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Sanna Jarvela
Sanna Jarvela
Professor in Learning Sciences and Educational Technology, University of Oulu
Verified email at oulu.fi - Homepage
Title
Cited by
Cited by
Year
The evolution of research on computer-supported collaborative learning: From design to orchestration
P Dillenbourg, S Järvelä, F Fischer
Technology-enhanced learning: Principles and products, 3-19, 2009
38362009
Self-regulated, co-regulated, and socially shared regulation of learning
AF Hadwin, S Järvelä, M Miller
Handbook of self-regulation of learning and performance 30, 65-84, 2011
9842011
New frontiers: Regulating learning in CSCL
S Järvelä, AF Hadwin
Educational psychologist 48 (1), 25-39, 2013
8502013
Self-regulation, co-regulation, and shared regulation in collaborative learning environments
A Hadwin, S Järvelä, M Miller
Handbook of self-regulation of learning and performance, 83-106, 2017
7102017
Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory
A Hadwin, M Oshige
Teachers College Record 113 (2), 240-264, 2011
7032011
Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes
S Järvelä, S Volet, H Järvenoja
Educational psychologist 45 (1), 15-27, 2010
5302010
Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills
P Häkkinen, S Järvelä, K Mäkitalo-Siegl, A Ahonen, P Näykki, T Valtonen
Teachers and Teaching 23 (1), 25-41, 2017
4902017
Socially constructed self-regulated learning and motivation regulation in collaborative learning groups
S Järvelä, H Järvenoja
Teachers College Record 113 (2), 350-374, 2011
4872011
Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools
S Järvelä, PA Kirschner, E Panadero, J Malmberg, C Phielix, J Jaspers, ...
Educational Technology Research and Development 63, 125-142, 2015
4672015
Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges
H Järvenoja, S Järvelä
British Journal of Educational Psychology 79 (3), 463-481, 2009
4042009
Socially shared regulation of learning: A review
E Panadero, S Järvelä
European Psychologist, 2015
3842015
Web-based cases in teaching and learning–the quality of discussions and a stage of perspective taking in asynchronous communication
S Järvelä, P Häkkinen
Interactive learning environments 10 (1), 1-22, 2002
3672002
Third wave of measurement in the self-regulated learning field: When measurement and intervention come hand in hand
E Panadero, J Klug, S Järvelä
Scandinavian Journal of Educational Research 60 (6), 723-735, 2016
3142016
Linking learning behavior analytics and learning science concepts: Designing a learning analytics dashboard for feedback to support learning regulation
G Sedrakyan, J Malmberg, K Verbert, S Järvelä, PA Kirschner
Computers in Human Behavior 107, 105512, 2020
2982020
Epistemology of inquiry and computer-supported collaborative learning
K Hakkarainen, L Lipponen, S Järvelä
Cscl 2, 151-204, 2013
2942013
How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach
H Järvenoja, S Järvelä
Learning and instruction 15 (5), 465-480, 2005
2902005
Motivation in learning contexts: Theoretical advances and methodological implications.
SE Volet, SE Järvelä
Pergamon Press, 2001
2862001
Combining individual and group-level perspectives for studying collaborative knowledge construction in context
M Arvaja, H Salovaara, P Häkkinen, S Järvelä
Learning and Instruction 17 (4), 448-459, 2007
2752007
Understanding the dynamics of motivation in socially shared learning
S Järvelä, H Järvenoja, M Veermans
International Journal of Educational Research 47 (2), 122-135, 2008
2692008
How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?
S Järvelä, H Järvenoja, J Malmberg, J Isohätälä, M Sobocinski
Learning and Instruction 43, 39-51, 2016
2502016
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