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2020 – today
- 2021
[j4]Stefano Cacciamani
, Vittore Perrucci, Nobuko Fujita:
Promoting Students' Collective Cognitive Responsibility through Concurrent, Embedded and Transformative Assessment in Blended Higher Education Courses. Technol. Knowl. Learn. 26(4): 1169-1194 (2021)
2010 – 2019
- 2016
- [j3]Donatella Cesareni, Stefano Cacciamani, Nobuko Fujita:
Role taking and knowledge building in a blended university course. Int. J. Comput. Support. Collab. Learn. 11(1): 9-39 (2016) - 2014
- [j2]Ming Ming Chiu, Nobuko Fujita:
Statistical Discourse Analysis: A method for modeling online discussion processes. J. Learn. Anal. 1(3): 61-83 (2014) - [c8]Ming Ming Chiu, Nobuko Fujita:
Statistical discourse analysis of online discussions: informal cognition, social metacognition and knowledge creation. LAK 2014: 217-225 - 2013
- [c7]Nobuko Fujita, Chris Teplovs:
Formative Assessment Using Repertory Grid Technique via Facebook: A Social Media Tool to Support E-Learning. CSCL (2) 2013: 251-252 - 2012
- [j1]Stefano Cacciamani, Donatella Cesareni, Francesca Martini, Tiziana Ferrini, Nobuko Fujita:
Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. Comput. Educ. 58(3): 874-884 (2012) - 2011
- [c6]Ravikiran Vatrapu, Christopher Teplovs, Nobuko Fujita, Susan Bull:
Towards visual analytics for teachers' dynamic diagnostic pedagogical decision-making. LAK 2011: 93-98 - [c5]Chris Teplovs, Nobuko Fujita, Ravi K. Vatrapu:
Generating predictive models of learner community dynamics. LAK 2011: 147-152 - 2010
- [c4]Nobuko Fujita, Christopher Teplovs:
Software-based scaffolding: supporting the development of knowledge building discourse in online courses. ICLS (1) 2010: 1048-1054
2000 – 2009
- 2009
- [c3]Nobuko Fujita, Christopher Teplovs:
Automating the analysis of collaborative discourse: identifying idea clusters. CSCL (2) 2009: 162-164 - [c2]Christopher Teplovs, Nobuko Fujita:
Determining curricular coverage of student contributions to an online discourse environment through the use of latent semantic analysis and term clouds. CSCL (2) 2009: 165-167 - 2008
- [c1]Nobuko Fujita, Clare Brett:
Rethinking analysis of progressive discourse in online learning: an activity theory perspective. ICLS (1) 2008: 248-256
Coauthor Index
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