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Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis.

, , , , and . Comput. Educ., (2015)

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Computational Thinking, the Notional Machine, Pre-service Teachers, and Research Opportunities., and . ACE, volume 160 of CRPIT, page 37-46. Australian Computer Society, (2015)The impact of virtual classroom laboratories in CSE., and . SIGCSE, page 292-296. ACM, (2005)Groupwork activities in synchronous online classroom spaces.. SIGCSE, page 91-95. ACM, (2007)Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis., , , , and . Comput. Educ., (2015)Reasons associated with preservice teachers' intention to use immersive virtual reality in education., , and . Br. J. Educ. Technol., 51 (6): 2214-2232 (2020)Continual and explicit comparison to promote proactive facilitation during second computer language learning., and . ITiCSE, page 218-222. ACM, (2011)Deriving a typology of Web 2.0 learning technologies. British Journal of Educational Technology, (2015)What self-regulation strategies do elementary students utilize while learning online?, , and . Educ. Inf. Technol., 28 (2): 1735-1762 (February 2023)What are the educational affordances of wearable technologies?, and . Comput. Educ., (2015)The Effect of Receiving the Preferred Form of Online Assessment Feedback upon Middle School Mathematics Students.. CATE, page 462-467. ACTA Press, (2004)