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| Scardamalia et al., 1996Scardamalia, M., Bereiter, C., Hewitt, J., & Webb, J. (1996). Constructive learning from texts in biology. {NATO} {ASI} {SERIES} F {COMPUTER} {AND} {SYSTEMS} {SCIENCES}, 148, 44–64. | Scardamalia, M., Bereiter, C., Hewitt, J., & Webb, J. (1996). Constructive learning from texts in biology. {NATO} {ASI} {SERIES} F {COMPUTER} {AND} {SYSTEMS} {SCIENCES}, 148, 44–64. |
| Hewitt, Scardamalia & Webb, 1997Hewitt, J., Scardamalia, M., & Webb, J. (1997). Situative design issues for interactive learning environments: The problem of group coherence. In Annual Meeting of the American Educational Association, Chicago. | Hewitt, J., Scardamalia, M., & Webb, J. (1997). Situative design issues for interactive learning environments: The problem of group coherence. In Annual Meeting of the American Educational Association, Chicago. |
| Bereiter et al., 1997Bereiter, C., Scardamalia, M., Cassells, C., & Hewitt, J. (1997). Postmodernism, knowledge building, and elementary science. The Elementary School Journal, 329–340. | Bereiter, C., Scardamalia, M., Cassells, C., & Hewitt, J. (1997). Postmodernism, knowledge building, and elementary science. The Elementary School Journal, 329–340. |
| Hewitt & Scardamalia, 1998Hewitt, J., & Scardamalia, M. (1998). Design principles for distributed knowledge building processes. Educational Psychology Review, 10(1), 75–96. | Hewitt, J., & Scardamalia, M. (1998). Design principles for distributed knowledge building processes. Educational Psychology Review, 10(1), 75–96. |
| Hewitt, 2001Hewitt, J. (2001). Beyond threaded discourse. | Hewitt, J. (2001). Beyond threaded discourse. |
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| Hewitt, 2003Hewitt, J. (2003). How habitual online practices affect the development of asynchronous discussion threads. Journal of Educational Computing Research, 28(1), 31--45. | Hewitt, J. (2003). How habitual online practices affect the development of asynchronous discussion threads. Journal of Educational Computing Research, 28(1), 31–45. |
| Hewitt, 2005Hewitt, J. (2005). Toward an understanding of how threads die in asynchronous computer conferences. Journal of the Learning Sciences, 14(4), 567--589. | Hewitt, J. (2005). Toward an understanding of how threads die in asynchronous computer conferences. Journal of the Learning Sciences, 14(4), 567–589. |
| Hewitt, Peters & Brett, 2006Hewitt, J., Peters, V. L., & Brett, C. (2006). Using Wiki Technologies as an Adjunct to Computer Conferencing in a Graduate Teacher Education Course. TECHNOLOGY AND TEACHER EDUCATION ANNUAL, 4, 2240. | Hewitt, J., Peters, V. L., & Brett, C. (2006). Using Wiki Technologies as an Adjunct to Computer Conferencing in a Graduate Teacher Education Course. TECHNOLOGY AND TEACHER EDUCATION ANNUAL, 4, 2240. |
| Hewitt & Woodruff, 2010Hewitt, J., & Woodruff, E. (2010). Bringing Coherence to Knowledge Building Discussions. In IKIT Summer Institute. | Hewitt, J., & Woodruff, E. (2010). Bringing Coherence to Knowledge Building Discussions. In IKIT Summer Institute. |
| Qiu, Hewitt & Brett, 2012Qiu, M., Hewitt, J., & Brett, C. (2012). Online class size, note reading, note writing and collaborative discourse. International Journal of Computer-Supported Collaborative Learning, 7(3), 423-442. doi:10.1007/s11412-012-9151-2 | Qiu, M., Hewitt, J., & Brett, C. (2012). Online class size, note reading, note writing and collaborative discourse. International Journal of Computer-Supported Collaborative Learning, 7(3), 423-442. doi:10.1007/s11412-012-9151-2 |
