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Effects of a learning analytics‐based real‐time feedback approach on knowledge elaboration, knowledge convergence, interactive relationships and group performance in CSCL
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/978-1-4419-7710-6_1openalex-snapshot
A Complexity-Grounded Model for the Emergence of Convergence in CSCL Groups
inferredcites →https://doi.org/10.1007/978-3-030-25112-3_12openalex-snapshot
Identifying the Impact of Feedback Over Time and at Scale: Opportunities for Learning Analytics
inferredcites →https://doi.org/10.1007/978-3-642-85098-1_5openalex-snapshot
The Construction of Shared Knowledge in Collaborative Problem Solving
inferredcites →https://doi.org/10.1007/978-981-10-1972-2openalex-snapshot
Knowledge Building and Regulation in Computer-Supported Collaborative Learning
inferredcites →https://doi.org/10.1007/s11251-011-9174-5openalex-snapshot
Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment
inferredcites →https://doi.org/10.1007/s11251-019-09495-0openalex-snapshot
Effects of group experience and information distribution on collaborative learning
inferredcites →https://doi.org/10.1007/s11412-020-09322-6openalex-snapshot
Capturing the participation and social dimensions of computer-supported collaborative learning through social network analysis: which method and measures matter?
inferredcites →https://doi.org/10.1007/s11423-020-09763-8openalex-snapshot
Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments: impact on academic achievement and group performance
inferredcites →https://doi.org/10.1007/s11423-020-09788-zopenalex-snapshot
Utilising learning analytics to support study success in higher education: a systematic review
inferredcites →https://doi.org/10.1007/s11528-014-0822-xopenalex-snapshot
Let’s not forget: Learning analytics are about learning
inferredcites →https://doi.org/10.1007/s12528-017-9157-xopenalex-snapshot
Effects of learner-to-learner interactions on social presence, achievement and satisfaction
inferredcites →https://doi.org/10.1007/s40692-019-00143-7openalex-snapshot
A review of learning analytics intervention in higher education (2011–2018)
inferredcites →https://doi.org/10.1016/j.chb.2012.04.010openalex-snapshot
The effect of moderator’s facilitative strategies on online synchronous discussions
inferredcites →https://doi.org/10.1016/j.chb.2013.04.014openalex-snapshot
Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence
inferredcites →https://doi.org/10.1016/j.chb.2017.06.030openalex-snapshot
Features students really expect from learning analytics
inferredcites →https://doi.org/10.1016/j.chb.2017.08.012openalex-snapshot
Learning analytics in collaborative learning supported by Slack: From the perspective of engagement
inferredcites →https://doi.org/10.1016/j.chb.2018.05.004openalex-snapshot
Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation
inferredcites →https://doi.org/10.1016/j.chb.2018.07.017openalex-snapshot
A network analytic approach to gaze coordination during a collaborative task
inferredcites →https://doi.org/10.1016/j.chb.2019.04.013openalex-snapshot
Building and regulating cognitive, linguistic, and interactional aspects of knowledge between the individual and the group
inferredcites →https://doi.org/10.1016/j.compedu.2003.06.003openalex-snapshot
Authority and convergence in collaborative learning
inferredcites →https://doi.org/10.1016/j.compedu.2010.06.004openalex-snapshot
Exploring gender and gender pairing in the knowledge elaboration processes of students using computer-supported collaborative learning
inferredcites →https://doi.org/10.1016/j.compedu.2016.02.015openalex-snapshot
Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment
inferredcites →https://doi.org/10.1016/j.compedu.2017.08.002openalex-snapshot
A social network analysis on elementary student engagement in the networked creation community
inferredcites →https://doi.org/10.1016/j.compedu.2018.01.004openalex-snapshot
Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016
inferredcites →https://doi.org/10.1016/j.compedu.2018.03.018openalex-snapshot
Visual learning analytics of educational data: A systematic literature review and research agenda
inferredcites →https://doi.org/10.1016/j.compedu.2020.104041openalex-snapshot
Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation
inferredcites →https://doi.org/10.1016/j.edurev.2012.11.004openalex-snapshot
Understanding feedback: A learning theory perspective
inferredcites →https://doi.org/10.1016/j.iheduc.2015.10.001openalex-snapshot
The effects of sentiments and co-regulation on group performance in computer supported collaborative learning
inferredcites →https://doi.org/10.1016/j.iheduc.2020.100758openalex-snapshot
From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education
inferredcites →https://doi.org/10.1016/j.ijer.2005.08.013openalex-snapshot
Learning and technologies, people and tools in co-ordinated activities
inferredcites →https://doi.org/10.1016/j.learninstruc.2007.03.007openalex-snapshot
Knowledge convergence in collaborative learning: Concepts and assessment
inferredcites →https://doi.org/10.1016/j.learninstruc.2009.02.003openalex-snapshot
Knowledge elaboration: A cognitive load perspective
inferredcites →https://doi.org/10.1016/j.learninstruc.2010.05.002openalex-snapshot
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes
inferredcites →https://doi.org/10.1016/j.learninstruc.2016.11.006openalex-snapshot
The influence of achievement goals on collaborative interactions and knowledge convergence
inferredcites →https://doi.org/10.1016/j.learninstruc.2019.04.003openalex-snapshot
What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course
inferredcites →https://doi.org/10.1016/s0747-5632(02)00057-2openalex-snapshot
Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research
inferredcites →https://doi.org/10.1017/cbo9781139519526.029openalex-snapshot
Computer-Supported Collaborative Learning
inferredcites →https://doi.org/10.1080/00401706.1989.10488618openalex-snapshot
Statistical Power Analysis for the Behavioral Sciences
inferredcites →https://doi.org/10.1080/00461520.2016.1158654openalex-snapshot
Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?
inferredcites →https://doi.org/10.1080/10494820.2012.745437openalex-snapshot
The effect of centralization and cohesion on the social construction of knowledge in discussion forums
inferredcites →https://doi.org/10.1080/10494820.2016.1276081openalex-snapshot
Two tales of time: uncovering the significance of sequential patterns among contribution types in knowledge-building discourse
inferredcites →https://doi.org/10.1080/10494820.2018.1482357openalex-snapshot
An innovative consensus map-embedded collaborative learning system for ER diagram learning: sequential analysis of students’ learning achievements
inferredcites →https://doi.org/10.1080/10494820.2020.1799026openalex-snapshot
Exploring the effects of gender grouping and the cognitive processing patterns of a Facebook-based online collaborative learning activity
inferredcites →https://doi.org/10.1080/15391523.2017.1401498openalex-snapshot
Examining the Relationship Between Comparative and Self-Focused Academic Data Visualizations in At-Risk College Students' Academic Motivation
inferredcites →https://doi.org/10.1108/el-08-2020-0228openalex-snapshot
Entity influence and interactive relationship: the use of social media by publishing-related entities
inferredcites →https://doi.org/10.1109/access.2019.2954985openalex-snapshot
A Fusion Model-Based Label Embedding and Self-Interaction Attention for Text Classification
inferredcites →https://doi.org/10.1109/access.2020.3017382openalex-snapshot
A Hybrid BERT Model That Incorporates Label Semantics via Adjustive Attention for Multi-Label Text Classification
inferredcites →https://doi.org/10.1109/icalt.2015.36openalex-snapshot
The Impact of Cross-Age Peer Tutors on Knowledge Elaboration, Knowledge Convergence, and Group Performance in Computer Supported Collaborative Learning
inferredcites →https://doi.org/10.1111/bjet.12592openalex-snapshot
Using learning analytics to scale the provision of personalised feedback
inferredcites →https://doi.org/10.1111/bjet.12606openalex-snapshot
Using digital technology to enhance formative assessment in mathematics classrooms
inferredcites →https://doi.org/10.1111/bjet.12988openalex-snapshot
Round or rectangular tables for collaborative problem solving? A multimodal learning analytics study
inferredcites →https://doi.org/10.1111/j.2044-8309.1993.tb01003.xopenalex-snapshot
Group goals and group performance*
inferredcites →https://doi.org/10.1111/jcal.12405openalex-snapshot
Predicting students' knowledge after playing a serious game based on learning analytics data: A case study
inferredcites →https://doi.org/10.1142/s1793206809000660openalex-snapshot
PROVIDING GROUP KNOWLEDGE AWARENESS IN COMPUTER-SUPPORTED COLLABORATIVE LEARNING: INSIGHTS INTO LEARNING MECHANISMS
inferredcites →https://doi.org/10.1207/s15327809jls1403_3openalex-snapshot
Knowledge Convergence in Computer-Supported Collaborative Learning: The Role of External Representation Tools
inferredcites →https://doi.org/10.14742/ajet.3058openalex-snapshot
What if learning analytics were based on learning science?
inferredcites →https://doi.org/10.18608/jla.2020.71.5openalex-snapshot
Investigating Collaboration as a Process with Theory-driven Learning Analytics
inferredcites →https://doi.org/10.3200/jexe.76.4.363-386openalex-snapshot
Dyad Composition Effects on Cognitive Elaboration and Student Achievement
inferredcites →https://doi.org/10.3389/fpsyg.2013.00863openalex-snapshot
Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs
inferredcites →https://doi.org/10.3389/fpsyg.2020.01008openalex-snapshot
Well Done! Effects of Positive Feedback on Perceived Self-Efficacy, Flow and Performance in a Mental Arithmetic Task
inferredcites →https://doi.org/10.34105/j.kmel.2017.09.001openalex-snapshot
Knowledge convergence among pre-service mathematics teachers through online reciprocal peer feedback
inferredcites →https://doi.org/10.4135/9781483346397openalex-snapshot
The SAGE Encyclopedia of Educational Technology
inferredcites →https://doi.org/10.4230/lipics.cosit.2022.18openalex-snapshot
AI-Assisted Pipeline for Dynamic Generation of Trustworthy Health Supplement Content at Scale
inferredcites →https://doi.org/10.4324/9780203879276openalex-snapshot
Transformation of Knowledge through Classroom Interaction
inferredcites →https://doi.org/10.48550/arxiv.1908.08962openalex-snapshot
Well-Read Students Learn Better: On the Importance of Pre-training Compact Models
inferredcites →https://doi.org/10.5860/choice.34-6400openalex-snapshot
CSCL, theory and practice of an emerging paradigm
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.1002/jcal.70190openalex-snapshot
Design Thinking and Learning Analytics: Involving Students in Designing a Feedback Tool From Ideation to Deployment
inferred← citeshttps://doi.org/10.1002/jcal.70212openalex-snapshot
Hybrid Intelligence Feedback: A Model Proposal and Preliminary Study
inferred← citeshttps://doi.org/10.1007/978-3-032-30542-8_9openalex-snapshot
Reflect-AI: Using Generative AI as a Reflective Partner in Design Studio Learning
inferred← citeshttps://doi.org/10.1007/s10639-023-11588-wopenalex-snapshot
An immediate analysis of the interaction topic approach to promoting group performance, knowledge convergence, cognitive engagement, and coregulation in online collaborative learning
inferred← citeshttps://doi.org/10.1007/s10639-023-11886-3openalex-snapshot
The impacts of the comprehensive learning analytics approach on learning performance in online collaborative learning
inferred← citeshttps://doi.org/10.1007/s10639-023-12322-2openalex-snapshot
Online teacher developmental feedback in competitive environments: the moderation roles of timeliness and regulatory focus
inferred← citeshttps://doi.org/10.1007/s10639-025-13778-0openalex-snapshot
Optimizing GAI-assisted formative feedback: an experimental study on its effects on engagement, shared metacognition, and learning performance in online collaborative learning
inferred← citeshttps://doi.org/10.1007/s10639-026-13952-yopenalex-snapshot
Doctoral students’ interdisciplinary research proposal development supported by generative AI
inferred← citeshttps://doi.org/10.1007/s11412-023-09386-0openalex-snapshot
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL
inferred← citeshttps://doi.org/10.1007/s11423-023-10258-5openalex-snapshot
AppleTree system for effective computer-supported collaborative argumentation: an exploratory study
inferred← citeshttps://doi.org/10.1007/s11423-026-10606-1openalex-snapshot
The implementation of a group knowledge awareness tool to promote collaborative discussions in China’s higher education
inferred← citeshttps://doi.org/10.1007/s13198-026-03222-yopenalex-snapshot
Evaluation and guidance system for preschool education teachers based on intelligent evaluation and feedback system
inferred← citeshttps://doi.org/10.1007/s40593-024-00437-7openalex-snapshot
Using AI to Support Education for Collective Intelligence
inferred← citeshttps://doi.org/10.1007/s43638-025-00103-2openalex-snapshot
From Plato to AI: knowledge and its construction from a cognitive and a sociocultural perspective
inferred← citeshttps://doi.org/10.1007/s44282-025-00322-1openalex-snapshot
Developing competencies for digital citizenship in Nigerian classrooms: a 4IR perspective
inferred← citeshttps://doi.org/10.1016/j.caeai.2022.100097openalex-snapshot
A systematic review of artificial intelligence techniques for collaborative learning over the past two decades
inferred← citeshttps://doi.org/10.1016/j.caeai.2026.100579openalex-snapshot
Artificial intelligence agents in computer-supported collaborative learning: A systematic literature review
inferred← citeshttps://doi.org/10.1016/j.caeo.2025.100284openalex-snapshot
Unraveling the mechanisms and effectiveness of AI-assisted feedback in education: A systematic literature review
inferred← citeshttps://doi.org/10.1016/j.compedu.2024.105062openalex-snapshot
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues
inferred← citeshttps://doi.org/10.1016/j.compedu.2024.105222openalex-snapshot
Examining the dynamics of knowledge convergence in online learning context: A network perspective
inferred← citeshttps://doi.org/10.1016/j.edurev.2022.100489openalex-snapshot
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
inferred← citeshttps://doi.org/10.1016/j.iheduc.2024.100973openalex-snapshot
Exploratory study of an AI-supported discussion representational tool for online collaborative learning in a Chinese university
inferred← citeshttps://doi.org/10.1016/j.ijer.2023.102275openalex-snapshot
Artificial intelligence in classroom discourse: A systematic review of the past decade
inferred← citeshttps://doi.org/10.1016/j.jss.2024.111988openalex-snapshot
Emerging technologies in higher education assessment and feedback practices: A systematic literature review
inferred← citeshttps://doi.org/10.1080/01443410.2025.2489784openalex-snapshot
Exploring the impact of GAI-assisted feedback on pre-service teachers’ situational engagement and performance in inquiry-based online discussion
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Development of ethical codes for instructors engaged in distance education: a Delphi study
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Enhancing peer-led project-based learning with collaborative AI agents in virtual classrooms
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Insights into collaborative learning from discourse analysis: a scoping review
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Supporting peer learning with artificial intelligence: A systematic literature review
inferred← citeshttps://doi.org/10.1080/15391523.2025.2536571openalex-snapshot
A meta-analysis on the effect of learning analytics interventions on students’ academic performance
inferred← citeshttps://doi.org/10.1108/eisfl-10-2025-0038openalex-snapshot
An educational data mining plugin for Moodle: enhancing self-regulated learning through automated interventions
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Real-Time Analytics: Concepts, Architectures, and ML/AI Considerations
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AI-Enabled Application Mode of Automated Assessment for Online Collaborative Learning Based on Knowledge Graphs
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Artificial Intelligence in Digital Learning Design for Personalized and Adaptive Learning: A PRISMA-Based Systematic Literature Review
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Time-Based Observation System for Real-Time Learning Analytics During Lessons Using Time-Series Cross-Sections
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Parameter-Efficiently Fine-Tuning Large Language Models for Classroom Dialogue Analysis
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An automatic knowledge graph construction approach to promoting collaborative knowledge building, group performance, social interaction and socially shared regulation in CSCL
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Practical and ethical challenges of large language models in education: A systematic scoping review
inferred← citeshttps://doi.org/10.1111/bjet.13466openalex-snapshot
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The life cycle of large language models in education: A framework for understanding sources of bias
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A learning analytics‐based leaderboard feedback approach for promoting student cognitive engagement and learning performance in online collaborative learning
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Embracing Trustworthiness and Authenticity in the Validation of Learning Analytics Systems
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Understanding Knowledge Convergence in a Cross-cultural Online Context: An Individual and Collective Approach
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PROSES KONSTRUKSI PENGETAHUAN DALAM SISTEM PEMBELAJARAN TERBUKA DI KALANGAN PRAKTISI PENDIDIKAN DAN PELATIHAN TEKNIK DAN KEJURUAN (TVET)
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Phản hồi theo thời gian thực (real-time feedback): chìa khóa nâng cao hiệu quả giảng dạy và học tập trực tuyến
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