top of page

Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44.

 

Bandura, A. (2009). Cultivate self-efficacy for personal and organizational effectiveness. Handbook of principles of organization behavior, 2, 179-200.

 

Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning.

Educational Psychologist, 28(2), 117-148.

​

Chen, W., Looi, C-K., &Tan S. (2010). What do students do in a F2F CSCL classroom? The optimization of multiple communications modes. Computers and Education, 55, 1159-1170.

​

Cousin, G. (2006). An introduction to threshold concepts. Planet, 17, 4–5. Retrieved from:

http://www.neillthew.typepad.com/files/threshold-concepts-1.pdf.

​

Danish, J. A. (2014). Applying an activity theory lens to designing instruction for learning about

the structure, behavior, and function of a honeybee system. Journal of the Learning

Sciences, 23(2), 100-148.

​

Goodyear, P., & Zenios, M. (2007). Discussion, collaborative knowledge work and epistemic fluency. British Journal of Educational Studies, 55(4), 351-368.

​

Lee, E., Chan, C., & van Aalst, J. (2006). Students assessing their own collaborative knowledge building. International Journal of Computer-Supported Collaborative Learning, 1(1), 57-87.

​

Lee, S. (2008). Wave. San Francisco, CA. Chronicle Books.

​

Meyer, J. H., & Land, R. (2006). Threshold concepts and troublesome knowledge. Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge, 3-18.

 

Suthers, D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1(3), 315-337.

 

Vygotsky, L. (1978). Interaction between learning and development. Readings on the

development of children, 23(3), 34-41.

References

bottom of page