Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment
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An engagement in covert, subject-matter related cognitive processes might be more responsible for subject-matter-related knowledge.
“an engagement in covert, subjectmatter related cognitive processes might be more responsible for subject-matterrelated knowledge (e.g., Stegmann et al., 2012).”
From Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis (2025) · cites this paper as Stegmann et al., 2012
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- Authors
- Stegmann, K., Wecker, C., Weinberger, A., & Fischer, F.
- Affiliations
- Ludwig-Maximilians-Universität München (DE)
- Saarland University (DE)
- Corresponding author
- Stegmann, Karsten
- Venue
- Instructional Science
- Published
- 2011-07-15
- Volume
- 40
- Issue
- 2
- Pages
- 297-323
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2103258272
- Cited by
- 149
- References
- 55
- Citations by year
- 2026: 7 · 2025: 12 · 2024: 13 · 2023: 11 · 2022: 12 · 2021: 17 · 2020: 11 · 2019: 6 · 2018: 8 · 2017: 9 · 2016: 12 · 2015: 6 · 2014: 9 · 2013: 9 · 2012: 5
- FWCI
- 16.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Instructional Science (publishedVersion)
- HAL (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- collaborative argumentation, cognitive elaboration, computer-supported collaborative learning, online discourse, deep processing, argumentation instruction
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