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Disambiguation of "van Keer, Hilde"

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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)

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Eunice Keer

Andreas Keerl

Markus Keerl

Gerhard Keerl

Kathrin Keeren

 

Other publications of authors with the same name

Development of a content analysis approach for collaboration in a wiki environment., and . ICLS, page 117-119. International Society of the Learning Sciences / ACM DL, (2010)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)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)Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour., , and . Comput. Educ., 50 (1): 207-223 (2008)Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review., , , and . Comput. Educ., 46 (1): 6-28 (2006)Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support, , and . Instructional Science, 37 (1): 87--105 (2009)Assessing Prerequisites and Processes of Self-, Co- and Shared Regulation during Collaborative Learning., , , , , , , , , and 3 other author(s). ICLS, International Society of the Learning Sciences, (2018)The use of "knowledge types" as scripting tool to enhance critical thinking in online discussions., , , and . CSCL, page 737-740. International Society of the Learning Sciences / ACM DL, (2007)Tagging thinking types in asynchronous discussion groups: effects on critical thinking., , , and . Interact. Learn. Environ., 17 (1): 77-94 (2009)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)