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Exploring the combined effects of group awareness support and students' self-regulated learning levels on socially shared regulation of learning and learning outcomes in CSC
Author: Chen, Dengkang; Zhang, Yi; Gao, Hanrui; Luo, Heng; Guo, Fucheng; Jing, Liying
Journal: INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. 2026; Vol. , Issue , pp. -. DOI: 10.1007/s11412-026-09467-w
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The impact of scripted roles on students' viewpoint depth and interaction pattern in collaborative knowledge construction: comparing online and offline collaborative learnin
Author: Xu, Wei; Gui, Yu-Ru; Wu, Xiang-Ming
Journal: INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. 2026; Vol. , Issue , pp. -. DOI: 10.1007/s11412-026-09473-y
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Innovation-driven group composition for effective collaborative programming: integrating multi-evidences of teacher, student, and peer assessment
Author: Xie, Tao; Yu, Jiazhen
Journal: INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. 2026; Vol. , Issue , pp. -. DOI: 10.1007/s11412-026-09469-8
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Enhancing students' dialogic reflection through classroom discourse visualisatio
Author: Wang, Pengjin; Chen, Fan; Wang, Deliang; Chen, Gaowei
Journal: INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. 2025; Vol. , Issue , pp. -. DOI: 10.1007/s11412-024-09443-2
