Items where Author is "Reimann, Peter"

Book Section

Reimann, Peter and Aditomo, Anindito (2012) Technology-Supported Learning and Academic Achievement. In: International Guide to Student Achievement. Educational Psychology Handbook . Routledge, Abingdon, Oxford, pp. 399-401. ISBN 978-0-415-87901-9

Reimann, Peter and Aditomo, Anindito (2012) Future Direction for Research on Using Technology for Conceptual Change: Prospects and Challenges. In: Fostering Conceptual Change with Technology: Asian Perspectives. Cengage Learning. ISBN 9814424307

Aditomo, Anindito and Thompson, Kate and Reimann, Peter (2012) Examining System Dynamics Models Together: Using Variation Theory to Identify. In: The Future of Learning: 10th International Conference of the Learning Sciences. International Society of the Learning Sciences, Sydney, pp. 441-446.

Aditomo, Anindito and Calvo, Rafael A. and Reimann, Peter (2011) Collaborative writing: Too much of a good thing? Exploring engineering students' perceptions using the Repertory Grid. In: Connecting Research to Policy and Practice: CSCL 2011. International Society of the Learning Sciences, Hong Kong, pp. 128-135. ISBN 9780578091525

Aditomo, Anindito and Reimann, Peter (2009) Identifying Learning Opportunities in Online Collaboration: A variation theory approach. In: Proceedings of the 17th International Conference on Computers in Education. Asia Pacific Society for Computers in Education, Hong Kong, China, pp. 261-268. ISBN 978-986-84735-5-3

Reimann, Peter and Aditomo, Anindito and Thompson, Kate (2009) Students engaged in collaborative modeling. In: CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning. International Society of the Learning Sciences, Greece, pp. 28-32. ISBN 978-1-4092-8598-4

Aditomo, Anindito and Reimann, Peter (2007) Learning from virtual interaction: A review of research on online synchronous groups. In: CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning. International Society of the Learning Sciences, New Jersey, USA, pp. 59-68. ISBN 978-0-6151-5436-7