ijCSCL—a journal for research in CSCL
Gerry Stahl & Friedrich Hesse
3-7
The CSCL community in its first decade: Development, continuity, connectivity
Andrea Kienle & Martin Wessner (Germany)
9-33
A relational, indirect and meso level approach to CSCL design in the next decade
Chris Jones (UK), Lone Dirckinck-Holmfeld (Denmark), & Berner Lindström (Sweden)
35-56
Student assessing their own collaborative knowledge building
Eddy Y. C. Lee (China), Carol K. K. Chan (China), & Jan van Aalst (Canada)
57-87
Situating CoWeb: A scholarship of application
Jochen Rick &
Mark Guzdial (US)
89-115
R-U-Typing-2-Me? Evolving a chat tool to increase understanding in learning activities
Hugo Fuks, Mariano Pimentel, & Carlos José Pereira de Lucena (Brazil)
117-142
A dialogical understanding of the relationship between CSCL and teaching thinking skills
Rupert Wegerif (UK)
143-157
Building knowledge in the classroom, building knowledge in the CSCL community
Gerry Stahl & Friedrich Hesse
163-165
Approaching institutional context: Systemic versus dialogic research in CSCL
Hans Christian Arnseth & Sten Ludvigsen (Norway)
167-185
Collaborative knowledge building using the Design Principles Database
Yael Kali (Israel)
187-201
Co-reflection in online learning: Collaborative critical thinking as narrative
Joyce Yukawa (US)
203-228
Knowledge-building activity structures in Japanese elementary science pedagogy
Jun Oshima, Ritsuko Oshima, Isao Murayama, Shigenori Inagaki, Makiko Takenaka, Tomakazu Yamamoto, Etsuji Yamaguchi & Hayashi Nakayama (Japan)
229-246
Supporting synchronous collaborative learning: A generic multi-dimensional model
Jacques Lonchamp (France)
247-276
Errata
Students assessing their own collaborative knowledge building
Eddy Y. C. Lee (China), Carol K. K. Chan (China), & Jan van Aalst (Canada)
227-307
Focusing on participation in group meaning making
Gerry Stahl & Friedrich Hesse
311-313
Technology affordances for intersubjective meaning making: A research agenda for CSCL
Daniel D. Suthers (US)
315-337
The affordance of anchored discussion for the collaborative processing of academic texts
Jakko van der Pol, W. Admiraal & P. R. J. Simons (Netherlands)
339-357
Code talk: Student discourse and participation with networked handhelds
Tobin White (US)
359-382
Studying participation networks in collaboration using mixed methods
Alejandra Martínez, Jose Marcos, Yannis Dimitriadis, Eduardo Gomez-Sanchez, Bartolome Rubia-Avi, Ivan Jorrin-Abellan & Jose A. Marcos (Spain)
383-408
Social practices of computer-supported collaborative learning
Gerry Stahl & Friedrich Hesse
409-412
From dialogue to monologue and back: Middle spaces in computer-mediated learning
Noel Enyedy & Christopher M. Hoadley (US)
413-439
Knowledge building in mathematics: Supporting collaborative learning in pattern problems
Joan Moss & Ruth
Anne Beatty (US)
441-465
Electronic (re)constitution of groups: Group dynamics from face-to-face to an online setting
Lynn Clouder, Jayne Dalley, Julian Hargreaves,
Sally Parkes, Julie Sellars
& Jane Toms (UK)
467-480
Consistent practices in artifact-mediated collaboration
Nathan Dwyer & Daniel D. Suthers (US)
481-511
Welcome to the future: ijCSCL volume 2
Gerry Stahl & Friedrich Hesse
1-8
Community-based learning: The core competency of residential, research-based universities
Gerhard Fischer (US), Markus Rohde & Volker Wulf (Germany)
9-40
Patterns as a paradigm for theory in community-based learning
John M.Carroll & Umer Farooq (US)
41-62
A rating scheme for assessing the quality of computer-supported collaboration processes
Anne Meier, Hans Spada & Nikol Rummel (Germany)
63-86
Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for social network analysis
Maarten De Laat & Victor Lally, Lasse Lipponen & Robert-Jan Simons (Netherlands & Finland)
87-103
Barriers to online critical discourse
Liam Rourke & Heather Kanuka (Singapore)
105-126
A double issue for CSCL 2007
Gerry Stahl, Daniel D. Suthers & Friedrich Hesse
127-131
Contextual perspective in analyzing collaborative knowledge construction of two small groups in web-based discussion
Maarit Arvaja (Finland)
133-158
Supporting collaborative learning and problem solving in a constraint-based CSCL environment for UML class diagrams
Nilufar Baghaei, Antonija Mitrovic & Warwick Irwin (New Zealand)
159-190
Dealing with multiple documents on the WWW: The role of meta-cognition in the formation of documents models
Marc Stadtler & Rainer Bromme (Germany)
191-210
Specifying computer-supported collaboration scripts
Lars Kobbe, Armin Weinberger, Pierre Dillenbourg, Andreas Harrer, Raija Hämäläinen, Päivi Häkkinen, & Frank Fischer (Germany, Switzerland, Finland)
211-224
Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?
Tammy Schellens, Hilde Van Keer, Bram De Wever & Martin Valcke (Belgium)
225-246
Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo
Nathalie Muller Mirza, Valérie
Tartas, Anne-Nelly Perret-Clermont
& Jean-François De Pietro (Switzerland, France)
247-272
How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?
Kristine Lund, Gaëlle
Molinari, Arnauld Séjourné
& Michael Baker (France, Switzerland)
273-295
Argumentation in a changing world
Baruch B. Schwarz & Reuma De Groot (Israel)
297-313
Rainbow: A framework for analyzing computer-mediated pedagogical debates
Michael
Baker, Jerry Andriessen, Kristine Lund, Marie van Amelsvoort & Matthieu Quignard (France, Netherlands)
315-357
CSCL and its flash themes
Gerry Stahl
359-362
Using activity-oriented design methods to study collaborative knowledge building in e-learning courses within higher education
Christine Greenhow & Brad Belbas (US)
363-391
Future Technology Workshop: A collaborative method for the design of new learning technologies and activities
Giasemi N. Vavoula & Mike Sharples (UK)
393-419
Facilitating argumentative knowledge construction with computer-supported collaboration scripts
Karsten Stegmann, Armin Weinberger & Frank Fischer (Germany)
421-447
The role of floor control and of ontology in argumentative activities with discussion-based tools
Baruch B. Schwarz & Amnon Glassner (Israel)
449-478
Putting the pieces together: Online Argumentation Vee Diagrams enhance thinking during discussion
E. Michael Nussbaum, Denise L. Winsor, Yvette M. Aqui & Anne M. Poliquin (US)
479-500
The many levels of CSCL
Gerry Stahl & Friedrich Hesse
1-4
The mechanics of CSCL macro scripts
Pierre Dillenbourg & Fabrice Hong (Switzerland)
5-23
What does it mean? Students' procedural and conceptual problem solving in a CSCL environment designed within the field of science education
Ingeborg Krange & Sten Ludvigsen (Norway)
25-51
A community of practice among tutors enabling student participation in a seminar preparation
Bernhard Nett (Germany)
53-67
The need for considering multilevel analysis in CSCL research—An appeal for the use of more advanced statistical methods
Ulrike Cress (Germany)
69-84
Group awareness and self-presentation in computer-supported information exchange
Joachim Kimmerle & Ulrike Cress (Germany)
85-97
The strength of the lone wolf
Gerry Stahl
99-103
A systemic and cognitive view on collaborative knowledge building with wikis
Ulrike Cress & Joachim Kimmerle (Germany)
105-122
Supporting controversial CSCL discussion with augmented group awareness tools
Jürgen Buder & Daniel Bodemer (Germany)
123-139
Annotations and the collaborative digital library: Effects of an aligned annotation interface on student argumentation and reading strategies
Joanna Wolfe (US)
141-164
Appropriation of a shared workspace: Organizing principles and their application
Maarten Overdijk & Wouter van Diggelen (Netherlands)
165-192
Operationalizing macro-scripts in CSCL technological settings
Pierre Tchounikine (France)
193-233
Explorations of participation in discourse
Gerry Stahl * Friedrich Hesse
235-236
Analyzing collaborative learning processes automatically: Exploiting the advances of computational linguistics in CSCL
Carolyn Rosé * Yi-Chia Wang * Yue Cui * Jaime Arguello * Karsten Stegmann * Armin Weinberger * Frank Fischer (US, Germany)
237-271
Context-oriented communication and the design of computer-supported discursive learning
Thomas Herrmann * Andrea Kienle (Germany)
273-299
Cultural practices in networked classroom learning environments
Nancy Ares (US)
301-326
The effect of a script and a structured interface in grounding discussions
Judith Schoonenboom (Netherlands)
327-341
Supporting
students' participation in authentic proof activities in CSCL
environments
Diler Oner (Turkey)
343-359
Book review: Exploring thinking as communicating in CSCL
Gerry Stahl (US)
361-368
CSCL practices
Gerry Stahl * Friedrich Hesse
369-372
Leveraging online communities in fostering adaptive schools
David Hung * Kenneth Y. T. Lim * Der-Thanq Victor Chen * Thiam Seng Koh (Singapore)
373-386
The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation
Andreas Lund * Ingvill Rasmussen (Norway)
387-412
Exploring embedded guidance and self-efficacy in educational multi-user virtual environments
Brian C. Nelson * Diane Jass Ketelhut (US)
413-427
Alternative goal structures for computer game-based learning
Fengfeng Ke (US)
429-445
Automatic coding of dialog acts in collaboration protocols
Gijsbert Erkens * Jeroen Janssen (Netherlands)
447-470
Yes we can!
Gerry Stahl
1-4
The pedagogical challenges to collaborative technologies
Diana Laurillard (UK)
5-20
Productive failure in CSCL groups
Manu Kapur (Singapore) * Charles Kinzer (US)
21-46
A connective ethnography of peer knowledge sharing and diffusion in a tween virtual world
Deborah Fields * Yasmin Kafai (US)
47-68
Learning to collaborate while being scripted or by observing a model
Nikol Rummel * Hans Spada * Sabine Hauser (Germany)
69-92
The power of natural frameworks: Technology and the question of agency in CSCL settings
Annika Lantz-Andersson (Sweden)
93-107
Practice perspectives in CSCL
Gerry Stahl * Friedrich Hesse
109-114
The joint organization of interaction within a multimodal CSCL medium
Murat Cakir * Alan Zemel * Gerry Stahl (US)
115-149
Affordances revisited: Articulating a Merleau-Pontian view
Nina Bonderup Dohn (Denmark)
151-170
Genre and CSCL: The form and rhetoric of the online posting
Norm Friesen
(US)
171-185
Exploring metaskills of knowledge-creating inquiry in higher education
Hanni Muukkonen * Minna Lakkala (Finland)
187-211
A knowledge-practice perspective on technology-mediated learning
Kai Hakkarainen (Finland)
213-231
Classical dialogs in CSCL
Gerry Stahl * Friedrich Hesse
233-237
Time is precious: Variable- and event-centred approaches to process analysis in CSCL research
Peter Reimann (Australia)
239-257
Distinguishing knowledge sharing, knowledge construction, and knowledge creation discourses
Jan van Aalst (China)
259-287
A three-level analysis of collaborative learning in dual interaction spaces
Jacques Lonchamp (France)
289-317
Collaborative corrections with spelling control: Digital resources and peer assistance
Asta Cekaite (Sweden)
319-341
Web 2.0: Inherent tensions and evident challenges for education
Nina Bonderup Dohn (Denmark)
343-363
Paradigms of shared knowledge
Gerry Stahl * Friedrich Hesse
365-369
Wikis to support the "collaborative" part of collaborative learning
Johann A. Larusson * Richard Alterman (US)
371-402
Earth science learning in SMALLab: A
design experiment for mixed reality
David Birchfield * Colleen Megowan-Romanowicz (US)
403-421
Contrasting the use of tools for presentation and critique: Some cases from architectural education
Gustav Lymer * Jonas Ivarsson * Oskar Lindwall (Sweden)
423-444
An ontology engineering approach to the realization of theory-driven group formation
Seiji Isotani * Akiko Inaba * Mitsuru Ikeda * Riichiro Mizoguchi (Japan)
445-478
The CSCL field matures
Gerry Stahl * Friedrich Hesse
1-3
A framework for conceptualizing, representing and analyzing distributed interaction
Daniel D. Suthers * Nathan Dwyer * Richard Medina * Ravi Vatrapu (US, Denmark)
5-42
Computer-supported argumentation: A review of the state-of-the-art
Oliver Scheuer * Frank Loll * Niels Pinkwart * Bruce M. McLaren (Germany, US)
43-102
Exploring whether students' use of labeling depends upon the type of online activity
Eva Bures * Philip C. Abrami * Richard F. Schmid (Canada)
103-116
Towards a dialectic relation between the results in CSCL: Three critical methodological aspects of content analysis schemes
Marc Clara * Teresa Mauri (Spain)
117-136
A prism of CSCL research
Gerry Stahl * Friedrich Hesse
137-139
Mr. Vetro: A collective simulation for teaching health science
Andri Ioannidou * Alexander Repenning * David Webb * Diane Keyser * Lisa Luhn * Christof Daetwyler (US)
141-166
Animation and grammar in science education: Learners’ construal of animated educational software
Göran Karlsson (Sweden)
167-189
Scripting a distance-learning university course: Do students benefit from net-based scripted collaboration?
Jörg M. Haake * Hans-Rüdiger Pfister (Germany)
191-210
Distributed leadership in CSCL groups
Julia Gressick * Sharon J. Derry (US)
211-236
Promoting metacognitive skills through peer scaffolding in a CSCL environment
Manoli Pifarre * Ruth Cobos (Spain)
237-253
Guiding group cognition in CSCL
Gerry Stahl
255-258
Online moderation of synchronous e-argumentation
Christa S. C. Asterhan * Baruch B. Schwarz (US, Israel)
259-282
Scaffolding problem-based learning with CSCL tools
Jingyan Lu * Susanne P. Lajoie * Jeffrey Wiseman (Hong Kong, Canada)
283-298
How digital concept maps of collaborators’ knowledge influence collaborative problem solving
Tanja Engelmann * Friedrich W. Hesse (Germany)
299-319
S-COL: A Copernican turn for the development of flexibly reusable collaboration scripts
Christof Wecker * Karsten Stegmann * Florian Bernstein * Michael J. Huber * Georg Kalus * Ingo Kollar * Sabine Rathmayer * Frank Fischer (Germany)
321-343
Revealing preconditions for trustful collaboration in CSCL
Anne Gerdes (Denmark)
345-353
Beyond folk theories of CSCL
Gerry Stahl * Friedrich Hesse
355-358
Can the interactive whiteboard support young children’s
collaborative communication and thinking in classroom science activities?
Ruth Kershner * Neil Mercer * Paul Warwick
* Judith Kleine Staarman (UK)
359-383
Sharing and cultivating tacit knowledge in an online learning environment
Meng
Yew Tee * Dennis Karney (Malaysia, US)
385-413
Using activity theory to understand intergenerational play: The case of Family Quest
Sinem Siyahhan * Sasha A. Barab * Michael Downton (US)
415-432
The collaborative construction of chronotopes during
computer-supported collaborative professional tasks
Maria Beatrice Ligorio * Giuseppe Ritella (Italy)
433-452
CSCL in Asia
Gerry Stahl * Friedrich Hesse
1-7
The Singapore experience: Synergy of national policy, classroom practice and design research
Chee-Kit Looi * Hyo-Jeong So * Yancy Toh * Wenli Chen (Singapore)
9-37
Temporality matters: Advancing a method for analyzing problem-solving processes in a computer-supported collaborative environment
Manu Kapur (Singapore)
39-56
Learning the physics of electricity: A qualitative analysis of
collaborative processes involved in productive failure
Suneeta A. Pathak * Beumie Kim * Michael J. Jacobson * Baohui Zhang (Singapore)
57-73
Exploring e-learners' perceptions of net-based peer-reviewed English writing
Zi-Gang Ge (China)
75-91
The logic of wikis: The possibilities of the Web 2.0 classroom
Michael Glassman * Min Ju Kang (US, Korea)
93-112
Perspective taking and synchronous argumentation for learning the day/night cycle
Baruch B. Schwarz * Yaron Schur * Haim Pensso * Naama Tayer (Israel)
113-138
Let a hundred flowers bloom; let a hundred schools of thought contend
Gerry Stahl * Friedrich Hesse
139-145
Bridging research and practice: Implementing and sustaining
knowledge building in Hong Kong classrooms
Carol K. K. Chan (Hong Kong)
147-186
Wiki-supported collaborative learning in primary education: How
a dialogic space is created for thinking together
Manoli Pifarre * Judith Kleine Staarman (Spain, UK)
187-205
An information-processing perspective on divergence and convergence
in collaborative learning
Robert L. Jorczak (US)
207-221
Comparing the effects of representational tools in collaborative
and individual inquiry learning
Bas Kolloffel * Tessa H. S. Eysink * Ton de Jong (Belgium)
223-251
A multimodal approach to coding discourse: Collaboration, distributed
cognition, and geometric reasoning
Michael Evans * Eliot Feenstra * Emily Ryon * David McNeill (US)
253-278
Designing automated adaptive support to improve student-helping behaviors
in a peer-tutoring activity
Erin Walker * Nikol Rummel * Kenneth R. Koedinger (Germany, US)
279-306
CSCL for intellectually disabled pupils: Stimulating interaction by using a floor control mechanism
Ulrike Cress * Katrin Wodzicki * Martina Bientzle * Andreas Lingnau (Germany)
307-321
Tweets from #cscl2011
Gerry Stahl * Friedrich Hesse * Nancy Law
323-327
Student use of Facebook for organizing collaborative classroom
activities
Cliff Lampe * Donghee Yvette Wohn * Jessica Vitak * Nicole B. Ellison * Rick Wash (US)
329-347
Identity presence and knowledge building: Joint emergence in online learning environments?
Fengfeng Ke
* Alicia F. Chávez * Pei-Ni L. Causarano * Antonio Causarano
(US)
349-370
Agent-based dynamic support for learning from collaborative
brainstorming in scientific inquiry
Hao-Chuan Wang * Carolyn P. Rosé * Chun-Yen Chang (US, Taiwan)
371-395
Scaffolding collaborative technical writing with procedural
facilitation and synchronous discussion
Shiou-Wen Yeh * Jia-Jiunn Lo * Jeng-Jia Huang (Taiwan)
397-419
Are two heads always better than one? Differential effects of
collaboration on students’ computer-supported learning in mathematics
Dejana Mullins * Nikol Rummel * Hans Spada (Germany)
421-443
Analyzing temporal patterns of knowledge construction in a
role-based online discussion
Alyssa Friend Wise * Ming Ming Chiu (Canada, US)
445-470
The impact of scripted roles on online collaborative learning
processes
Francesca Pozzi (Italy)
471-484
Collaborating around the tabletop
Gerry Stahl
485-490
Interactive tabletops in education
Pierre Dillenbourg * Michael Evans (Switzerland, US)
491-514
Multi-touch tables and the relationship with collaborative
classroom pedagogies: A synthetic review
Steven E. Higgins * Emma
Mercier * Liz Burd
* Andrew Hatch (UK)
515-538
Interfering and resolving: How tabletop interaction facilitates co-construction of argumentative knowledge
Sara Price * Taciana Pontual Falcão (UK)
539-559
Collaboration within large groups in the classroom
Eyal Szewkis * Miguel Nussbaum * Tal Rosen * Jose Abalos * Fernanda Denardin * Daniela Caballero * Arturo Tagle * Christian Alcohoiado (Chile)
561-575
Guided reciprocal questioning to support children's collaborative storytelling
Giulia Geimini-Hornsby * Shaaron Ainsworth * Claire O’Malley (UK)
577-600
Scaffolding of small groups’ metacognitive activities with an avatar
Inge Molenaar
* Ming Ming Chiu * Peter
Sleegers * Carla
van Boxtel (Netherlands, US)
601-624
Building a community among teachers, researchers and university students. A blended approach to training
Donatella Cesareni * Francesca Martini * Ilaria Mancini (Italy)
625-646
Ethnomethodologically informed
Gerry Stahl
1-10
Making rounds: The routine work of the teacher during
collaborative learning with computers
Christian Greiffenhagen (UK)
11-42
How gamers manage aggression: Situating skills in collaborative
computer games
Ulrika Bennerstedt * Jonas Ivarsson * Jonas Linderoth (Sweden)
43-61
The multivoicedness of game play:
Exploring the unfolding of a student’s learning trajectory in a gaming context at school
Kenneth Silseth (Norway)
63-84
Personal and shared experiences as resources for meaning making
in a philosophy of science course
Maarit Arvaja (Finland)
85-108
Collaboration amidst disagreement and moral judgment: The
dynamics of Jewish and Arab students’ collaborative inquiry of their joint past
Sarah Pollack * Yifat Ben-David Kolikant (Israel)
109-128
Linking teacher beliefs, practices and student inquiry learning
in a CSCL environment: A tale of two teachers
Yangjie Song * Chee-Kit Looi (Singapore)
129-159
The role of teacher assistance on the effects of a macro-script
in collaborative writing tasks
Javier Onrubia * Anna Engel (Spain)
161-186
Cognizing mediating: Unpacking the entanglement of artifacts with collective minds
Gerry Stahl
188-192
Connecting agents and artifacts in CSCL: Towards a rationale of mutual shaping
Maarten Overdijk, Wouter van Diggelen, Paul A. Kirschner & Michael Baker (Belgium, Netherlands, France)
193-210
An instrumental perspective on CSCL Systems
Jacques Lonchamp (France)
211-237
Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices.
Giuseppe Ritella & Kai Hakkarainen (Italy, Finland)
238-258
How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams
Carmen G. Zahn, Karsten Krauskopf, Friedrich W. Hesse & Roy Pea (Germany, US)
259-284
The ACODEA framework: Developing segmentation and classification schemes for fully automatic analysis of online discussions
Jin Mu, Karsten Stegmann, Elijah Mayfield, Carolyn Rosé & Frank Fischer (Germany, US)
285-305
Scripted collaborative learning with the Cognitive Tutor Algebra: An experimental classroom study
Nikol Rummel, Dejana Mullins & Hans Spada (Germany)
307-339
An international research community
Gerry Stahl * Nancy Law * Friedrich Hesse
341-345
Learning physics through play in an augmented reality
environment
Noel Enyedy * Joshua A. Danish * Girlie
Delacruz * Melissa Kumar (US)
347-378
Context matters: The value of analyzing human factors within
educational contexts as a way of informing technology-related decisions within
design research
Kim MacKinnon (Canada)
379-398
Patterns of kindergarten children’s social interaction with peers in the computer area
Eun Mee Lim (Korea)
399-421
Online class size, note reading, note writing and collaborative
discourse
Mingzhu Qiu * Jim Hewitt * Clare Brett (Canada)
423-442
4SPPIces: A case study of factors in a scripted collaborative-learning blended course across spatial locations
Mar Pérez-Sanagustín * Patricia Santos * Davinia Hernández-Leo * Josep Blat (Spain)
443-465
Traversing planes of learning
Gerry Stahl
467-
Computational analysis and mapping of ijCSCL content
Jacques Lonchamp (France)
Interactive visual tools as triggers of collaborative reasoning in entry-level pathology
Markus Nivala * Hans Rystedt * Roger Säljö * Pauliina Kronqvist * Erno Lehtinen (Sweden, Finland)
Using augmented reality and knowledge-building scaffolds to improve learning in a science museum
Susan A. Yoon * Karen Elinich * Joyce Wang * Christopher Steinmeier * Sean Tucker (US)
Participatory learning through behavioral and cognitive engagements in an online collective information searching activity
Chia-Ching Lin * Chin-Chung Tsai (Taiwan)
A model for flexibly editing CSCL scripts
Pericles Sobreira * Pierre Tchounikine (France)
Volume 8 * Number 1 * March 2013
Learning across levels
Gerry Stahl
Analyzing group coordination when solving geometry problems with dynamic-geometry software
Diler Oner (Turkey)
Student
sense-making with science diagrams in a computer-based setting
Anniken Furberg * Anders Kluge * Sten Ludvigsen (Norway)
Recalibrating
reference within a dual-space interaction environment
Alan Zemel * Timothy Koschmann (US)
On the bridge to learn: Analysing the social organization of nautical instruction in a ship simulator
Magnus
Hontvedt * Hans Christian Arnseth (Norway)
Enhancing student knowledge acquisition from online learning conversations
Evren Eryilmaz
*
Jakko van der Pol * Terry Ryan * Philip Martin Clark * Justin Mary (US, Netherlands,Turkey)
Volume 8 * Number 2 * June 2013
Transactive discourse in CSCL
Gerry Stahl
Participation and common knowledge in a case study of student co-blogging
Richard Alterman * Johann Ari Larusson (US)
Facilitating learning in multidisciplinary groups with transactive CSCL scripts
Omid Noroozi
* Stephanie D.
Teasley * Harm J. A. Biemans * Armin Weinberger * Martin Mulder (Iran,
US, Germany, Netherlands)
Co-located single-display collaborative learning for early childhood
education
Florencia Gómez * Miguel Nussbaum * Juan F. Weitz * Ximena Lopez * Javiera Mena * Alex
Torres (Chile)
Measuring prevalence of other-oriented transactive contributions
using an automated measure of speech-style accommodation
Gahgene Gweon * Mahaveer Jain * John McDonough * Bhiksha Raj * Carolyn Rosé (Korea, US)
Volume 8 * Number 3 * September 2013
Collaborative learning at CSCL 2013
Gerry Stahl, Nancy Law & Friedrich Hesse
Vocational education approach: New TEL settings—new prospects for teachers' instructional activities?
Raija Hamalainen & Bram de Wever (Finland, Belgium)
Crossing boundaries: Students' framing of language learning activities in Facebook
Annika Lantz-Andersson, Sylvi Vigmo & Rhonwen Bowen (Sweden)
Advancing understanding using Nonaka's model of knowledge creation and problem-based learning
Meng Yew Tee & Shuh Shing Lee
Inducing socio-cognitive conflict in Finnish and German groups of online learners by CSCL script
Armin Weinberger, Miika Marttunen, Leena Laurinen & Karsten Stegmann (Germany, Finland)
Dialogical positions as a method of understanding identity trajectories in a collaborative blended university course
Maria Beatrice Ligorio, Fedela Feldia Loperfido & Nadia Sansone (Italy)
Volume 8 * Number 4 * December 2013
2013
Gerry Stahl, Nancy Law & Friedrich Hesse
Real-time Mutual Gaze Perception Enhances Collaborative Learning and Collaboration Quality
Bertrand Schneider & Roy Pea (US)
Collaborative Drawing on a Shared Digital Canvas in Elementary Science Education: The Effects of Script and Awareness Support
Hannie Gijers
Capturing and analysing verbal and physical collaborative learning interactions at an enriched interactive tabletop
Roberto Martinez-Maldaonado
Social Argumentation in Online Synchronous Communication
Esra Alagoz