Emma M. Mercier, Ph.D.
Affiliations: | 2008 | Stanford University, Palo Alto, CA |
Area:
Educational Psychology EducationGoogle:
"Emma Mercier"Mean distance: (not calculated yet)
Parents
Sign in to add mentor| Brigid Barron | grad student | 2008 | Stanford | |
| (Group goals: Their influence on interaction patterns and learning.) | ||||
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Publications
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| Shehab S, Mercier E. (2019) Implementing collaborative learning in classrooms: science teachers' perspectives International Journal of Innovation in Education. 5: 265-280 |
| Borge M, Mercier E. (2019) Towards a micro-ecological approach to CSCL International Journal of Computer-Supported Collaborative Learning. 14: 219-235 |
| Mercier EM. (2017) The influence of achievement goals on collaborative interactions and knowledge convergence Learning and Instruction. 50: 31-43 |
| Mercier E, Rattray J, Lavery J. (2015) Twitter in the collaborative classroom : micro-blogging for in-class collaborative discussions. International Journal of Social Media and Interactive Learning Environments. 3: 83-99 |
| Mercier E, Vourloumi G, Higgins S. (2015) Student interactions and the development of ideas in multi-touch and paper-based collaborative mathematical problem solving British Journal of Educational Technology |
| Mercier E, Higgins S. (2014) Creating joint representations of collaborative problem solving with multi-touch technology Journal of Computer Assisted Learning. 30: 497-510 |
| Mercier EM, Higgins SE, Joyce-Gibbons A. (2014) The effects of room design on computer-supported collaborative learning in a multi-touch classroom Interactive Learning Environments |
| Mercier EM, Higgins SE. (2013) Collaborative learning with multi-touch technology: Developing adaptive expertise Learning and Instruction. 25: 13-23 |
| Higgins SE, Mercier E, Burd L, et al. (2012) Multi-Touch Tables and Collaborative Learning. British Journal of Educational Technology. 43: 1041-1054 |
| Mercier EM, Barron B, O'Connor KM. (2006) Images of Self and Others as Computer Users: The Role of Gender and Experience. Journal of Computer Assisted Learning. 22: 335-348 |