Learning Culture and Social Interaction

Papers
(The H4-Index of Learning Culture and Social Interaction is 14. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-11-01 to 2024-11-01.)
ArticleCitations
Collaborative learning for virtual higher education76
Primary school students' perceptions of scaffolding in digital game-based learning in mathematics33
The effects of using students' funds of knowledge on educational outcomes in the social and personal domain31
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement25
Digital and information literacy inside and outside Spanish primary education schools23
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis19
Complexities and opportunities in teachers' generation of videos from their own classrooms19
“You really brought all your feelings out” – Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning17
Walton's types of argumentation dialogues as classroom discourse sequences17
Socially shared metacognition in a project-based learning environment: A comparative case study16
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning16
Lived experience as a unit of analysis for the study of learning16
How does dialogical talk promote student learning during small group work? An exploratory study15
Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms15
A novice teachers teacher identity construction during the first year of teaching: A case study from a dialogical self perspective14
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse14
Design practices and principles for promoting dialogic argumentation via interdisciplinarity14
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