Socializing intelligence through academic talk and dialogue C Asterhan, S Clarke, L Resnick Casemate Group, 2015 | 429 | 2015 |
The effects of monological and dialogical argumentation on concept learning in evolutionary theory. CSC Asterhan, BB Schwarz Journal of educational psychology 99 (3), 626, 2007 | 421 | 2007 |
Argumentation and explanation in conceptual change: Indications from protocol analyses of peer‐to‐peer dialog CSC Asterhan, BB Schwarz Cognitive science 33 (3), 374-400, 2009 | 398 | 2009 |
Argumentation for learning: Well-trodden paths and unexplored territories CSC Asterhan, BB Schwarz Educational Psychologist 51 (2), 164-187, 2016 | 369 | 2016 |
The promise, reality and dilemmas of secondary school teacher–student interactions in Facebook: The teacher perspective CSC Asterhan, H Rosenberg Computers & Education 85, 134-148, 2015 | 216 | 2015 |
“WhatsApp, teacher?”-Student perspectives on teacher-student WhatsApp interactions in secondary schools H Rosenberg, CSC Asterhan Journal of Information Technology Education: Research 17, 205-226, 2018 | 171 | 2018 |
The Turker blues: Hidden factors behind increased depression rates among Amazon’s Mechanical Turkers Y Ophir, I Sisso, CSC Asterhan, R Tikochinski, R Reichart Clinical Psychological Science 8 (1), 65-83, 2020 | 144 | 2020 |
Online moderation of synchronous e-argumentation CSC Asterhan, BB Schwarz International Journal of Computer-Supported Collaborative Learning 5, 259-282, 2010 | 142 | 2010 |
Next generation research in dialogic learning LB Resnick, CSC Asterhan, SN Clarke Handbook of Teaching and Learning, 323-338, 2018 | 134 | 2018 |
E-moderation of synchronous discussions in educational settings: A nascent practice BB Schwarz, CS Asterhan Journal of the Learning sciences 20 (3), 395-442, 2011 | 127 | 2011 |
Accountable talk: Instructional dialogue that builds the mind LB Resnick, CSC Asterhan, SN Clarke Geneva, Switzerland: The International Academy of Education (IAE) and the …, 2018 | 110 | 2018 |
Teenage peer-to-peer knowledge sharing through social network sites in secondary schools CSC Asterhan, E Bouton Computers & Education 110, 16-34, 2017 | 110 | 2017 |
Small‐group, computer‐mediated argumentation in middle‐school classrooms: The effects of gender and different types of online teacher guidance CSC Asterhan, BB Schwarz, J Gil British Journal of Educational Psychology 82 (3), 375-397, 2012 | 102 | 2012 |
Deep neural network models detect suicide risk from textual Facebook postings Y Ophir, R Tikochinski, CSC Asterhan, I Sisso, R Reichart Nature Scientific Reports 10, 2020 | 97* | 2020 |
Argumentation and reasoning BB Schwarz, CSC Asterhan International handbook of psychology in education, 137-176, 2010 | 95 | 2010 |
Talk, learning and teaching LB Resnick, CSC Asterhan, SN Clarke Socializing intelligence through academic talk and dialogue, 1-12, 2015 | 80 | 2015 |
The social dimension of learning through argumentation: Effects of human presence and discourse style. CSC Asterhan, M Babichenko Journal of Educational Psychology 107 (3), 740, 2015 | 76 | 2015 |
Epistemic and interpersonal dimensions of peer argumentation: Conceptualization and quantitative assessment CSC Asterhan Affective learning together, 251-271, 2013 | 75 | 2013 |
Students, social network technology and learning in higher education: Visions of collaborative knowledge construction vs. the reality of knowledge sharing E Bouton, SB Tal, CSC Asterhan The internet and higher education 49, 100787, 2021 | 70 | 2021 |
Learning from reading argumentive group discussions in Facebook: Rhetoric style matters (again) CSC Asterhan, R Hever Computers in human behavior 53, 570-576, 2015 | 60 | 2015 |