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Etan Cohen & Yotam Hod. (2023) Enriching the informing cycle of Knowledge Building Communities by investigating students’ interpretations of design principles. Interactive Learning Environments 31:7, pages 4382-4394.
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Yuqin Yang, Xueqi Feng, Gaoxia Zhu & Daner Sun. (2023) Exploring the mechanisms of data-supported reflective assessment for pre-service teachers’ knowledge building. Interactive Learning Environments 0:0, pages 1-18.
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Gaoxia Zhu & Feng Lin. (2023) Teachers scaffold student discourse and emotions in knowledge building classrooms. Interactive Learning Environments 0:0, pages 1-18.
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Man-Wai Chu, Barbara Brown & Sharon Friesen. (2022) Psychometric properties of the design-based professional learning for teachers survey. Professional Development in Education 48:4, pages 594-610.
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Christine Greenhow, Charles R. Graham & Matthew J. Koehler. (2022) Foundations of online learning: Challenges and opportunities. Educational Psychologist 57:3, pages 131-147.
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Lanqin Zheng, Lu Zhong & Jiayu Niu. (2022) Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning. Assessment & Evaluation in Higher Education 47:1, pages 109-125.
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Lina Markauskaite. (2020) Commentary: learning for knowledge work practices in the wild. Research Papers in Education 35:1, pages 105-115.
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J. Fitzpatrick, E. O’Grady & J. O’Reilly. (2018) Promoting student agentic engagement through curriculum: exploring the Negotiated Integrated Curriculum initiative. Irish Educational Studies 37:4, pages 453-473.
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Jianwei Zhang, Dan Tao, Mei-Hwa Chen, Yanqing Sun, Darlene Judson & Sarah Naqvi. (2018) Co-Organizing the Collective Journey of Inquiry With Idea Thread Mapper. Journal of the Learning Sciences 27:3, pages 390-430.
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Bodong Chen, Monica Resendes, Ching Sing Chai & Huang-Yao Hong. (2017) Two tales of time: uncovering the significance of sequential patterns among contribution types in knowledge-building discourse. Interactive Learning Environments 25:2, pages 162-175.
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Lanqin Zheng, Yunchao Fan, Lei Gao, Zichen Huang, Bodong Chen & Miaolang Long. Using AI-empowered assessments and personalized recommendations to promote online collaborative learning performance. Journal of Research on Technology in Education 0:0, pages 1-27.
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Bodong Chen. A framework for infrastructuring sustainable innovations in education. Journal of the Learning Sciences 0:0, pages 1-30.
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Yuyao Tong & Yifan Ding. Productive classroom dialogue and its association with student achievement in knowledge-building environments. Language and Education 0:0, pages 1-20.
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S. Vijayakumar Bharathi & Mandaar B. Pande. (2024) Does constructivism learning approach lead to developing creative thinking skills? The mediating role of online collaborative learning environments. Journal of Computers in Education.
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Yuqin Yang, Yewen Chen, Xueqi Feng, Daner Sun & Shiyan Pang. (2024) Investigating the mechanisms of analytics-supported reflective assessment for fostering collective knowledge. Journal of Computing in Higher Education 36:1, pages 242-273.
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Chen Yaari, Yotam Hod & Ornit Sagy. (2023) Intermediate indexing in small group configurations around large screens: interactions that advance knowledge building. Instructional Science 52:2, pages 207-226.
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Zuokun Li, Pey-Tee Emily Oon & Shaoming Chai. (2024) Examining the impact of teacher scaffolding in the knowledge building environment: Insights from students’ interaction patterns, social epistemic networks, and academic performance. Education and Information Technologies.
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Liat Rahmian, Yotam Hod, Guangji Yuan & Jianwei Zhang. (2024) Supporting students’ inquiry through doubly authentic learning designs: four configurations of interests, domain, and identity. European Journal of Psychology of Education.
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Yuqin Yang, Kaicheng Yuan, Gaoxia Zhu & Lizhen Jiao. (2024) Collaborative analytics-enhanced reflective assessment to foster conducive epistemic emotions in knowledge building. Computers & Education 209, pages 104950.
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Yuqin Yang, Xueqi Feng, Gaoxia Zhu & Kui Xie. (2024) Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer‐supported collaborative inquiry. Journal of Computer Assisted Learning.
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Yuyao Tong & Carol K. K. Chan. (2023) Promoting knowledge building through meta-discourse and epistemic discourse understanding. International Journal of Computer-Supported Collaborative Learning 18:3, pages 353-391.
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Shaoming Chai, Emily Pey-Tee Oon, Yuan Chai & Zuokun Li. (2023) Examining the role of metadiscourse in collaborative knowledge building community. Library Hi Tech.
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Yuqin Yang, Zhizi Zheng, Gaoxia Zhu & Sdenka Zobeida Salas‐Pilco. (2023) Analytics‐supported reflective assessment for 6th graders' knowledge building and data science practices: An exploratory study. British Journal of Educational Technology 54:4, pages 1025-1045.
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Bodong Chen, Hong Shui & Stian Håklev. (2022) Orchestrating the flow and advancement of knowledge artifacts in an online class. Instructional Science 50:6, pages 903-931.
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Yuqin Yang, Kaicheng Yuan, Xueqi Feng, Xiuhan Li & Jan van Aalst. (2022) Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment. British Journal of Educational Technology 53:6, pages 1511-1529.
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Yuqin Yang, Kaicheng Yuan & Jing Chen. (2022) Effects of Knowledge-Building Inquiry and Reflective Assessment on Low-Achieving Students’ Productive Disciplinary Engagement. Effects of Knowledge-Building Inquiry and Reflective Assessment on Low-Achieving Students’ Productive Disciplinary Engagement.
Shiri Kashi & Yotam Hod. (2022) Fostering growth orientations in students’ identities as knowledge builders. International Journal of Computer-Supported Collaborative Learning 17:3, pages 333-360.
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Calixto Gutiérrez-Braojos, Linda Daniela, Jesús Montejo-Gámez & Francisco Aliaga. (2022) Developing and Comparing Indices to Evaluate Community Knowledge Building in an Educational Research Course. Sustainability 14:17, pages 10603.
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Yotam Hod & Michal Dvir. (2022) Identity Artifacts: Resources that facilitate transforming participation in blended learning communities. The Internet and Higher Education 54, pages 100846.
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Robyn Lonergan, Therese M. Cumming & Susan C. O'Neill. (2022) Exploring the efficacy of problem-based learning in diverse secondary school classrooms: Characteristics and goals of problem-based learning. International Journal of Educational Research 112, pages 101945.
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Zengcan Xue, Hai Liu, Zhaoli Zhang & Shuoqiu Yang. (2021) Dynamic Educational Knowledge Graph Model via Information Entropy for Knowledge Building. Dynamic Educational Knowledge Graph Model via Information Entropy for Knowledge Building.
Stefano Cacciamani, Vittore Perrucci & Nobuko Fujita. (2021) Promoting Students’ Collective Cognitive Responsibility through Concurrent, Embedded and Transformative Assessment in Blended Higher Education Courses. Technology, Knowledge and Learning 26:4, pages 1169-1194.
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Huang-Yao Hong, Leanne Ma, Pei-Yi Lin & Karen Yuan-Hsuan Lee. (2020) Advancing third graders’ reading comprehension through collaborative Knowledge Building: A comparative study in Taiwan. Computers & Education 157, pages 103962.
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