The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course. - Jamie Costley; Matthew Courtney; Mik Fanguy (Internet High. Educ., 2022)

Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing. - Matthew Courtney; Jamie Costley; Matthew Baldwin; Kyungmee Lee; Mik Fanguy (Internet High. Educ., 2022)

The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance. - Galina Shulgina; Mik Fanguy; Han Zhang; Matthew Courtney; Matthew Baldwin; Jamie Costley (Comput. Educ., 2024)

Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm. - Mik Fanguy; Jamie Costley; Matthew Courtney; Kyungmee Lee (Interact. Learn. Environ., 2024)

The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses. - Han Zhang; Jamie Costley; Matthew Courtney; Galina Shulgina; Mik Fanguy (Educ. Inf. Technol., 2025)

Correction to: The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses. - Han Zhang; Jamie Costley; Matthew Courtney; Galina Shulgina; Mik Fanguy (Educ. Inf. Technol., 2025)