I explore the cognitive and social dimensions of learning through human interaction. I am a strong proponent of a multidisciplinary, multi-method approach to the study of learning through interaction. In my own research, I combine controlled experiments, detailed dialogue analyses and self-report data collection methods and am informed by theories from cognitive science, social psychology, communication, and developmental psychology. Topic-wise, my research interests are in collaborative learning, argumentation, teacher support of learning dialogues, conceptual change, teacher-teacher dialogues, social network technology in education, and computer-mediated communication.
Recent Publications
- The digital footprints of adolescent depression, social rejection and victimization of bullying on Facebook
- WhatsApp, teacher? Secondary school teachers and students on WhatsApp
- Enablers and inhibitors of productive peer argumentation: Exploring the role of individual achievement goals and gender.
- A Virtual Safe Zone: Teachers Supporting Teenage Student Resilience through Social Media in Times of War
- Feedback that corrects and contrasts students' erroneous solutions with expert ones improves expository instruction for conceptual change
- Next Generation Research in Dialogic Learning
