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Dhillon, P. S., Molaei, S., Li, J., Golub, M., Zheng, S., & Robert, L. P. (2024). Shaping Human-AI Collaboration: Varied Scaffolding Levels in Co-writing with Language Models. Proceedings of the CHI Conference on Human Factors in Computing Systems, 1–18. https://doi.org/10.1145/3613904.3642134
Dongyu, Z., Fanyu, B., & Wanyi, D. (2013). Sociocultural Theory Applied to Second Language Learning: Collaborative Learning with Reference to the Chinese Context. International Education Studies, 6(9), 165–174. https://eric.ed.gov/?id=EJ1068687
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Gajdamaschko, N. (2015). Vygotsky’s Sociocultural Theory. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (Second Edition) (pp. 329–334). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.23203-0
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Nordlof, J. (2014). Vygotsky, Scaffolding, and the Role of Theory in Writing Center Work. The Writing Center Journal, 34(1), 45–64. https://www.jstor.org/stable/43444147
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Schrader, D. E. (2015). Constructivism and learning in the age of social media: Changing minds and learning communities. New Directions for Teaching and Learning, 2015(144), 23-35.
Schreiber, L. M., & Valle, B. E. (2013). Social Constructivist Teaching Strategies in the Small Group Classroom. Small Group Research, 44(4), 395–411. https://doi.org/10.1177/1046496413488422
Shvarts, A., & Bakker, A. (2019). The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before. Mind, Culture, and Activity, 26(1), 4–23. https://doi.org/10.1080/10749039.2019.1574306
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