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1	Material Type: Article	The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality Educational psychology review, 2021-09, Vol.33 (3), p.937-958 [Peer Reviewed Journal] The Author(s) 2021 ;COPYRIGHT 2021 Springer ;The Author(s) 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-020-09586-2 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	Material Type: Article	Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis Review of educational research, 2016-03, Vol.86 (1), p.79-122 [Peer Reviewed Journal] 2015 The Author(s) ;ISSN: 0034-6543 ;EISSN: 1935-1046 ;DOI: 10.3102/0034654315582065 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Article	Cognitive load theory and educational technology Educational technology research and development, 2020-02, Vol.68 (1), p.1-16 [Peer Reviewed Journal] Association for Educational Communications and Technology 2019 ;COPYRIGHT 2020 Springer ;Educational Technology Research and Development is a copyright of Springer, (2019). All Rights Reserved. ;ISSN: 1042-1629 ;EISSN: 1556-6501 ;DOI: 10.1007/s11423-019-09701-3 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Article	What Do We Mean by Blended Learning? TechTrends, 2019-09, Vol.63 (5), p.564-569 [Peer Reviewed Journal] The Author(s) 2019 ;TechTrends is a copyright of Springer, (2019). All Rights Reserved. © 2019. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 8756-3894 ;EISSN: 1559-7075 ;DOI: 10.1007/s11528-019-00375-5 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	Material Type: Article	Ethical and privacy principles for learning analytics British journal of educational technology, 2014-05, Vol.45 (3), p.438-450 [Peer Reviewed Journal] 2014 British Educational Research Association ;British Educational Research Association © 2014 BERA ;ISSN: 0007-1013 ;EISSN: 1467-8535 ;DOI: 10.1111/bjet.12152 ;CODEN: BJETAH Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	Material Type: Article	Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002 Journal of research in science teaching, 2010-04, Vol.47 (4), p.474-496 [Peer Reviewed Journal] Copyright © 2009 Wiley Periodicals, Inc. ;ISSN: 0022-4308 ;EISSN: 1098-2736 ;DOI: 10.1002/tea.20347 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
7	Material Type: Article	A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward Educational psychology review, 2017-06, Vol.29 (2), p.269-299 [Peer Reviewed Journal] Springer Science+Business Media 2017 ;The Author(s) 2017 ;COPYRIGHT 2017 Springer ;Educational Psychology Review is a copyright of Springer, 2017. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-017-9414-6 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	Working Memory Underpins Cognitive Development, Learning, and Education Educational psychology review, 2014-06, Vol.26 (2), p.197-223 [Peer Reviewed Journal] Springer Science+Business Media 2014 ;Springer Science+Business Media New York 2013 ;COPYRIGHT 2014 Springer ;Springer Science+Business Media New York 2014 ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-013-9246-y ;PMID: 25346585 ;CODEN: EPSREO Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Article	Let’s not forget: Learning analytics are about learning TechTrends, 2015-01, Vol.59 (1), p.64-71 [Peer Reviewed Journal] Association for Educational Communications and Technology 2014 ;ISSN: 8756-3894 ;EISSN: 1559-7075 ;DOI: 10.1007/s11528-014-0822-x Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	Feedback loops and the longer-term: towards feedback spirals Assessment and evaluation in higher education, 2019-07, Vol.44 (5), p.705-714 [Peer Reviewed Journal] 2018 Informa UK Limited, trading as Taylor & Francis Group 2018 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2018.1531108 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
11	Material Type: Article	The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies Educational psychology review, 2021-06, Vol.33 (2), p.489-533 [Peer Reviewed Journal] The Author(s) 2020 ;COPYRIGHT 2021 Springer ;The Author(s) 2020. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-020-09534-0 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	Developing Personalized Education: A Dynamic Framework Educational psychology review, 2021-09, Vol.33 (3), p.863-882 [Peer Reviewed Journal] The Author(s) 2020 ;COPYRIGHT 2021 Springer ;The Author(s) 2020. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-020-09570-w Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning Educational psychologist, 2013-01, Vol.48 (1), p.56-66 [Peer Reviewed Journal] Division 15, American Psychological Association 2013 ;Distributed under a Creative Commons Attribution 4.0 International License ;ISSN: 0046-1520 ;EISSN: 1532-6985 ;DOI: 10.1080/00461520.2012.748005 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	Material Type: Article	Making through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity Harvard educational review, 2016-06, Vol.86 (2), p.206-232 [Peer Reviewed Journal] Copyright Harvard Educational Review Summer 2016 ;ISSN: 0017-8055 ;EISSN: 1943-5045 ;DOI: 10.17763/0017-8055.86.2.206 ;CODEN: HVERAP Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Article	Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis Educational psychology review, 2017-09, Vol.29 (3), p.477-511 [Peer Reviewed Journal] Springer Science+Business Media, LLC 2017 ;The Author(s) 2016 ;COPYRIGHT 2017 Springer ;Educational Psychology Review is a copyright of Springer, 2017. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-016-9361-7 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	Identifying the phases of learning in an Australasian undergraduate architecture design studio model Arts and humanities in higher education, 2023-10, Vol.22 (4), p.407-423 [Peer Reviewed Journal] The Author(s) 2023 ;ISSN: 1474-0222 ;EISSN: 1741-265X ;DOI: 10.1177/14740222231156816 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity Educational psychologist, 2017-10, Vol.52 (4), p.242-252 [Peer Reviewed Journal] 2017 The Author(s). Published with license by Taylor & Francis © Jo Lunn Brownlee, Leila E. Ferguson, and Mary Ryan 2017 ;info:eu-repo/semantics/openAccess ;ISSN: 0046-1520 ;EISSN: 1532-6985 ;DOI: 10.1080/00461520.2017.1333430 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	Material Type: Article	The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions Educational psychology review, 2016-12, Vol.28 (4), p.803-830 [Peer Reviewed Journal] Springer Science+Business Media 2016 ;Springer Science+Business Media New York 2015 ;COPYRIGHT 2016 Springer ;Educational Psychology Review is a copyright of Springer, 2016. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-015-9350-2 ;CODEN: EPSREO Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
19	Material Type: Article	Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools Educational technology research and development, 2015-02, Vol.63 (1), p.125-142 [Peer Reviewed Journal] 2015 Association for Educational Communications and Technology ;Association for Educational Communications and Technology 2014 ;COPYRIGHT 2015 Springer ;Association for Educational Communications and Technology 2015 ;ISSN: 1042-1629 ;EISSN: 1556-6501 ;DOI: 10.1007/s11423-014-9358-1 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	Children’s Creativity: A Theoretical Framework and Systematic Review Review of educational research, 2019-02, Vol.89 (1), p.93-124 [Peer Reviewed Journal] 2018 AERA ;ISSN: 0034-6543 ;EISSN: 1935-1046 ;DOI: 10.3102/0034654318815707 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 8,609 for All Library Resources

2015 The Author(s) ;ISSN: 0034-6543 ;EISSN: 1935-1046 ;DOI: 10.3102/0034654315582065

Association for Educational Communications and Technology 2019 ;COPYRIGHT 2020 Springer ;Educational Technology Research and Development is a copyright of Springer, (2019). All Rights Reserved. ;ISSN: 1042-1629 ;EISSN: 1556-6501 ;DOI: 10.1007/s11423-019-09701-3

2014 British Educational Research Association ;British Educational Research Association © 2014 BERA ;ISSN: 0007-1013 ;EISSN: 1467-8535 ;DOI: 10.1111/bjet.12152 ;CODEN: BJETAH

Copyright © 2009 Wiley Periodicals, Inc. ;ISSN: 0022-4308 ;EISSN: 1098-2736 ;DOI: 10.1002/tea.20347

Springer Science+Business Media 2017 ;The Author(s) 2017 ;COPYRIGHT 2017 Springer ;Educational Psychology Review is a copyright of Springer, 2017. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-017-9414-6

Springer Science+Business Media 2014 ;Springer Science+Business Media New York 2013 ;COPYRIGHT 2014 Springer ;Springer Science+Business Media New York 2014 ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-013-9246-y ;PMID: 25346585 ;CODEN: EPSREO

Association for Educational Communications and Technology 2014 ;ISSN: 8756-3894 ;EISSN: 1559-7075 ;DOI: 10.1007/s11528-014-0822-x

2018 Informa UK Limited, trading as Taylor & Francis Group 2018 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2018.1531108

Division 15, American Psychological Association 2013 ;Distributed under a Creative Commons Attribution 4.0 International License ;ISSN: 0046-1520 ;EISSN: 1532-6985 ;DOI: 10.1080/00461520.2012.748005

Copyright Harvard Educational Review Summer 2016 ;ISSN: 0017-8055 ;EISSN: 1943-5045 ;DOI: 10.17763/0017-8055.86.2.206 ;CODEN: HVERAP

Springer Science+Business Media, LLC 2017 ;The Author(s) 2016 ;COPYRIGHT 2017 Springer ;Educational Psychology Review is a copyright of Springer, 2017. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-016-9361-7

The Author(s) 2023 ;ISSN: 1474-0222 ;EISSN: 1741-265X ;DOI: 10.1177/14740222231156816

2017 The Author(s). Published with license by Taylor & Francis © Jo Lunn Brownlee, Leila E. Ferguson, and Mary Ryan 2017 ;info:eu-repo/semantics/openAccess ;ISSN: 0046-1520 ;EISSN: 1532-6985 ;DOI: 10.1080/00461520.2017.1333430

Springer Science+Business Media 2016 ;Springer Science+Business Media New York 2015 ;COPYRIGHT 2016 Springer ;Educational Psychology Review is a copyright of Springer, 2016. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-015-9350-2 ;CODEN: EPSREO

2015 Association for Educational Communications and Technology ;Association for Educational Communications and Technology 2014 ;COPYRIGHT 2015 Springer ;Association for Educational Communications and Technology 2015 ;ISSN: 1042-1629 ;EISSN: 1556-6501 ;DOI: 10.1007/s11423-014-9358-1

2018 AERA ;ISSN: 0034-6543 ;EISSN: 1935-1046 ;DOI: 10.3102/0034654318815707

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