Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda von Janssen, Jeroen, Kirschner, Paul A.

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From Cognitive Load Theory to Collaborative Cognitive Load Theory von Kirschner, Paul A., Sweller, John, Kirschner, Femke, Zambrano R., Jimmy

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Do Learners Really Know Best? Urban Legends in Education von Kirschner, Paul A., van Merriënboer, Jeroen J.G.

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Social Aspects of CSCL Environments: A Research Framework von Kreijns, Karel, Kirschner, Paul A., Vermeulen, Marjan

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Text analytics for uncovering untapped ideas at the intersection of learning design and learning analytics: Critical interpretative synthesis von Stoyanov, Slavi, Kirschner, Paul A.

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Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools von Järvelä, Sanna, Kirschner, Paul A., Panadero, Ernesto, Malmberg, Jonna, Phielix, Chris, Jaspers, Jos, Koivuniemi, Marika, Järvenoja, Hanna

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Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect von Kirschner, Femke, Paas, Fred, Kirschner, Paul A.

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Stop propagating the learning styles myth von Kirschner, Paul A.

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Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning von Sanna Järvelä, Dragan Gasevic, Tapio Seppänen, Mykola Pechenizkiy, Paul A. Kirschner

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Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities von Järvelä, Sanna, Kirschner, Paul A., Hadwin, Allyson, Järvenoja, Hanna, Malmberg, Jonna, Miller, Mariel, Laru, Jari

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Effects of group experience and information distribution on collaborative learning von Zambrano, Jimmy, Kirschner, Femke, Sweller, John, Kirschner, Paul A.

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Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research von Kreijns, Karel, Kirschner, Paul A., Jochems, Wim

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Differential effects of problem-solving demands on individual and collaborative learning outcomes von Kirschner, Femke, Paas, Fred, Kirschner, Paul A., Janssen, Jeroen

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Cognitive load theory: implications of cognitive load theory on the design of learning von Kirschner, Paul A.

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Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection von Phielix, Chris, Prins, Frans J., Kirschner, Paul A.

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Multimodal data indicators for capturing cognitive, motivational, and emotional learning processes: A systematic literature review von Noroozi, Omid, Pijeira-Díaz, Héctor J., Sobocinski, Marta, Dindar, Muhterem, Järvelä, Sanna, Kirschner, Paul A.

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The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis von Chen, Juanjuan, Wang, Minhong, Kirschner, Paul A., Tsai, Chin-Chung

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Nursing students’ perceptions of community care and other areas of nursing practice – A review of the literature von van Iersel, Margriet, Latour, Corine H.M., de Vos, Rien, Kirschner, Paul A., Scholte op Reimer, Wilma J.M.

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Shared Epistemic Agency: An Empirical Study of an Emergent Construct von Damşa, Crina I., Kirschner, Paul A., Andriessen, Jerry E. B., Erkens, Gijsbert, Sins, Patrick H. M.

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Do we need teachers as designers of technology enhanced learning? von Kirschner, Paul A.

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