Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions. - Jeong-bin Hannah Park; Diane L. Schallert; Anke J. Z. Sanders; Kyle M. Williams 002; Eunjin Seo; Li-Tang Yu; Jane S. Vogler; Kwangok Song; Zachary H. Williamson; Marissa C. Knox (Comput. Educ., 2015)

When students want to stand out: Discourse moves in online classroom discussion that reflect students' needs for distinctiveness. - Li-Tang Yu; Diane L. Schallert; Jeong-bin Hannah Park; Kyle M. Williams 002; Eunjin Seo; Anke J. Z. Sanders; Zachary H. Williamson; Eunjeong Choi; Rachel E. Gaines; Marissa C. Knox (Comput. Hum. Behav., 2016)

Students as pinners: A multimodal analysis of a course activity involving curation on a social networking site. - Kwangok Song; Kyle Williams 002; Alina Adonyi Pruitt; Diane L. Schallert (Internet High. Educ., 2017)

Examining student characteristics, goals, and engagement in Massive Open Online Courses. - Kyle M. Williams 002; Rose E. Stafford; Stephanie B. Corliss; Erin D. Reilly (Comput. Educ., 2018)

Taking a stance in the process of learning: Developing perspectival understandings through knowledge co-construction during synchronous computer-mediated classroom discussion. - Hannah Park 001; Diane L. Schallert; Kyle Marie Williams; Rachel E. Gaines; Jeonghyun Lee; Eunjeong Choi (Int. J. Comput. Support. Collab. Learn., 2024)