Search results for author:"Christa S C Asterhan"
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"WhatsApp, Teacher?"--Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools
Journal of Information Technology Education Vol. 17, No. 1 (2018) pp. 205–226
Aim/Purpose: In this paper, we analyze the phenomenon of "classroom WhatsApp groups", in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these...
International Journal of Computer-Supported Collaborative Learning Vol. 5, No. 3 (September 2010) pp. 259–282
In this paper, we present findings on moderation of synchronous, small-group argumentation in blended, co-located learning environments. Drawing on findings from the literature on human facilitation of dialogue in face-to-face settings, we first...
Feedback That Corrects and Contrasts Students' Erroneous Solutions with Expert Ones Improves Expository Instruction for Conceptual Change
Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 3 (2018) pp. 337–355
In the present study, we examined the effects of feedback that corrects and contrasts a student's own erroneous solutions with the canonical, correct one (CEC&C feedback) on learning in a conceptual change task. Sixty undergraduate students...
Small-Group, Computer-Mediated Argumentation in Middle-School Classrooms: The Effects of Gender and Different Types of Online Teacher Guidance
British Journal of Educational Psychology Vol. 82, No. 3 (September 2012) pp. 375–397
CoBackground: Research has shown the importance of careful teacher support during collaborative group work to promote productive discourse between students (Webb, 2009). However, this research has traditionally focused on face-to-face communication. ...