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The role of scaffolding and motivation in CSCL., , , , , and . Comput. Educ., 59 (3): 893-906 (2012)An invisible preference for intrinsic motivation in computer-mediated communication., , , , and . ICLS (1), page 25-32. International Society of the Learning Sciences / ACM DL, (2010)Content-Based Positioning in Learning Networks., , , and . ICALT, page 366-368. IEEE Computer Society, (2006)Virtual Teams and Preferential Attachment for Intrinsic Motivation., , , , and . Knowledge Construction in E-learning Context, volume 398 of CEUR Workshop Proceedings, CEUR-WS.org, (2008)Stability and Sensitivity of Learning Analytics based Prediction Models., , and . CSEDU (1), page 156-166. SciTePress, (2015)Modeling assessment for re-use of traditional and new types of assessment, , , , , , and . Computers in Human Behavior, 23 (6): 2721--2741 (November 2007)Evaluating retrieval practice in a MOOC: how writing and reading summaries of videos affects student learning., , , , , , , and . LAK, page 216-225. ACM, (2018)Verifying the Stability and Sensitivity of Learning Analytics Based Prediction Models: An Extended Case Study., , and . CSEDU (Selected Papers), volume 583 of Communications in Computer and Information Science, page 256-273. Springer, (2015)Understanding the Role of Time on Task in Formative Assessment: The Case of Mathematics Learning., , and . CAA, volume 571 of Communications in Computer and Information Science, page 120-133. Springer, (2015)Computer Assisted, Formative Assessment and Dispositional Learning Analytics in Learning Mathematics and Statistics., , and . CAA, volume 439 of Communications in Computer and Information Science, page 67-78. Springer, (2014)