Publications in Educational Technology Research and Development

Slof et al., 2010Slof, B., Erkens, G., Kirschner, P. A., & Jaspers, J. (2010). Design and effects of representational scripting on group performance. Educational Technology Research and Development, 1--20. Slof, B., Erkens, G., Kirschner, P. A., & Jaspers, J. (2010). Design and effects of representational scripting on group performance. Educational Technology Research and Development, 1–20.
Land & Zembal-Saul, 2003Land, S., & Zembal-Saul, C. (2003). Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of progress portfolio. Educational Technology Research and Development, 51(4), 65--84. Land, S., & Zembal-Saul, C. (2003). Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of progress portfolio. Educational Technology Research and Development, 51(4), 65–84.
Xun & Land, 2004Xun, Ge., & Land, S. (2004). A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research and Development, 52(2), 5-22. Xun, Ge., & Land, S. (2004). A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research and Development, 52(2), 5-22.
Kapur & Kinzer, 2007Kapur, M., & Kinzer, C. K. (2007). Examining the effect of problem type in a synchronous computer-supported collaborative learning (CSCL) environment. Educational Technology Research and Development, 55(5), 439--459. Kapur, M., & Kinzer, C. K. (2007). Examining the effect of problem type in a synchronous computer-supported collaborative learning (CSCL) environment. Educational Technology Research and Development, 55(5), 439–459.
Zhang et al., 2007Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9-and 10-year-olds. Educational Technology Research and Development, 55(2), 117–145. Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9-and 10-year-olds. Educational Technology Research and Development, 55(2), 117–145.
Azevedo et al., 2008Azevedo, R., Moos, D. C., Greene, J. A., Winters, F., & Cromley, J. G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?. Educational Technology Research and Development, 56(1), 45--72. Azevedo, R., Moos, D. C., Greene, J. A., Winters, F., & Cromley, J. G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?. Educational Technology Research and Development, 56(1), 45–72.
Ke & Hoadley, 2009Ke, F., & Hoadley, C. M. (2009). Evaluating online learning communities. Educational Technology Research and Development, 57(4), 487--510. Ke, F., & Hoadley, C. M. (2009). Evaluating online learning communities. Educational Technology Research and Development, 57(4), 487–510.
Zhang, 2010Zhang, J. (2010). Technology-supported learning innovation in cultural contexts. Educational Technology Research and Development, 58(2), 229--243. Zhang, J. (2010). Technology-supported learning innovation in cultural contexts. Educational Technology Research and Development, 58(2), 229–243.
Sullivan et al., 2011Sullivan, F. R., Hamilton, C. E., Allessio, D. A., Boit, R. J., Deschamps, A. D., Sindelar, T., Vargas Ramos, G. E., Randall, A., Wilson, N., & Zhu, Y. (2011). Representational guidance and student engagement: examining designs for collaboration in online synchronous environments. Educational Technology Research and Development, 1--26. Sullivan, F. R., Hamilton, C. E., Allessio, D. A., Boit, R. J., Deschamps, A. D., Sindelar, T., Vargas Ramos, G. E., Randall, A., Wilson, N., & Zhu, Y. (2011). Representational guidance and student engagement: examining designs for collaboration in online synchronous environments. Educational Technology Research and Development, 1–26.
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