Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments: impact on academic achievement and group performance von Shin, Suhkyung, Brush, Thomas A., Glazewski, Krista D.

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Patterns of peer scaffolding in technology-enhanced inquiry classrooms: application of social network analysis von Shin, Suhkyung, Brush, Thomas A., Glazewski, Krista D.

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Designing and Implementing Web-based Scaffolding Tools for Technology-Enhanced Socioscientific Inquiry von Shin, Suhkyung, Brush, Thomas A, Glazewski, Krista D

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Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors von Shin, Suhkyung, Kwon, Kyungbin, Jung, Jiyoon

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Teachers' Perceptions of First-Year Implementation of Computer Science Curriculum in Middle School: How We Can Support CS Initiatives von Shin, Suhkyung, Cheon, Jongpil, Shin, Sungwon

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Effects of graphic organizers in online discussions: comparison between instructor-provided and student-generated von Kwon, Kyungbin, Shin, Suhkyung, Park, Su Jin

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Effects of different types of instructor comments in online discussions von Kwon, Kyungbin, Park, Su Jin, Shin, Suhkyung, Chang, Chae Young

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A Sociological View on Designing a Sustainable Online Community for K–12 Teachers: A Systematic Review von Lee, Dabae, Jung, Jiyoon, Shin, Suhkyung, Otternbreit-Leftwich, Anne, Glazewski, Krista

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Characteristic Behaviors of Elementary Students in a Low Attention State During Online Learning Identified Using Electroencephalography von Kim, Suhye, Kim, Jung-Hwan, Hyung, Wooseok, Shin, Suhkyung, Choi, Myoung Jin, Kim, Dong Hwan, Im, Chang-Hwan

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Design and Implementation of a Technology-Supported Socioscientfic Inquiry Unit in High School Biology von Brush, Thomas, Shin, Suhkyung, Shin, Sungwon, Jung, Jiyoon, Gensic, John, Glazewski, Krista

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