Relationships between interactive network patterns and students’ cognitive and emotional processes
Evidence from the individual and group levels
Bibliographic Data
| ID | 21538602 |
|---|---|
| Authors | Zhong‐Jian Liu (0000-0003-4390-3878, Central China Normal University), Zhongjian Liu (0000-0002-9761-9744), Hainuo Liu (0009-0001-0219-0819, Central China Normal University), Yuan Tian (0000-0002-0051-8788, Central China Normal University, corresponding author), Xinxiao Nie (0009-0009-3184-5018, Central China Normal University), Mengjie Liu (0009-0007-3355-3962, Central China Normal University) |
| Year | 2025 |
| Volume | 232 |
| Pages | 105309 |
| Publication date | 2025-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2025.105309 |
| OpenAlex | W4408801621 |
| Language | EN |
| Citations received | 3 |
| References cited | 71 |
Cognition · Cognitive psychology · Chemistry · Innovative Teaching and Learning Methods · Mental Health Research Topics · Neuroscience · Online and Blended Learning · Psychology
Aggregation bias in estimates of perceptual agreement.
Critical Inquiry in a Text-Based Environment
Emotional presence, learning, and the online learning environment
Control-value appraisals, achievement emotions, and foreign language performance
The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL
Social Presence
Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing
From expectancy-value theory to situated expectancy-value theory
Group Size and Peer Learning
An Exploratory Analysis of Transactive Interaction Patterns in Cooperative Learning Using Sequential Analysis
Measuring social presence in online-based learning
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes
Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool
Community of inquiry
Do you know your partner's personality through virtual collaboration or negotiation? Investigating perceptions of personality and their impacts on performance
Exploring the relationship between social presence and learners’ prestige in Mooc discussion forums using automated content analysis and social network analysis
Examining the interplay of knowledge construction and group-level regulation in a computer-supported collaborative learning physics task
Exploring the influence of interactive network and collective knowledge construction mode on students’ perceived collective agency
Impact of role assignment and group size on asynchronous online discussion
Bridging computer and education sciences
How CSCL roles emerge, persist, transition, and evolve over time
Learning performance and behavioral patterns of online collaborative learning
Examining the dynamics of knowledge convergence in online learning context
Explaining Chinese university students’ continuance learning intention in the Mooc setting
A Topical Review of Research in Computer-Supported Collaborative Learning
Scripts and mastery goal orientation in face-to-face versus computer-mediated collaborative learning
Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning
Analysing interactions in online discussions through social network analysis
Comparative interaction patterns of groups in an open network environment
Analysis of students’ ideas and conceptual artifacts in knowledge‐building discourse
Collaborative Cell Groups
Using a three-layered social-cognitive network analysis framework for understanding online collaborative discussions
Capturing social presence
Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning
Social and cognitive presence in a community of inquiry
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |