuest One Community College Research Library (Alumni Edition) ProQuest Central China ProQuest Central Health Research Premium Collection ProQuest Central Korea ProQuest Research Library ProQuest Central (New) Social Science Premium Collection Education Collection ProQuest Central Basic ProQuest Education Journals ProQuest One Academic Eastern Edition ProQuest Hospital Collection Health Research Premium Collection (Alumni) ProQuest Psychology Journals (Alumni) ProQuest Professional Education ProQuest Hospital Collection (Alumni) ProQuest Psychology Journals ProQuest Social Sciences Premium Collection ProQuest One Academic UKI Edition ProQuest One Academic ProQuest Education Journals (Alumni Edition) ProQuest One Academic (New) ProQuest Central (Alumni) |
| DatabaseTitleList | ProQuest One Education ERIC |
| Database_xml | – sequence: 1 dbid: BENPR name: ProQuest Central url: https://www.proquest.com/central sourceTypes: Aggregation Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Journalism & Communications Education Film |
| EISSN | 1556-6501 |
| ERIC | EJ960505 |
| EndPage | 221 |
| ExternalDocumentID | oai_library_wur_nl_wurpubs_421194 2619718991 A713965643 EJ960505 10_1007_s11423_011_9217_2 41488579 |
| GroupedDBID | -W8 -~C -~X .86 .GO .VR 0-V 06D 0R~ 0VY 199 1N0 203 29G 2J2 2JN 2JY 2KG 2KM 2LR 2N9 2VQ 2~H 30V 4.4 406 408 40D 40E 5GY 5VS 67Z 6NX 78A 85S 8A4 8FI 8FJ 8G5 8TC 8UJ 95- 95. 95~ 96X AABHQ AACDK AAHNG AAHSB AAIAL AAJBT AAJKR AANZL AAPKM AARHV AARTL AASML AATNV AATVU AAUYE AAWBS AAWCG AAYIU AAYQN AAYTO AAYZH ABAKD ABAKF ABBBX ABBHK ABBRH ABDBE ABDBF ABDZT ABECU ABFTV ABHLI ABHQN ABIVO ABJNI ABJOX ABKCH ABKTR ABMNI ABMQK ABNWP ABOPQ ABPPZ ABQBU ABQSL ABSXP ABTEG ABTHY ABTKH ABTMW ABULA ABUWG ABWNU ABXPI ABXSQ ACAOD ACBXY ACDTI ACGFO ACGFS ACHSB ACHXU ACKNC ACMDZ ACMFV ACMLO ACOKC ACOMO ACPIV ACREN ACUHS ACZOJ ADBBV ADHIR ADHJG ADHKG ADKNI ADKPE ADMHG ADMLS ADNWM ADRFC ADTPH ADULT ADURQ ADYFF ADYOE ADZKW AEBTG AEFQL AEGAL AEGNC AEJHL AEJRE AEKMD AEMSY AEOHA AEPYU AESKC AETLH AEUPB AEVLU AEXYK AFDZB AFGCZ AFKRA AFLOW AFQWF AFWTZ AFYQB AFZKB AGAYW AGDGC AGJBK AGMZJ AGQEE AGQMX AGQPQ AGRTI AGWIL AGWZB AGYKE AHBYD AHPBZ AHSBF AHYZX AIAKS AIGIU AIIXL AIKPN AIKWM AILAN AITGF AJBLW AJRNO AJZVZ ALMA_UNASSIGNED_HOLDINGS ALSLI ALWAN AMKLP AMTXH AMXSW AMYLF AOCGG ARALO ARMRJ ATHPR AXYYD AYFIA AYQZM AZFZN AZQEC B-. B0M BA0 BDATZ BENPR BGNMA BPHCQ BSONS BVXVI CCPQU CJNVE COF CS3 CSCUP DDRTE DNIVK DPUIP DWQXO EAD EAP EAS EBLON EBS EDJ EIOEI EJD EMK EPL EPS ESBYG ESX FEDTE FERAY FFXSO FIGPU FINBP FNLPD FRRFC FSGXE FWDCC FYUFA GGCAI GGRSB GJIRD GNUQQ GNWQR GQ7 GUQSH HF~ HG5 HG6 HMJXF HRMNR HVGLF HZ~ IAO IER IJ- IKXTQ IPSME ITM IWAJR IXC IZQ I~X I~Z J-C J0Z JAAYA JBMMH JBSCW JENOY JHFFW JKQEH JLEZI JLXEF JPL JST JZLTJ KDC KOV LLZTM M0P M2M M2O M4Y MA- N2Q N9A NB0 NEJ NF0 NPVJJ NQJWS NU0 O9- O93 O9G O9I P-O P19 P2P P9Q PF0 PHGZM PHGZT PQEDU PQQKQ PRG PROAC PSYQQ PT4 PT5 Q2X QF4 QM7 QN7 QOK QOS R89 R9I RHV ROL RPD RPX RSV RWL RXW S0X S16 S27 S3B SA0 SAP SDH SDM SHS SHX SISQX SJYHP SNE SNPRN SNX SOHCF SOJ SPISZ SRMVM SSLCW STPWE SZN T13 TAE TN5 TSG TSK TSV TUC U2A UG4 UHB UKHRP UOJIU UTJUX UZXMN VC2 VFIZW W23 W48 WH7 WIP WK8 XKC YLTOR Z45 ZCA ZMTXR ~8M ~EX -51 -5C -5G -BR -EM -Y2 .-4 2.D 28- 3V. AANTL AAYJJ ABDPE ACEZS ADINQ AFEXP AFFNX AGGDS AHAVH AHKAY BBWZM BEMZW BIOZK C6C CAG GQ6 H13 H~9 JSODD MVM NDZJH O9J RNI RZK S1Z S26 S28 SCLPG SDA T16 VQA VXZ WK6 XOL YIN Z5M Z7X Z83 Z88 Z8R Z8W Z92 ZWUKE AAYXX ABRTQ ABUFD AFFHD AFOHR CITATION ICO 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 7XB 8FK AHOVV MBDVC PKEHL PQEST PQUKI PRINS Q9U 08R 0R 1AW 4 51 5C 5G 95 AAPBV ABPTK ACIPQ ACVWB BBAFP BR C EM EX F20 G8K HZ PADUT QVL RIG UNR UNUBA VR W8 X XFK |
| ID | FETCH-LOGICAL-c491t-c202a4cf1ba1a19ec1a759f5178d3329f4832c422cd73915ae720191d92c0dd33 |
| IEDL.DBID | BENPR |
| ISICitedReferencesCount | 33 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000302283000001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 1042-1629 |
| IngestDate | Thu Feb 04 15:47:22 EST 2021 Tue Dec 02 15:59:38 EST 2025 Sat Nov 29 10:04:18 EST 2025 Tue Dec 02 16:38:42 EST 2025 Sat Nov 29 03:13:46 EST 2025 Tue Nov 18 21:42:01 EST 2025 Fri Feb 21 02:35:06 EST 2025 Thu Jun 19 15:03:23 EDT 2025 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 2 |
| Keywords | Interactive learning environments Digitally supported learning environment Collaborative learning Computer-supported collaborative learning Timing of supportive information presentation |
| Language | English |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c491t-c202a4cf1ba1a19ec1a759f5178d3329f4832c422cd73915ae720191d92c0dd33 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
| OpenAccessLink | https://link.springer.com/10.1007/s11423-011-9217-2 |
| PQID | 949156177 |
| PQPubID | 31121 |
| PageCount | 29 |
| ParticipantIDs | wageningen_narcis_oai_library_wur_nl_wurpubs_421194 proquest_journals_949156177 gale_infotracacademiconefile_A713965643 eric_primary_EJ960505 crossref_citationtrail_10_1007_s11423_011_9217_2 crossref_primary_10_1007_s11423_011_9217_2 springer_journals_10_1007_s11423_011_9217_2 jstor_primary_41488579 |
| ProviderPackageCode | QVL |
| PublicationCentury | 2000 |
| PublicationDate | 2012-04-01 |
| PublicationDateYYYYMMDD | 2012-04-01 |
| PublicationDate_xml | – month: 04 year: 2012 text: 2012-04-01 day: 01 |
| PublicationDecade | 2010 |
| PublicationPlace | Boston |
| PublicationPlace_xml | – name: Boston – name: New York |
| PublicationSubtitle | A bi-monthly publication of the Association for Educational Communications & Technology |
| PublicationTitle | Educational technology research and development |
| PublicationTitleAbbrev | Education Tech Research Dev |
| PublicationYear | 2012 |
| Publisher | Springer Science + Business Media Springer US Springer Springer Nature B.V |
| Publisher_xml | – name: Springer Science + Business Media – name: Springer US – name: Springer – name: Springer Nature B.V |
| References | WeinbergerAStegmannKFischerFMandlHFischerFMandlHHaakeJKollarIScripting argumentative knowledge construction in computer-supported learning environmentsScripting computer-supported communication of knowledge—Cognitive, computational and educational perspectives2007New YorkSpringer191211 KalyugaSKnowledge elaboration: A cognitive load perspectiveLearning and Instruction200919540241010.1016/j.learninstruc.2009.02.003 KalyugaSInstructional designs for the development of transferable knowledge and skills: A cognitive load perspectiveComputers in Human Behavior200925233233810.1016/j.chb.2008.12.019 NorooziOBiemansHJABusstraMCMulderMChizariMDifferences in learning processes between successful and less successful students in computer-supported collaborative learning in the field of human nutrition and healthComputers in Human Behavior201127130931710.1016/j.chb.2010.08.009 SuthersDDHundhausenCDAn experimental study of the effects of representational guidance on collaborative learning processesJournal of the Learning Sciences200312218321910.1207/S15327809JLS1202_2 O’DonnellAMDansereauDFInteractive effects of prior knowledge and material format on cooperative teachingJournal of Experimental Education200068210111810.1080/00220970009598497 BjorkRABjorkELHealyAKosslynSShiffrinRA new theory of disuse and an old theory of stimulus fluctuationFrom learning processes to cognitive processes: Essays in honor of William K. Estes1992Hillsdale, NJErlbaum3567 BjorkRALinnMCThe science of learning and the learning of science: Introducing desirable difficultiesAmerican Psychological Society Observer20061932939 PaasFRenklASwellerJCognitive load theory: Instructional implications of the interaction between information structures and cognitive architectureInstructional Science2004321 & 21810.1023/B:TRUC.0000021806.17516.d0 DuffyTMDueberBHawleyCLBonkCJKingKSCritical thinking in a distributed environment: A pedagogical base for the design of conferencing systemsElectronic collaborators: learner-centered technologies for literacy, apprenticeship, discourse1998Mahwah, NJLawrence Erlbaum Associates5178 BakerMLundKPromoting reflective interactions in a CSCL environmentJournal of Computer Assisted Learning199713317519310.1046/j.1365-2729.1997.00019.x Van AmelsvoortMAndriessenJKanselaarGHow students structure and relate argumentative knowledge when learning together with diagramsComputers in Human Behavior20082431293131310.1016/j.chb.2007.05.004 MorrisRHadwinAFGressCLZMillerMFiorMChurchHWinnePHDesigning roles, scripts, and prompts to support CSCL in gStudyComputers in Human Behavior200926581582410.1016/j.chb.2008.12.001 TothESuthersDDLesgoldAMapping to know: The effects of representational guidance and reflective assessment on scientific inquiry skillsScience Education200286226428610.1002/sce.10004 CorbelAJaillonPSerpaggiXBakerMQuignardMLundKSéjournéADesmoulinsCMarquetPBouhineauDDREW: Un outil internet pour créer situations d’appretissage coopérant [DREW: An internet tool for creating cooperative learning situations]EIAH2003 Environnements Informatique pour l’Apprentissage Humains2002ParisINRP109113 SwellerJElement interactivity and intrinsic, extraneous and germane cognitive loadEducational Psychology Review201022212313810.1007/s10648-010-9128-5 JoinerRJonesSThe effects of communication medium on argumentation and the development of critical thinkingInternational Journal of Educational Research200339886197110.1016/j.ijer.2004.11.008 SchreiberMEngelmannTKnowledge and information awareness for initiating transactive memory system processes of computer-supported collaborating ad hoc groupsComputers in Human Behavior20102661701170910.1016/j.chb.2010.06.019 SlofBErkensGKirschnerPAJaspersJGMJanssenJGuiding students’ online complex learning-task behavior through representational scriptingComputers in Human Behavior201026592793910.1016/j.chb.2010.02.007 ErtlBKoppBMandlHSupporting learning using external representationsComputers & Education20085141599160810.1016/j.compedu.2008.03.001 NussbaumEMUsing argumentation vee diagrams (AVDs) for promoting argument/counterargument integration in reflective writingJournal of Educational Psychology2008100354956510.1037/0022-0663.100.3.549 StegmannKWeinbergerAFischerFFacilitating argumentative knowledge construction with computer-supported collaboration scriptsInternational Journal of Computer-Supported Collaborative Learning20072442144710.1007/s11412-007-9028-y KirschnerFPaasFKirschnerPAIndividual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiencyComputers in Human Behavior200925230631410.1016/j.chb.2008.12.008 RobinsonDHKatayamaADDuboisNFDevaneyTInteractive effects of graphic organizers and delayed review on concept acquisitionJournal of Experimental Education1998671173110.1080/00220979809598342 ErtlBFischerFMandlHConceptual and socio-cognitive support for collaborative learning in videoconferencing environmentsComputers & Education200647329831510.1016/j.compedu.2004.11.001 FischerFMandlHKnowledge convergence in computer-supported collaborative learning: The role of external representation toolsThe Journal of the Learning Sciences200514340544110.1207/s15327809jls1403_3 CoffinCO’HalloranAKArgument reconceivedEducational Review200961330131310.1080/00131910903045948 KirschnerPACognitive load theory: Implications of cognitive load theory on the design of learningLearning and Instruction200212111010.1016/S0959-4752(01)00014-7 Van MerriënboerJJGSwellerJCognitive load theory and complex learning: Recent developments and future directionsEducational Psychology Review200517114717710.1007/s10648-005-3951-0 KesterLTiming of information presentation and the acquisition of complex skills2003HeerlenOpen University of the Netherlands KesterLKirschnerPAVan MerriënboerJJGBaumerAJust-in-time information presentation and the acquisition of complex cognitive skillsComputers in Human Behavior200117437339110.1016/S0747-5632(01)00011-5 Van AmelsvoortMAndriessenJKanselaarGRepresentational tools in computer-supported collaborative argumentation-based learning: How dyads work with constructed and inspected argumentative diagramsJournal of the Learning Sciences200716448552110.1080/10508400701524785 SchnotzWTowards an integrated view of learning from text and visual displaysEducational Psychology200214110112010.1023/A:1013136727916 JanssenJErkensGKirschnerPAKanselaarGEffects of representational guidance during computer-supported collaborative learningInstructional Science2010381598810.1007/s11251-008-9078-1 PaasFVan MerriënboerJJGInstructional control of cognitive load in the training of complex cognitive tasksEducational Psychology Review19946435137110.1007/BF02213420 AndriessenJBakerMSuthersDArguing to learn. Confronting cognitions in computer-supported collaborative learning environments2003DordrechtKluwer BjorkRAMetcalfeJShimamuraAMemory and metamemory considerations in the training of human beingsMetacognition: Knowing about knowing1994Cambridge, MAMIT Press185205 JonassenDHReigeluthCMDesigning constructivist learning environmentsInstructional-design theories and models1999Mahwah, NJLawrence Erlbaum215239 KieslerSThe hidden messages in computer networksHarvard Business Review19866414660 PaasFRenklASwellerJCognitive load theory and instructional design: Recent developmentsEducational Psychologist20033811410.1207/S15326985EP3801_1 BjorkELBjorkRAGernsbacherMAPewRWHoughLMPomerantzJRMaking things hard on yourself, but in a good way: Creating desirable difficulties to enhance learningPsychology and the real world: Essays illustrating fundamental contributions to society2011New YorkWorth Publishers5664 BenjaminASBjorkRASchwartzBLThe mismeasure of memory: When retrieval fluency is misleading as a metamnemonic indexJournal of Experimental Psychology: General19981271556810.1037/0096-3445.127.1.55 OppenheimerDMYaumanCDVaughnEBFortune favors the bold (and the italicized): Effects of disfluency on educational outcomesCognition20101181111115 RummelNSpadaHLearning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settingsThe Journal of the Learning Sciences200514220124110.1207/s15327809jls1402_2 GeXLandSMA conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactionsEducational Technology Research and Development200452252210.1007/BF02504836 MayerREThe promise of multimedia learning: Using the same instructional design methods across different mediaLearning & Instruction200313212513910.1016/S0959-4752(02)00016-6 KirschnerPABeersPJBoshuizenHPAGijselaersWHCoercing shared knowledge in collaborative learning environmentsComputers in Human Behavior200824240342010.1016/j.chb.2007.01.028 WeinbergerAErtlBFischerFMandlHEpistemic and social scripts in computer-supported collaborative learningInstructional Science200533113010.1007/s11251-004-2322-4 PaasFVan GogTSwellerJCognitive load theory: New conceptualizations, specifications and integrated research perspectivesEducational Psychology Review201022211512110.1007/s10648-010-9133-8 VeermanALAndriessenJEBKanselaarGCollaborative argumentation in academic educationInstructional Science200230315518610.1023/A:1015100631027 JonassenDHKwonHICommunication patterns in computer mediated and face-to-face group problem solvingEducational Technology Research and Development2001491355110.1007/BF02504505 Weinberger, A. (2003). Scripts for Computer-Supported Collaborative Learning Effects of social and epistemic cooperation scripts on collaborative knowledge construction. Ph.D. dissertation, München University, Germany. BiggsJBTeaching for quality learning at university: What the student does1999St. EdmundsburySociety for Research into Higher Education & Open University Press NussbaumEMWinsorDLAquiYMPoliquinAMPutting the pieces together: Online argumentation vee diagrams enhance thinking during discussionsInternational Journal of Computer-Supported Collaborative Learning20072447950010.1007/s11412-007-9025-1 MetcalfeJBen F Fischer (9217_CR33) 2005; 14 JJG Merriënboer Van (9217_CR97) 2006; 20 S Kiesler (9217_CR51) 1986; 64 H Biemans (9217_CR9) 2008; 14 S Kalyuga (9217_CR42) 2009; 25 RA Bjork (9217_CR15) 2006; 19 T Schellens (9217_CR79) 2005; 21 M Amelsvoort Van (9217_CR94) 2007; 16 AS Benjamin (9217_CR8) 1998; 127 X Ge (9217_CR34) 2004; 52 AL Veerman (9217_CR101) 2002; 30 L Kester (9217_CR45) 2003 L Kester (9217_CR50) 2006; 22 RE Mayer (9217_CR60) 2003; 13 A Corbel (9217_CR22) 2002 FPCM Jong De (9217_CR24) 2002 F Paas (9217_CR72) 2004; 32 I Kang (9217_CR44) 1998 P Antonenko (9217_CR3) 2010; 22 A Weinberger (9217_CR110) 2007 DH Jonassen (9217_CR41) 2001; 49 M Laat De (9217_CR25) 2003; 31 E Toth (9217_CR92) 2002; 86 JJG Merriënboer Van (9217_CR99) 2005; 17 DM Oppenheimer (9217_CR70) 2010; 118 N Rummel (9217_CR78) 2005; 14 L Kester (9217_CR48) 2006; 31 J Andriessen (9217_CR2) 2003 RA Bjork (9217_CR12) 1994 9217_CR27 C Busstra (9217_CR18) 2008; 3 (9217_CR54) 2003 EL Hirshman (9217_CR35) 1988; 14 B Slof (9217_CR82) 2010; 26 PA Kirschner (9217_CR52) 2002; 12 J Janssen (9217_CR36) 2007; 49 JK Burgoon (9217_CR16) 2002; 52 T Engelmann (9217_CR29) 2009; 25 J Sweller (9217_CR90) 2010; 22 AE Veldhuis-Diermanse (9217_CR103) 2006; 12 M Schreiber (9217_CR81) 2010; 26 EM Nussbaum (9217_CR66) 2007; 2 W Schnotz (9217_CR80) 2002; 14 9217_CR17 L Rourke (9217_CR77) 2001; 12 9217_CR93 JB Biggs (9217_CR11) 1982 DD Suthers (9217_CR86) 2003; 12 O Noroozi (9217_CR64) 2011; 27 DD Suthers (9217_CR87) 2003; 41 LE Richland (9217_CR75) 2005 JB Biggs (9217_CR10) 1999 DH Jonassen (9217_CR40) 2004 L Kester (9217_CR47) 2004; 32 L Kester (9217_CR46) 2004; 26 TM Duffy (9217_CR28) 1998 GM Olson (9217_CR69) 1997 M Amelsvoort Van (9217_CR95) 2008; 24 L Verhoeven (9217_CR105) 2009; 19 RA Bjork (9217_CR13) 1992 C Busstra (9217_CR19) 2007; 16 9217_CR83 DD Suthers (9217_CR85) 2001; 7 T Gog Van (9217_CR96) 2005; 53 JB Walther (9217_CR106) 1994; 20 J Janssen (9217_CR37) 2010; 38 F Paas (9217_CR73) 2010; 22 EM Nussbaum (9217_CR65) 2008; 100 KA Neuendorf (9217_CR63) 2002 L Verhoeven (9217_CR104) 2008; 45 F Craik (9217_CR23) 1975; 104 PJ Beers (9217_CR7) 2007; 35 JJG Merriënboer Van (9217_CR98) 2003; 38 K Stegmann (9217_CR84) 2007; 2 PA Kirschner (9217_CR53) 2008; 24 F Paas (9217_CR74) 1994; 6 EL Bjork (9217_CR14) 2011 B Ertl (9217_CR31) 2008; 51 AM O’Donnell (9217_CR68) 2000; 68 N Kornell (9217_CR56) 2009; 138 R Morris (9217_CR62) 2009; 26 C Coffin (9217_CR21) 2009; 61 F Kirschner (9217_CR55) 2009; 25 B O’Conaill (9217_CR67) 1997 M Baker (9217_CR5) 1997; 13 DT Campbell (9217_CR20) 1963 F Fischer (9217_CR32) 2002; 12 9217_CR107 K Kreijns (9217_CR58) 2003; 19 S Kalyuga (9217_CR43) 2009; 19 9217_CR100 DH Robinson (9217_CR76) 1998; 67 9217_CR102 DH Jonassen (9217_CR39) 1999 J Sweller (9217_CR91) 1998; 10 J Metcalfe (9217_CR61) 2011 B Ertl (9217_CR30) 2006; 47 J Sweller (9217_CR88) 1988; 12 M Baker (9217_CR4) 2007; 2 BB Baltes (9217_CR6) 2002; 87 J Sweller (9217_CR89) 1994; 4 JR Anderson (9217_CR1) 1981 9217_CR59 J Diederen (9217_CR26) 2003; 4 R Joiner (9217_CR38) 2003; 39 L Kester (9217_CR49) 2001; 17 N Kornell (9217_CR57) 2009; 35 F Paas (9217_CR71) 2003; 38 A Weinberger (9217_CR108) 2005; 33 |
| References_xml | – reference: SchellensTValckeMCollaborative learning in asynchronous discussion groups: What about the impact on cognitive processing?Computers in Human Behavior200521695797510.1016/j.chb.2004.02.025 – reference: SuthersDDHundhausenCDAn experimental study of the effects of representational guidance on collaborative learning processesJournal of the Learning Sciences200312218321910.1207/S15327809JLS1202_2 – reference: ErtlBKoppBMandlHSupporting learning using external representationsComputers & Education20085141599160810.1016/j.compedu.2008.03.001 – reference: KornellNHaysMJBjorkRAUnsuccessful retrieval attempts enhance subsequent learningJournal of Experimental Psychology: Learning, Memory, and Cognition200935498999810.1037/a0015729 – reference: AndriessenJBakerMSuthersDArguing to learn. Confronting cognitions in computer-supported collaborative learning environments2003DordrechtKluwer – reference: MetcalfeJBenjaminASDesirable difficulties and studying in the Region of Proximal LearningSuccessful remembering and successful forgetting: A Festschrift in honor of Robert A. Bjork2011LondonPsychology Press – reference: CoffinCO’HalloranAKArgument reconceivedEducational Review200961330131310.1080/00131910903045948 – reference: Van GogTEricssonKARikersRMJPPaasFInstructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practiceEducational Technology Research and Development2005533738110.1007/BF02504799 – reference: Weinberger, A. (2003). Scripts for Computer-Supported Collaborative Learning Effects of social and epistemic cooperation scripts on collaborative knowledge construction. Ph.D. dissertation, München University, Germany. – reference: PaasFVan MerriënboerJJGInstructional control of cognitive load in the training of complex cognitive tasksEducational Psychology Review19946435137110.1007/BF02213420 – reference: RummelNSpadaHLearning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settingsThe Journal of the Learning Sciences200514220124110.1207/s15327809jls1402_2 – reference: NussbaumEMUsing argumentation vee diagrams (AVDs) for promoting argument/counterargument integration in reflective writingJournal of Educational Psychology2008100354956510.1037/0022-0663.100.3.549 – reference: FischerFMandlHKnowledge convergence in computer-supported collaborative learning: The role of external representation toolsThe Journal of the Learning Sciences200514340544110.1207/s15327809jls1403_3 – reference: SuthersDDTowards a systematic study of representational guidance for collaborative learning discourseJournal of Universal Computer Science200173254277 – reference: RourkeLAndersonTGarrisonDRArcherWMethodological issues in the content analysis of computer conference transcriptsInternational Journal of Artificial Intelligence in Education2001121822 – reference: GeXLandSMA conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactionsEducational Technology Research and Development200452252210.1007/BF02504836 – reference: JoinerRJonesSThe effects of communication medium on argumentation and the development of critical thinkingInternational Journal of Educational Research200339886197110.1016/j.ijer.2004.11.008 – reference: DuffyTMDueberBHawleyCLBonkCJKingKSCritical thinking in a distributed environment: A pedagogical base for the design of conferencing systemsElectronic collaborators: learner-centered technologies for literacy, apprenticeship, discourse1998Mahwah, NJLawrence Erlbaum Associates5178 – reference: SwellerJCognitive load theory, learning difficulty, and instructional designLearning and Instruction19944429531210.1016/0959-4752(94)90003-5 – reference: KesterLKirschnerPAVan MerriënboerJJGJust-in-time information presentation: Improving learning a troubleshooting skillContemporary Educational Psychology200631216718510.1016/j.cedpsych.2005.04.002 – reference: JanssenJErkensGKanselaarGJaspersJVisualization of participation: Does it contribute to successful computer-supported collaborative learning?Computers & Education20074941037106510.1016/j.compedu.2006.01.004 – reference: PaasFRenklASwellerJCognitive load theory: Instructional implications of the interaction between information structures and cognitive architectureInstructional Science2004321 & 21810.1023/B:TRUC.0000021806.17516.d0 – reference: BenjaminASBjorkRASchwartzBLThe mismeasure of memory: When retrieval fluency is misleading as a metamnemonic indexJournal of Experimental Psychology: General19981271556810.1037/0096-3445.127.1.55 – reference: Van MerriënboerJJGKirschnerPAKesterLTaking the load of a learners’ mind. Instructional design for complex learningEducational psychologist200338151310.1207/S15326985EP3801_2 – reference: BakerMLundKPromoting reflective interactions in a CSCL environmentJournal of Computer Assisted Learning199713317519310.1046/j.1365-2729.1997.00019.x – reference: BjorkELBjorkRAGernsbacherMAPewRWHoughLMPomerantzJRMaking things hard on yourself, but in a good way: Creating desirable difficulties to enhance learningPsychology and the real world: Essays illustrating fundamental contributions to society2011New YorkWorth Publishers5664 – reference: MayerREThe promise of multimedia learning: Using the same instructional design methods across different mediaLearning & Instruction200313212513910.1016/S0959-4752(02)00016-6 – reference: VeermanALAndriessenJEBKanselaarGCollaborative argumentation in academic educationInstructional Science200230315518610.1023/A:1015100631027 – reference: BiemansHVan MilMLearning styles of Chinese and Dutch students compared within the context of Dutch higher education in life sciencesJournal of Agricultural Education and Extension200814326527810.1080/13892240802207700 – reference: O’ConaillBWhittakerSFinnKESellenAJWilburSBCharacterizing, predicting, and measuring video-mediated communication: A conversational approachVideo-mediated communication1997Mahwah, NJLawrence Erlbaum Associates, Inc107132 – reference: Doerry, E. (1996). An empirical comparison of co-present and technologically-mediated interaction based on communicative breakdown. Ph.D. dissertation, Department of Information and Computer Science, University of Oregon. CIS-TR-96-01. – reference: De JongFPCMVeldhuis-DiermanseAELutgensGKoschmanTHallRMiyakeNComputer supported learning in university and vocational educationCSCL 2: Carrying forward the conversation2002Hillsdale, NJErlbaum111128 – reference: MorrisRHadwinAFGressCLZMillerMFiorMChurchHWinnePHDesigning roles, scripts, and prompts to support CSCL in gStudyComputers in Human Behavior200926581582410.1016/j.chb.2008.12.001 – reference: EngelmannTDehlerJBodemerDBuderJKnowledge awareness in CSCL: A psychological perspectiveComputers in Human Behaviour200925494996010.1016/j.chb.2009.04.004 – reference: Stacey, E., & Gerbic, P. (2003). Investigating the impact of computer conferencing: Content analysis as a manageable research tool. In G. Crisp., D. Thiele., I. Scholten., S. Barker., & J. Baron (Eds.), Interact, integrate, impact: Proceedings of the 20th annual conference of the Australasian society for computers in learning in tertiary education. – reference: KieslerSThe hidden messages in computer networksHarvard Business Review19866414660 – reference: PaasFRenklASwellerJCognitive load theory and instructional design: Recent developmentsEducational Psychologist20033811410.1207/S15326985EP3801_1 – reference: Van MerriënboerJJGSwellerJCognitive load theory and complex learning: Recent developments and future directionsEducational Psychology Review200517114717710.1007/s10648-005-3951-0 – reference: SchnotzWTowards an integrated view of learning from text and visual displaysEducational Psychology200214110112010.1023/A:1013136727916 – reference: SwellerJVan MerriënboerJJGPaasFGWCCognitive architecture and instructional designEducational Psychology Review199810325129610.1023/A:1022193728205 – reference: Veerman, A. L. (2000). Computer supported collaborative learning through argumentation. Ph.D. dissertation, Utrecht University, the Netherlands. – reference: BusstraCFeskensEJMHartogRJMVan’t VeerPKokFJInteractive digital learning material on collating evidence from human nutrition researche-SPEN, The European e-Journal of Clinical Nutrition and Metabolism200832526110.1016/j.eclnm.2007.12.002 – reference: PaasFVan GogTSwellerJCognitive load theory: New conceptualizations, specifications and integrated research perspectivesEducational Psychology Review201022211512110.1007/s10648-010-9133-8 – reference: SwellerJCognitive load during problem solving: Effects on learningCognitive Science198812225728510.1207/s15516709cog1202_4 – reference: RobinsonDHKatayamaADDuboisNFDevaneyTInteractive effects of graphic organizers and delayed review on concept acquisitionJournal of Experimental Education1998671173110.1080/00220979809598342 – reference: JonassenDHHandbook of research on educational communications and technology20042Mahwah, NJErlbaum – reference: BaltesBBDicksonMWShermanMPBauerCCLaGankeJComputer-mediated communication and group decision making: A metaanalysisOrganizational Behavior and Human Decision Processes200287115617910.1006/obhd.2001.2961 – reference: BiggsJBTeaching for quality learning at university: What the student does1999St. EdmundsburySociety for Research into Higher Education & Open University Press – reference: KalyugaSInstructional designs for the development of transferable knowledge and skills: A cognitive load perspectiveComputers in Human Behavior200925233233810.1016/j.chb.2008.12.019 – reference: Veldhuis-DiermanseAEBiemansHMulderMMahdizadehHAnalysing learning processes and quality of knowledge construction in networked learningJournal of Agricultural Education and Extension2006121415810.1080/13892240600740894 – reference: FischerFBruhnJGräselCMandlHFostering collaborative knowledge construction with visualization toolsLearning and Instruction200212221323210.1016/S0959-4752(01)00005-6 – reference: KesterLKirschnerPAVan MerriënboerJJGTiming of information presentation in learning statisticsInstructional Science200432323325210.1023/B:TRUC.0000024191.27560.e3 – reference: KesterLKirschnerPAVan MerriënboerJJGBaumerAJust-in-time information presentation and the acquisition of complex cognitive skillsComputers in Human Behavior200117437339110.1016/S0747-5632(01)00011-5 – reference: BurgoonJKBonitoJARamirezJADunbarNEKamKFisherJTesting the interactivity principle: Effects of mediation, propinquity, and verbal and nonverbal modalities in interpersonal interactionJournal of Communication200252365767710.1111/j.1460-2466.2002.tb02567.x – reference: Mahdizadeh, H. (2007). Student collaboration and learning: Knowledge construction and participation in an asynchronous computer-supported collaborative learning environment in higher education. Dissertation, Wageningen UR, Wageningen. – reference: SuthersDDHundhausenCDGirardeauLEComparing the roles of representations in face-to-face and online computer supported collaborative learningComputers & Education200341433535110.1016/j.compedu.2003.04.001 – reference: Van MerriënboerJJGKesterLPaasFTeaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learningApplied Cognitive Psychology200620334335210.1002/acp.1250 – reference: KreijnsKKirschnerPAJochemsWIdentifying the pitfalls for social interaction in computer-supported collaborative learning environments. A review of the researchComputers in Human Behavior200319333535310.1016/S0747-5632(02)00057-2 – reference: SlofBErkensGKirschnerPAJaspersJGMJanssenJGuiding students’ online complex learning-task behavior through representational scriptingComputers in Human Behavior201026592793910.1016/j.chb.2010.02.007 – reference: HirshmanELBjorkRAThe generation effect: Support for a two-factor theoryJournal of Experimental Psychology: Learning, Memory, and Cognition198814348449410.1037/0278-7393.14.3.484 – reference: WaltherJBAnticipated ongoing interaction versus channel effects on relational communication in computer mediated interactionHuman Communication Research199420447350110.1111/j.1468-2958.1994.tb00332.x – reference: BjorkRAMetcalfeJShimamuraAMemory and metamemory considerations in the training of human beingsMetacognition: Knowing about knowing1994Cambridge, MAMIT Press185205 – reference: NussbaumEMWinsorDLAquiYMPoliquinAMPutting the pieces together: Online argumentation vee diagrams enhance thinking during discussionsInternational Journal of Computer-Supported Collaborative Learning20072447950010.1007/s11412-007-9025-1 – reference: KirschnerPACognitive load theory: Implications of cognitive load theory on the design of learningLearning and Instruction200212111010.1016/S0959-4752(01)00014-7 – reference: CorbelAJaillonPSerpaggiXBakerMQuignardMLundKSéjournéADesmoulinsCMarquetPBouhineauDDREW: Un outil internet pour créer situations d’appretissage coopérant [DREW: An internet tool for creating cooperative learning situations]EIAH2003 Environnements Informatique pour l’Apprentissage Humains2002ParisINRP109113 – reference: OlsonGMOlsonJSLandauerMHelanderTKPrabhuPResearch on computer-supported cooperative workHandbook of human-computer interaction19972AmsterdamElsevier – reference: VerhoevenLGraesserACognitive and linguistic factors in interactive knowledge constructionDiscourse Processes200845428929710.1080/01638530802145353 – reference: BakerMAndriessenJLundKVan AmelsvoortMQuignardMRainbow: A framework for analyzing computer-mediated pedagogical debatesInternational Journal of Computer-Supported Collaborative Learning20072331535710.1007/s11412-007-9022-4 – reference: AndersonJRCognitive skills and their acquisition1981Hillsdale, NJLawrence Erlbaum – reference: De LaatMLallyVComplexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning communityInstructional Science2003311–273910.1023/A:1022596100142 – reference: KesterLTiming of information presentation and the acquisition of complex skills2003HeerlenOpen University of the Netherlands – reference: Van AmelsvoortMAndriessenJKanselaarGRepresentational tools in computer-supported collaborative argumentation-based learning: How dyads work with constructed and inspected argumentative diagramsJournal of the Learning Sciences200716448552110.1080/10508400701524785 – reference: WeinbergerAStegmannKFischerFMandlHFischerFMandlHHaakeJKollarIScripting argumentative knowledge construction in computer-supported learning environmentsScripting computer-supported communication of knowledge—Cognitive, computational and educational perspectives2007New YorkSpringer191211 – reference: AntonenkoPPaasFGrabnerRVan GogTUsing electroencephalography to measure cognitive loadEducational Psychology Review201022442543810.1007/s10648-010-9130-y – reference: BusstraCGraafCDHartogRDesigning of digital learning material on social-psychological theories for nutrition behavior researchJournal of Educational Multimedia and Hypermedia2007162163182 – reference: NeuendorfKAThe content analysis guidebook2002Thousand Oaks, CASage Publications – reference: KesterLLehnenCVan GervenPKirschnerPAJust-in-time, schematic supportive information presentation during cognitive skill acquisitionComputers in Human Behavior20062219311210.1016/j.chb.2005.01.008 – reference: BjorkRALinnMCThe science of learning and the learning of science: Introducing desirable difficultiesAmerican Psychological Society Observer20061932939 – reference: BeersPJKirschnerPABoshuizenHPAGijselaersWHICT-support for grounding in the classroomInstructional Science200735453555610.1007/s11251-007-9018-5 – reference: VerhoevenLSchnotzWPaasFCognitive load in interactive knowledge ConstructionLearning and Instruction200919536937510.1016/j.learninstruc.2009.02.002 – reference: DiederenJGruppenHHartogRMoerlandGVoragenAGJDesign of activating digital learning material for food chemistry educationChemistry Education: Research and Practice20034335337110.1039/b3rp90020g – reference: KirschnerFPaasFKirschnerPAIndividual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiencyComputers in Human Behavior200925230631410.1016/j.chb.2008.12.008 – reference: OppenheimerDMYaumanCDVaughnEBFortune favors the bold (and the italicized): Effects of disfluency on educational outcomesCognition20101181111115 – reference: SchreiberMEngelmannTKnowledge and information awareness for initiating transactive memory system processes of computer-supported collaborating ad hoc groupsComputers in Human Behavior20102661701170910.1016/j.chb.2010.06.019 – reference: KornellNBjorkRAA stability bias in human memory: Overestimating remembering and underestimating learningJournal of Experimental Psychology: General2009138444946810.1037/a0017350 – reference: Veldhuis-Diermanse, A. E. (2002). CSCLearning? Participation, learning activities and knowledge construction in computer-supported collaborative learning in higher education. Ph.D. dissertation, Wageningen University, The Netherlands. – reference: Busstra, C. (2008). Design and evaluation of digital learning material for academic education in human nutrition. Ph.D. dissertation, Wageningen University, The Netherlands. – reference: KirschnerPABeersPJBoshuizenHPAGijselaersWHCoercing shared knowledge in collaborative learning environmentsComputers in Human Behavior200824240342010.1016/j.chb.2007.01.028 – reference: StegmannKWeinbergerAFischerFFacilitating argumentative knowledge construction with computer-supported collaboration scriptsInternational Journal of Computer-Supported Collaborative Learning20072442144710.1007/s11412-007-9028-y – reference: NorooziOBiemansHJABusstraMCMulderMChizariMDifferences in learning processes between successful and less successful students in computer-supported collaborative learning in the field of human nutrition and healthComputers in Human Behavior201127130931710.1016/j.chb.2010.08.009 – reference: Van AmelsvoortMAndriessenJKanselaarGHow students structure and relate argumentative knowledge when learning together with diagramsComputers in Human Behavior20082431293131310.1016/j.chb.2007.05.004 – reference: SwellerJElement interactivity and intrinsic, extraneous and germane cognitive loadEducational Psychology Review201022212313810.1007/s10648-010-9128-5 – reference: O’DonnellAMDansereauDFInteractive effects of prior knowledge and material format on cooperative teachingJournal of Experimental Education200068210111810.1080/00220970009598497 – reference: BjorkRABjorkELHealyAKosslynSShiffrinRA new theory of disuse and an old theory of stimulus fluctuationFrom learning processes to cognitive processes: Essays in honor of William K. Estes1992Hillsdale, NJErlbaum3567 – reference: KirschnerPABuckingham-ShumSJCarrCSVisualizing argumentation. Software tools for collaborative and educational sense making2003DordrechtKluwer – reference: TothESuthersDDLesgoldAMapping to know: The effects of representational guidance and reflective assessment on scientific inquiry skillsScience Education200286226428610.1002/sce.10004 – reference: BiggsJBCollisKFEvaluating the quality of learning: The SOLO taxonomy1982New YorkAcademic Press – reference: JanssenJErkensGKirschnerPAKanselaarGEffects of representational guidance during computer-supported collaborative learningInstructional Science2010381598810.1007/s11251-008-9078-1 – reference: CraikFTulvingEDepth of processing and the retention of words in episodic memoryJournal of Experimental Psychology19751043268294 – reference: KangIBonkCJKingKSThe use of computer-mediated communication: Electronic collaboration and interactivityElectronic collaborators: learner-centered technologies for literacy, apprenticeship, discourse1998Mahwah, NJErlbaum315337 – reference: JonassenDHKwonHICommunication patterns in computer mediated and face-to-face group problem solvingEducational Technology Research and Development2001491355110.1007/BF02504505 – reference: JonassenDHReigeluthCMDesigning constructivist learning environmentsInstructional-design theories and models1999Mahwah, NJLawrence Erlbaum215239 – reference: Van Amelsvoort, M. (2006). A space for debate. How diagrams support collaborative argumentation-based learning. Dissertation, Utrecht University, The Netherlands. – reference: WeinbergerAErtlBFischerFMandlHEpistemic and social scripts in computer-supported collaborative learningInstructional Science200533113010.1007/s11251-004-2322-4 – reference: ErtlBFischerFMandlHConceptual and socio-cognitive support for collaborative learning in videoconferencing environmentsComputers & Education200647329831510.1016/j.compedu.2004.11.001 – reference: CampbellDTStanleyJCGageNLExperimental and quasi-experimental designs for research on teachingHandbook of research on teaching1963Chicago, ILRand McNally171246 – reference: KalyugaSKnowledge elaboration: A cognitive load perspectiveLearning and Instruction200919540241010.1016/j.learninstruc.2009.02.003 – reference: RichlandLEBjorkRAFinleyJRLinnMCBaraBGBarsalouLBucciarelliMLinking cognitive science to education: Generation and interleaving effectsProceedings of the twenty-seventh annual conference of the cognitive science society2005Mahwah, NJErlbaum – reference: KesterLKirschnerPAVan MerriënboerJJGThe optimal timing of information presentation during mastering a complex skill in scienceInternational Journal of Science Education200426223925610.1080/69032000072809 – volume: 61 start-page: 301 issue: 3 year: 2009 ident: 9217_CR21 publication-title: Educational Review doi: 10.1080/00131910903045948 – volume: 41 start-page: 335 issue: 4 year: 2003 ident: 9217_CR87 publication-title: Computers & Education doi: 10.1016/j.compedu.2003.04.001 – start-page: 185 volume-title: Metacognition: Knowing about knowing year: 1994 ident: 9217_CR12 doi: 10.7551/mitpress/4561.003.0011 – volume: 32 start-page: 233 issue: 3 year: 2004 ident: 9217_CR47 publication-title: Instructional Science doi: 10.1023/B:TRUC.0000024191.27560.e3 – volume: 38 start-page: 1 issue: 1 year: 2003 ident: 9217_CR71 publication-title: Educational Psychologist doi: 10.1207/S15326985EP3801_1 – volume: 17 start-page: 147 issue: 1 year: 2005 ident: 9217_CR99 publication-title: Educational Psychology Review doi: 10.1007/s10648-005-3951-0 – volume: 16 start-page: 163 issue: 2 year: 2007 ident: 9217_CR19 publication-title: Journal of Educational Multimedia and Hypermedia – volume: 14 start-page: 265 issue: 3 year: 2008 ident: 9217_CR9 publication-title: Journal of Agricultural Education and Extension doi: 10.1080/13892240802207700 – volume: 12 start-page: 41 issue: 1 year: 2006 ident: 9217_CR103 publication-title: Journal of Agricultural Education and Extension doi: 10.1080/13892240600740894 – ident: 9217_CR83 – start-page: 109 volume-title: EIAH2003 Environnements Informatique pour l’Apprentissage Humains year: 2002 ident: 9217_CR22 – volume: 100 start-page: 549 issue: 3 year: 2008 ident: 9217_CR65 publication-title: Journal of Educational Psychology doi: 10.1037/0022-0663.100.3.549 – volume: 2 start-page: 479 issue: 4 year: 2007 ident: 9217_CR66 publication-title: International Journal of Computer-Supported Collaborative Learning doi: 10.1007/s11412-007-9025-1 – start-page: 107 volume-title: Video-mediated communication year: 1997 ident: 9217_CR67 – volume-title: Teaching for quality learning at university: What the student does year: 1999 ident: 9217_CR10 – volume: 45 start-page: 289 issue: 4 year: 2008 ident: 9217_CR104 publication-title: Discourse Processes doi: 10.1080/01638530802145353 – volume: 118 start-page: 111 issue: 1 year: 2010 ident: 9217_CR70 publication-title: Cognition – ident: 9217_CR102 – volume: 7 start-page: 254 issue: 3 year: 2001 ident: 9217_CR85 publication-title: Journal of Universal Computer Science – volume: 52 start-page: 657 issue: 3 year: 2002 ident: 9217_CR16 publication-title: Journal of Communication doi: 10.1111/j.1460-2466.2002.tb02567.x – volume: 17 start-page: 373 issue: 4 year: 2001 ident: 9217_CR49 publication-title: Computers in Human Behavior doi: 10.1016/S0747-5632(01)00011-5 – ident: 9217_CR59 – volume: 51 start-page: 1599 issue: 4 year: 2008 ident: 9217_CR31 publication-title: Computers & Education doi: 10.1016/j.compedu.2008.03.001 – volume: 4 start-page: 353 issue: 3 year: 2003 ident: 9217_CR26 publication-title: Chemistry Education: Research and Practice doi: 10.1039/B3RP90020G – start-page: 35 volume-title: From learning processes to cognitive processes: Essays in honor of William K. Estes year: 1992 ident: 9217_CR13 – ident: 9217_CR17 – start-page: 51 volume-title: Electronic collaborators: learner-centered technologies for literacy, apprenticeship, discourse year: 1998 ident: 9217_CR28 – volume: 24 start-page: 1293 issue: 3 year: 2008 ident: 9217_CR95 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2007.05.004 – volume: 12 start-page: 183 issue: 2 year: 2003 ident: 9217_CR86 publication-title: Journal of the Learning Sciences doi: 10.1207/S15327809JLS1202_2 – volume-title: Visualizing argumentation. Software tools for collaborative and educational sense making year: 2003 ident: 9217_CR54 – volume: 24 start-page: 403 issue: 2 year: 2008 ident: 9217_CR53 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2007.01.028 – volume: 20 start-page: 473 issue: 4 year: 1994 ident: 9217_CR106 publication-title: Human Communication Research doi: 10.1111/j.1468-2958.1994.tb00332.x – start-page: 111 volume-title: CSCL 2: Carrying forward the conversation year: 2002 ident: 9217_CR24 – volume: 20 start-page: 343 issue: 3 year: 2006 ident: 9217_CR97 publication-title: Applied Cognitive Psychology doi: 10.1002/acp.1250 – ident: 9217_CR107 – volume-title: The content analysis guidebook year: 2002 ident: 9217_CR63 – volume: 52 start-page: 5 issue: 2 year: 2004 ident: 9217_CR34 publication-title: Educational Technology Research and Development doi: 10.1007/BF02504836 – volume: 67 start-page: 17 issue: 1 year: 1998 ident: 9217_CR76 publication-title: Journal of Experimental Education doi: 10.1080/00220979809598342 – volume: 22 start-page: 93 issue: 1 year: 2006 ident: 9217_CR50 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2005.01.008 – volume: 26 start-page: 1701 issue: 6 year: 2010 ident: 9217_CR81 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2010.06.019 – start-page: 171 volume-title: Handbook of research on teaching year: 1963 ident: 9217_CR20 – volume: 68 start-page: 101 issue: 2 year: 2000 ident: 9217_CR68 publication-title: Journal of Experimental Education doi: 10.1080/00220970009598497 – volume-title: Proceedings of the twenty-seventh annual conference of the cognitive science society year: 2005 ident: 9217_CR75 – volume: 12 start-page: 1 issue: 1 year: 2002 ident: 9217_CR52 publication-title: Learning and Instruction doi: 10.1016/S0959-4752(01)00014-7 – volume: 87 start-page: 156 issue: 1 year: 2002 ident: 9217_CR6 publication-title: Organizational Behavior and Human Decision Processes doi: 10.1006/obhd.2001.2961 – volume: 25 start-page: 949 issue: 4 year: 2009 ident: 9217_CR29 publication-title: Computers in Human Behaviour doi: 10.1016/j.chb.2009.04.004 – volume: 35 start-page: 989 issue: 4 year: 2009 ident: 9217_CR57 publication-title: Journal of Experimental Psychology: Learning, Memory, and Cognition doi: 10.1037/a0015729 – volume: 10 start-page: 251 issue: 3 year: 1998 ident: 9217_CR91 publication-title: Educational Psychology Review doi: 10.1023/A:1022193728205 – volume: 27 start-page: 309 issue: 1 year: 2011 ident: 9217_CR64 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2010.08.009 – volume-title: Handbook of human-computer interaction year: 1997 ident: 9217_CR69 – volume: 86 start-page: 264 issue: 2 year: 2002 ident: 9217_CR92 publication-title: Science Education doi: 10.1002/sce.10004 – start-page: 56 volume-title: Psychology and the real world: Essays illustrating fundamental contributions to society year: 2011 ident: 9217_CR14 – volume: 35 start-page: 535 issue: 4 year: 2007 ident: 9217_CR7 publication-title: Instructional Science doi: 10.1007/s11251-007-9018-5 – volume: 47 start-page: 298 issue: 3 year: 2006 ident: 9217_CR30 publication-title: Computers & Education doi: 10.1016/j.compedu.2004.11.001 – volume-title: Cognitive skills and their acquisition year: 1981 ident: 9217_CR1 – volume-title: Evaluating the quality of learning: The SOLO taxonomy year: 1982 ident: 9217_CR11 – volume: 32 start-page: 1 issue: 1 & 2 year: 2004 ident: 9217_CR72 publication-title: Instructional Science doi: 10.1023/B:TRUC.0000021806.17516.d0 – volume: 21 start-page: 957 issue: 6 year: 2005 ident: 9217_CR79 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2004.02.025 – volume: 14 start-page: 201 issue: 2 year: 2005 ident: 9217_CR78 publication-title: The Journal of the Learning Sciences doi: 10.1207/s15327809jls1402_2 – volume: 14 start-page: 101 issue: 1 year: 2002 ident: 9217_CR80 publication-title: Educational Psychology doi: 10.1023/A:1013136727916 – volume: 2 start-page: 315 issue: 3 year: 2007 ident: 9217_CR4 publication-title: International Journal of Computer-Supported Collaborative Learning doi: 10.1007/s11412-007-9022-4 – volume: 12 start-page: 8 issue: 1 year: 2001 ident: 9217_CR77 publication-title: International Journal of Artificial Intelligence in Education – volume: 13 start-page: 125 issue: 2 year: 2003 ident: 9217_CR60 publication-title: Learning & Instruction doi: 10.1016/S0959-4752(02)00016-6 – volume: 19 start-page: 335 issue: 3 year: 2003 ident: 9217_CR58 publication-title: Computers in Human Behavior doi: 10.1016/S0747-5632(02)00057-2 – volume: 30 start-page: 155 issue: 3 year: 2002 ident: 9217_CR101 publication-title: Instructional Science doi: 10.1023/A:1015100631027 – volume: 38 start-page: 5 issue: 1 year: 2003 ident: 9217_CR98 publication-title: Educational psychologist doi: 10.1207/S15326985EP3801_2 – volume: 64 start-page: 46 issue: 1 year: 1986 ident: 9217_CR51 publication-title: Harvard Business Review – volume: 49 start-page: 35 issue: 1 year: 2001 ident: 9217_CR41 publication-title: Educational Technology Research and Development doi: 10.1007/BF02504505 – volume: 31 start-page: 7 issue: 1–2 year: 2003 ident: 9217_CR25 publication-title: Instructional Science doi: 10.1023/A:1022596100142 – volume: 4 start-page: 295 issue: 4 year: 1994 ident: 9217_CR89 publication-title: Learning and Instruction doi: 10.1016/0959-4752(94)90003-5 – start-page: 315 volume-title: Electronic collaborators: learner-centered technologies for literacy, apprenticeship, discourse year: 1998 ident: 9217_CR44 – volume: 22 start-page: 123 issue: 2 year: 2010 ident: 9217_CR90 publication-title: Educational Psychology Review doi: 10.1007/s10648-010-9128-5 – volume: 16 start-page: 485 issue: 4 year: 2007 ident: 9217_CR94 publication-title: Journal of the Learning Sciences doi: 10.1080/10508400701524785 – volume: 104 start-page: 268 issue: 3 year: 1975 ident: 9217_CR23 publication-title: Journal of Experimental Psychology doi: 10.1037/0096-3445.104.3.268 – volume: 49 start-page: 1037 issue: 4 year: 2007 ident: 9217_CR36 publication-title: Computers & Education doi: 10.1016/j.compedu.2006.01.004 – volume: 38 start-page: 59 issue: 1 year: 2010 ident: 9217_CR37 publication-title: Instructional Science doi: 10.1007/s11251-008-9078-1 – volume: 12 start-page: 257 issue: 2 year: 1988 ident: 9217_CR88 publication-title: Cognitive Science doi: 10.1207/s15516709cog1202_4 – volume: 26 start-page: 815 issue: 5 year: 2009 ident: 9217_CR62 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2008.12.001 – ident: 9217_CR93 – volume-title: Successful remembering and successful forgetting: A Festschrift in honor of Robert A. Bjork year: 2011 ident: 9217_CR61 – volume: 2 start-page: 421 issue: 4 year: 2007 ident: 9217_CR84 publication-title: International Journal of Computer-Supported Collaborative Learning doi: 10.1007/s11412-007-9028-y – volume: 138 start-page: 449 issue: 4 year: 2009 ident: 9217_CR56 publication-title: Journal of Experimental Psychology: General doi: 10.1037/a0017350 – volume: 19 start-page: 369 issue: 5 year: 2009 ident: 9217_CR105 publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2009.02.002 – volume-title: Handbook of research on educational communications and technology year: 2004 ident: 9217_CR40 – volume: 13 start-page: 175 issue: 3 year: 1997 ident: 9217_CR5 publication-title: Journal of Computer Assisted Learning doi: 10.1046/j.1365-2729.1997.00019.x – volume: 26 start-page: 239 issue: 2 year: 2004 ident: 9217_CR46 publication-title: International Journal of Science Education doi: 10.1080/69032000072809 – volume: 14 start-page: 484 issue: 3 year: 1988 ident: 9217_CR35 publication-title: Journal of Experimental Psychology: Learning, Memory, and Cognition doi: 10.1037/0278-7393.14.3.484 – volume: 14 start-page: 405 issue: 3 year: 2005 ident: 9217_CR33 publication-title: The Journal of the Learning Sciences doi: 10.1207/s15327809jls1403_3 – volume: 22 start-page: 425 issue: 4 year: 2010 ident: 9217_CR3 publication-title: Educational Psychology Review doi: 10.1007/s10648-010-9130-y – volume: 33 start-page: 1 issue: 1 year: 2005 ident: 9217_CR108 publication-title: Instructional Science doi: 10.1007/s11251-004-2322-4 – volume: 6 start-page: 351 issue: 4 year: 1994 ident: 9217_CR74 publication-title: Educational Psychology Review doi: 10.1007/BF02213420 – ident: 9217_CR27 – volume: 39 start-page: 861 issue: 8 year: 2003 ident: 9217_CR38 publication-title: International Journal of Educational Research doi: 10.1016/j.ijer.2004.11.008 – volume: 26 start-page: 927 issue: 5 year: 2010 ident: 9217_CR82 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2010.02.007 – volume: 22 start-page: 115 issue: 2 year: 2010 ident: 9217_CR73 publication-title: Educational Psychology Review doi: 10.1007/s10648-010-9133-8 – volume: 25 start-page: 306 issue: 2 year: 2009 ident: 9217_CR55 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2008.12.008 – start-page: 191 volume-title: Scripting computer-supported communication of knowledge—Cognitive, computational and educational perspectives year: 2007 ident: 9217_CR110 – start-page: 215 volume-title: Instructional-design theories and models year: 1999 ident: 9217_CR39 – volume-title: Timing of information presentation and the acquisition of complex skills year: 2003 ident: 9217_CR45 – volume: 127 start-page: 55 issue: 1 year: 1998 ident: 9217_CR8 publication-title: Journal of Experimental Psychology: General doi: 10.1037/0096-3445.127.1.55 – volume: 12 start-page: 213 issue: 2 year: 2002 ident: 9217_CR32 publication-title: Learning and Instruction doi: 10.1016/S0959-4752(01)00005-6 – volume: 19 start-page: 29 issue: 3 year: 2006 ident: 9217_CR15 publication-title: American Psychological Society Observer – volume: 53 start-page: 73 issue: 3 year: 2005 ident: 9217_CR96 publication-title: Educational Technology Research and Development doi: 10.1007/BF02504799 – volume-title: Arguing to learn. Confronting cognitions in computer-supported collaborative learning environments year: 2003 ident: 9217_CR2 doi: 10.1007/978-94-017-0781-7 – volume: 31 start-page: 167 issue: 2 year: 2006 ident: 9217_CR48 publication-title: Contemporary Educational Psychology doi: 10.1016/j.cedpsych.2005.04.002 – volume: 25 start-page: 332 issue: 2 year: 2009 ident: 9217_CR42 publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2008.12.019 – volume: 3 start-page: 52 issue: 2 year: 2008 ident: 9217_CR18 publication-title: e-SPEN, The European e-Journal of Clinical Nutrition and Metabolism doi: 10.1016/j.eclnm.2007.12.002 – volume: 19 start-page: 402 issue: 5 year: 2009 ident: 9217_CR43 publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2009.02.003 – ident: 9217_CR100 |
| SSID | ssj0000768 |
| Score | 2.1371086 |
| Snippet | This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information... |
| SourceID | wageningen proquest gale eric crossref springer jstor |
| SourceType | Open Access Repository Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 193 |
| SubjectTerms | Academic Achievement argumentative knowledge construction Case Method (Teaching Technique) cognitive load theory Cognitive Structures Collaboration collaborative argumentation Collaborative learning communication Comparative Analysis Computer Assisted Instruction Computer Mediated Communication Computers Cooperative Learning Design evaluation diagrams Discussion Education Educational activities Educational Environment Educational Practices Educational psychology Educational Technology Electronic Learning Equipment and supplies face-to-face Graphs Group work in education Human behavior Instructional Design Instructional Materials Interactive learning Internet just-in-time Learning Learning and Instruction Learning Processes memory Nutrition Online instruction Online learning Outcomes of education Prerequisites representational guidance RESEARCH ARTICLE Retention (Psychology) Teaching Team learning approach in education Time Factors (Learning) |
| SummonAdditionalLinks | – databaseName: SpringerLINK Contemporary 1997-Present dbid: RSV link: http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1ba9swFBYj20P3sEvWUjfb0MPYYEMQyXJkPZbRMMYoY5fSNyFLcggkToiTlf6D_eydY8txA6OwPRlsWZJ9jj59ks6FkDcuz4CohpT5IngmRWFZLrxgYy3yiSqDk02azqsv6vIyv77WX6Mfd91Zu3dHkg1S985uHKZ-hlt6Gng0A9x9CLNdjqPx2_erHn5V9H-TgvGJ0N1R5t-qOJiMor1zRObWOvGAd-6PSh-ToxsY7VXj_nRnOpo-_a8PeUaeRPZJz1t1eU4ehGqIiZujkceQDKbzxXJIRrHkvF7St_TAiaR-QX638UkpevTu0Iq2omiZDgtiJK4UaDCtd8UKwGgJjW0xb9iMrkq4uUa2D_hKY7xWrJCuew-oCh5QCxXPMJfJ4rZ7JXga01vM6B3XvGPyc3rx4-MnFjM6MCc13zInxsJKV_LCcst1cNyqTJcZV7lPU6FLCQAD6iGcVxi53gYFBEVzr4UbeyhyQgbVqgqnhFrRwJHiwlmpClGE4CZah9JnMi2yNCHjTrTGxXDnmHVjYfpAzSgHA3IwKAcjEvJ-_8q6jfVxX-Fj1Jd9wYvPsBYEOpmQd6hABv8jtOdsdHOAXmOkLXOugHMDiZbQw5NGx_ZVSFia5pnSCRl1SmciotRGww8ErqtUQj50atU_vaebaa-qpsL8VLXBkOJxk9Dc7DamWuAFxn9tJEb8k2f_1MaIHIGURGvP9JIMtptdeEUeuV_beb153YzOP9-sNeo priority: 102 providerName: Springer Nature |
| Title | Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment |
| URI | https://www.jstor.org/stable/41488579 https://link.springer.com/article/10.1007/s11423-011-9217-2 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ960505 https://www.proquest.com/docview/949156177 http://www.narcis.nl/publication/RecordID/oai:library.wur.nl:wurpubs%2F421194 |
| Volume | 60 |
| WOSCitedRecordID | wos000302283000001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVPQU databaseName: Education Database customDbUrl: eissn: 1556-6501 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0000768 issn: 1042-1629 databaseCode: M0P dateStart: 20110101 isFulltext: true titleUrlDefault: https://search.proquest.com/education providerName: ProQuest – providerCode: PRVPQU databaseName: ProQuest Central customDbUrl: eissn: 1556-6501 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0000768 issn: 1042-1629 databaseCode: BENPR dateStart: 20110101 isFulltext: true titleUrlDefault: https://www.proquest.com/central providerName: ProQuest – providerCode: PRVPQU databaseName: Psychology Database customDbUrl: eissn: 1556-6501 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0000768 issn: 1042-1629 databaseCode: M2M dateStart: 20110101 isFulltext: true titleUrlDefault: https://www.proquest.com/psychology providerName: ProQuest – providerCode: PRVPQU databaseName: Research Library customDbUrl: eissn: 1556-6501 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0000768 issn: 1042-1629 databaseCode: M2O dateStart: 20110101 isFulltext: true titleUrlDefault: https://search.proquest.com/pqrl providerName: ProQuest – providerCode: PRVAVX databaseName: SpringerLINK Contemporary 1997-Present customDbUrl: eissn: 1556-6501 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0000768 issn: 1042-1629 databaseCode: RSV dateStart: 19970101 isFulltext: true titleUrlDefault: https://link.springer.com/search?facet-content-type=%22Journal%22 providerName: Springer Nature |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1Nb9MwGH7FOg7jwEfZRClMPiCQQBaJ49TxCQ3UCiFWqgHTblbiOFWlNi1Ny8Q_4GfzvqnTrpdeuLhS4zhO8vjJY_v9AHhlkxiFqot4nrmcS5GlPBG54IEWSU8Vzso6Tef1VzUcJjc3euRtcypvVtlwYk3U-dzSGvl7LTVONUKlPix-cUoaRZurPoPGERxToDLZguOP_eHoakfFyvvCScHDntDNtmbtOxeikuC0QqhRlnOx92Hyts-epTeWinsadLtt-gBObnHkl7Ur1J1P0-DRf97UY3joNSm72IDoCdxzZZvSOXvTjza0BpPprA1dX3NSzdhrtudaUj2Fv5uopYz8fNdkW1syslfHaTLJWYbimFXrbI4UNcOLrSib2JjNC_xzQXMAZF3mo7hSg2yx84sq8QBLseExZTiZ_mlOcTnzSS_G7I7D3in8HPR_fPrMfZ4HbvH-V9yKQKTSFmGWhmmonQ1TFesiDlWSR5HQhUTaQdAImyuKZ586hbJFh7kWNsixyhm0ynnpngFLRU1SKhQ2lSoTmXO2p7Ur8lhGWRx1IGhesrE-CDrl4piaXfhmwoVBXBjChREdeLs9ZbGJAHKo8ikhZ1ux_wVniCgyO_CGoGToOeL1bOqdH7DXFH_LXChU4iitJfbwrEbbtgmJE9YkVroD3QZDxvNMZbYA6sC7BpG7owe6Ge1Aa0rKWlUZCjTulw7N7Xppyin9ICtURtbD6_nBHnThBN-K2Fg1vYDWarl2L-G-_b2aVMtzPzLP4egyGFEpLuvyG5ZX36__Aa8HRVc |
| linkProvider | ProQuest |
| linkToHtml | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V1Lj9MwELZWBYnlwKPsilIePvCQQBaN49TxAaEV7GqXbSsOC9qbN7GdqlKblqal2n_An-E_MpM47fbS2x44RUocZ-R8Hs_YM_MR8trEERiqLmQ2dZYJniYs5pazjuJxV2bOiJKm82dPDgbx5aX6vkf-1rkwGFZZ68RSUdupwT3yj0oocDUCKT_PfjEkjcLD1ZpBo0LFubtegcdWfDr7Cr_3DecnxxdfTpknFWAGelgwA95-IkwWpEmQBMqZIJGRyqJAxjYMucoEYBwk5MZKLJ6eOAlrpAqs4qZjLe5_gsa_I8ARQqaIPu9vFL_0mXeCs6DLVX2IWmbqBWC3MNyPVOAEML61DPpIa78mVHGRWxbv-pD2PtlfgZ7Jy8SrGwvhycP_bAgfkQfe4qZH1RR5TPZc3kSyah_Y0iSNk9F40iRt33JUTOhbupU4Uzwhf6qarBSzmJcYOZxTjMZ3eYHGOgXTnxbLdAoKeAIfWyBX2pBOM7g5Qw8H1hTqa9Rih3S2yfrK4QFNoOMh8reMr-tXnKWe0mNIb6QjHpAftzJah6SRT3P3lNCElypYBtwkQqY8dc50lXKZjUSYRmGLdGpQaeNLvCPTyFhvilMjDjXgUCMONW-R9-tXZlV9k12NDxCp64bH38D_BRO6Rd4hdDWOI3zPJD61A6TG6mL6SIKfAY6DAAkPS3SvuxDgjseRVC3SrjGrvRYt9BqwLfKhngGbpzvEDDeTROfIyVVoLKPuN0b1ajnX-RgvoPMKLbDKoXi2U4JX5N7pRb-ne2eD8zbZhz_Eq_it56SxmC_dC3LX_F6MivnLUidQcnXbM-gft6ubTA |
| linkToPdf | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V3Nb9MwFLemgtA4DCib6MqHD3xIIIvGcer4gNDEVjG2VTsA2s1LbKeq1Kalaan2H_Av8d_xXuK066W3HThFShzHcn5-H_Z770fIaxNHYKi6kNnUWSZ4mrCYW846isddmTkjSprOn-ey34-vrtTlDvlb58JgWGUtE0tBbScG98g_KqHA1cBaSZmPirg87n2e_mJIIIUHrTWbRoWQM3ezBO-t-HR6DL_6Dee9k-9fvjJPMMAM9DZnBjz_RJgsSJMgCZQzQSIjlUWBjG0YcpUJwDuMlhsrsZB64iToSxVYxU3HWtwLBel_T4ooQvKEC36xVgLSZ-EJzoIuV_WBapm1F4ANw3BvUoFDwPiGSvRR114_VDGSG9bv6sD2IdldgszJyySsW0qx9-g_ns7HZM9b4vSoWjpPyI7Lm0hi7QNemqTRG47GTdL2LYfFmL6lGwk1xVPyp6rVSjG7eYERxTnFKH2XF2jEU3AJaLFIJyCYx_CxOXKoDegkg5tT9HxA11BfuxY7pNN1NlgOD2gCHQ-Q12V0U7_iLPVUHwN6K01xn_y4k9k6II18krtnhCa8FM0y4CYRMuWpc6arlMtsJMI0ClukUwNMG1_6HRlIRnpdtBoxqQGTGjGpeYu8X70yreqebGu8j6hdNTz5Bn4xmNYt8g5hrHEe4Xsm8SkfMGqsOqaPJPgf4FAIGOFBifRVFwLc9DiSqkXaNX61l66FXoG3RT7Uq2H9dMsww_WC0TlydRUay6v7DVO9XMx0PsILyMJCC6x-KA63juAVeQALR5-f9s_aZBd-EK_Cup6Txny2cC_IffN7PixmL0vxQMn1XS-gf1jSpBI |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Online+discussion+compensates+for+suboptimal+timing+of+supportive+information+presentation+in+a+digitally+supported+learning+environment&rft.jtitle=Educational+technology+research+and+development&rft.au=Noroozi%2C+Omid&rft.au=Busstra%2C+Maria+C.&rft.au=Mulder%2C+Martin&rft.au=Biemans%2C+Harm+J.+A.&rft.date=2012-04-01&rft.pub=Springer+Science+%2B+Business+Media&rft.issn=1042-1629&rft.eissn=1556-6501&rft.volume=60&rft.issue=2&rft.spage=193&rft.epage=221&rft_id=info:doi/10.1007%2Fs11423-011-9217-2&rft.externalDocID=41488579 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1042-1629&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1042-1629&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1042-1629&client=summon |