Citations (150)
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Zahra Kamrani, Zia Tajeddin & Minoo Alemi. (2023) Scaffolding principles of content-based science instruction in an international elementary school. Pedagogies: An International Journal 0:0, pages 1-25.
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Bian Wu, Xinyu Chang & Yiling Hu. (2023) A meta-analysis of the effects of spherical video-based virtual reality on cognitive and non-cognitive learning outcomes. Interactive Learning Environments 0:0, pages 1-18.
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Tom D. Pering & Luke Temple. (2022) Engaging geography students through innovation in statistics teaching. Journal of Geography in Higher Education 0:0, pages 1-24.
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Kübra Açıkgül. (2022) Mathematics teachers' opinions about a GeoGebra-supported learning kit for teaching polygons. International Journal of Mathematical Education in Science and Technology 53:9, pages 2482-2503.
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Cheng-Hui Wang & Chih-Lun Wu. (2022) Bridging the digital divide: the smart TV as a platform for digital literacy among the elderly. Behaviour & Information Technology 41:12, pages 2546-2559.
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Mikio Miyazaki, Taro Fujita, Koji Iwata & Keith Jones. (2022) Level-spanning proof-production strategies to enhance students’ understanding of the proof structure in school mathematics. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-22.
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Soraya Garcia-Esteban, Izaskun Villarreal & M. Camino Bueno-Alastuey. (2021) The effect of telecollaboration in the development of the Learning to Learn competence in CLIL teacher training. Interactive Learning Environments 29:6, pages 973-986.
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Mariya Nikolayev, Stephanie M. Reich, Tallin Muskat, Nazanin Tadjbakhsh & Melissa N. Callaghan. (2021) Review of feedback in edutainment games for preschoolers in the USA. Journal of Children and Media 15:3, pages 358-375.
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Laurel Iverson Hitchcock, Todd Sage, Michael Lynch & Melanie Sage. (2021) Podcasting as a Pedagogical Tool for Experiential Learning in Social Work Education. Journal of Teaching in Social Work 41:2, pages 172-191.
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Carolina Beniamina Rutta, Gianluca Schiavo, Massimo Zancanaro & Elisa Rubegni. (2021) Comic-based Digital Storytelling for Content and Language Integrated Learning. Educational Media International 58:1, pages 21-36.
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Duygu Umutlu & ChanMin Kim. (2020) Design guidelines for scaffolding pre‐service teachers’ reflection‐in‐action toward culturally responsive teaching. Reflective Practice 21:5, pages 587-603.
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Jiayi Weng & Hui Li. (2020) Early technology education in China: A case study of Shanghai. Early Child Development and Care 190:10, pages 1574-1585.
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Martin McHugh, Veronica McCauley, Kevin Davison, Robin Raine & Anthony Grehan. (2020) Anchoring ocean literacy: participatory iBook design within secondary science classrooms. Technology, Pedagogy and Education 29:1, pages 89-107.
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Eleni A. Kyza & Yiannis Georgiou. (2019) Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform. Interactive Learning Environments 27:2, pages 211-225.
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Susan A. Yoon, Emma Anderson, Miyoung Park, Karen Elinich & Joyce Lin. (2018) How augmented reality, textual, and collaborative scaffolds work synergistically to improve learning in a science museum. Research in Science & Technological Education 36:3, pages 261-281.
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Pamela H. Scott, Nicola J. Veitch, Helen Gadegaard, Muhammad Mughal, Gethin Norman & Michelle Welsh. (2018) Enhancing theoretical understanding of a practical biology course using active and self-directed learning strategies. Journal of Biological Education 52:2, pages 184-195.
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Douglas A. Wilson, Mary Jo Dondlinger, Jacob L. Parsons & Xiaoyue Niu. (2018) Exploratory Analysis of a Blended-learning Course Redesign for Developmental Writers. Community College Journal of Research and Practice 42:1, pages 32-48.
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Jin Su Jeong, Álvaro Ramírez-Gómez & David González-Gómez. (2017) A web-based scaffolding-learning tool for design students’ sustainable spatial planning. Architectural Engineering and Design Management 13:4, pages 262-277.
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Fatemeh Hemmati & Mahboobeh Mortazavi. (2017) The Effect of Different Types of Written Scaffolds on EFL Learners’ Perception of Writing Self-Regulatory Skills. Reading & Writing Quarterly 33:1, pages 71-81.
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Suhkyung Shin & Hae-Deok Song. (2016) Finding the optimal scaffoldings for learners’ epistemological beliefs during ill-structured problem solving. Interactive Learning Environments 24:8, pages 2032-2047.
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Abbas Ali Rezaee, Hamideh Marefat & Afsaneh Saeedakhtar. (2015) Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing. Computer Assisted Language Learning 28:6, pages 532-549.
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Andrea Kavanaugh, Anita Puckett & Deborah Tatar. (2013) Scaffolding Technology for Low Literacy Groups: From Mobile Phone to Desktop PC?. International Journal of Human–Computer Interaction 29:4, pages 274-288.
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Christopher Scaffidi & Christopher Chambers. (2012) Skill Progression Demonstrated by Users in the Scratch Animation Environment. International Journal of Human–Computer Interaction 28:6, pages 383-398.
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Wing
Mui Winnie So & Siu
Cheung Kong. (2010) Interaction of students' academic background and support levels in a resource-based learning environment on Earth's movement. Interactive Learning Environments 18:2, pages 153-176.
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Connie
Siew Ling Ng, Wing
Sum Cheung & Khe
Foon Hew. (2010) Solving ill-structured problems in asynchronous online discussions: built-in scaffolds vs. no scaffolds. Interactive Learning Environments 18:2, pages 115-134.
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Peter Scott, Linda Castañeda, Kevin Quick & Jon Linney. (2009) Synchronous symmetrical support: a naturalistic study of live online peer-to-peer learning via software videoconferencing. Interactive Learning Environments 17:2, pages 119-134.
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Sarah Manlove, ArdW. Lazonder & Ton de Jong. (2009) Collaborative versus individual use of regulative software scaffolds during scientific inquiry learning. Interactive Learning Environments 17:2, pages 105-117.
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Stephanie Hernandez & Lisa D. Bendixen. (2023) Autism Spectrum Disorder and Remote Learning: Parents’ Perspectives on Their Child’s Learning at Home. Education Sciences 13:7, pages 716.
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