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Challenges in Implementing Small Group Collaboration in Large Online Courses.

, , , , , , , , , and . CSCL, International Society of the Learning Sciences, (2017)

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Challenges in Implementing Small Group Collaboration in Large Online Courses., , , , , , , , , and . CSCL, International Society of the Learning Sciences, (2017)Developing a Framework for Conceptual Change within Scientific Inquiry., , , and . ICALT, page 382-383. IEEE Computer Society, (2003)Group Formation for Small-Group Learning: Are Heterogeneous Groups More Productive?, , , , , and . OpenSym, page 14:1-14:4. ACM, (2016)Maximizing Benefit of Peer-Feedback to Increase Feedback Uptake in Academic Writing., , and . CSCL, International Society of the Learning Sciences, (2015)Sharing educational scenario designs in practitioner communities., , and . ICLS (1), page 750-757. International Society of the Learning Sciences / ACM DL, (2010)Preparing wikis for educational settings: the role of discussion board use in wiki-based writing.. WikiSym, page 26. ACM, (2012)The Remote Control Approach - An Architecture for Adaptive Scripting across Collaborative Learning Environments., , and . J. UCS, 14 (1): 148-173 (2008)Motivational Effects Within Scientific Experimentation Scenarios., , , and . EC-TEL, volume 4227 of Lecture Notes in Computer Science, page 424-436. Springer, (2006)Investigating Incentives for Students to Provide Peer Feedback in a Semi-Open Online Course: An Experimental Study., , , and . OpenSym, page 19:1-19:7. ACM, (2014)Effects of awareness support on moderating multiple parallel E-discussions., , , and . CSCL (1), page 646-650. International Society of the Learning Sciences, (2009)