| The evolution of research on computer-supported collaborative learning P Dillenbourg, S Järvelä, F Fischer Technology-enhanced learning, 3-19, 2009 | 706 | 2009 |
| Self-regulated, co-regulated, and socially shared regulation of learning AF Hadwin, S Järvelä, M Miller Handbook of self-regulation of learning and performance 30, 65-84, 2011 | 615 | 2011 |
| New frontiers: Regulating learning in CSCL S Järvelä, AF Hadwin Educational Psychologist 48 (1), 25-39, 2013 | 346 | 2013 |
| Web-based cases in teaching and learning–the quality of discussions and a stage of perspective taking in asynchronous communication S Järvelä, P Häkkinen Interactive learning environments 10 (1), 1-22, 2002 | 301 | 2002 |
| Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes S Järvelä, S Volet, H Järvenoja Educational psychologist 45 (1), 15-27, 2010 | 290 | 2010 |
| Epistemology of inquiry and computer-supported collaborative learning K Hakkarainen, L Lipponen, S Järvelä Cscl 2, 151-204, 2013 | 255 | 2013 |
| Socially constructed self-regulated learning and motivation regulation in collaborative learning groups S Järvelä, H Järvenoja Teachers College Record 113 (2), 350-374, 2011 | 249 | 2011 |
| A review of self-regulated learning: Six models and four directions for research E Panadero Frontiers in psychology 8, 422, 2017 | 221 | 2017 |
| Motivation in learning contexts: Theoretical advances and methodological implications. SE Volet, SE Järvelä Pergamon Press, 2001 | 216 | 2001 |
| Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges H Järvenoja, S Järvelä British Journal of Educational Psychology 79 (3), 463-481, 2009 | 210 | 2009 |
| Combining individual and group-level perspectives for studying collaborative knowledge construction in context M Arvaja, H Salovaara, P Häkkinen, S Järvelä Learning and Instruction 17 (4), 448-459, 2007 | 197 | 2007 |
| How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach H Järvenoja, S Järvelä Learning and instruction 15 (5), 465-480, 2005 | 189 | 2005 |
| The cognitive apprenticeship model in a technologically rich learning environment: Interpreting the learning interaction S Järvelä Learning and Instruction 5 (3), 237-259, 1995 | 189 | 1995 |
| Understanding the dynamics of motivation in socially shared learning S Järvelä, H Järvenoja, M Veermans International Journal of Educational Research 47 (2), 122-135, 2008 | 169 | 2008 |
| Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools S Järvelä, PA Kirschner, E Panadero, J Malmberg, C Phielix, J Jaspers, ... Educational Technology Research and Development 63 (1), 125-142, 2015 | 168 | 2015 |
| Conceptualizing the awareness of collaboration: A qualitative study of a global virtual team P Leinonen, S Järvelä, P Häkkinen Computer Supported Cooperative Work (CSCW) 14 (4), 301-322, 2005 | 166 | 2005 |
| Structuring and regulating collaborative learning in higher education with wireless networks and mobile tools S Järvelä, P Näykki, J Laru, T Luokkanen Journal of educational technology & society 10 (4), 71-79, 2007 | 150 | 2007 |
| Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context J Laru, P Näykki, S Järvelä The Internet and Higher Education 15 (1), 29-38, 2012 | 133 | 2012 |
| Analyzing CMC content for what? S Naidu, S Järvelä Computers & Education 46 (1), 96-103, 2006 | 130 | 2006 |
| Metacognition in joint discussions: An analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics TR Hurme, T Palonen, S Järvelä Metacognition and learning 1 (2), 181-200, 2006 | 120 | 2006 |