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International Journal of Computer-Supported Collaborative Learning (ijCSCL)

Table of Contents

 

Volume 1, Number 1, March 2006

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


Volume 1, Number 2, June 2006

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


Volume 1, Number 3, September 2006

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


Volume 1, Number 4, December 2006

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


Volume 2, Number 1, March 2007

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


Volume 2, Number 2 & 3, September 2007

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


Volume 2, Number 4, December 2007

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


Volume 3, Number 1, March 2008

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


Volume 3, Number 2, June 2008

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


Volume 3, Number 3, September 2008

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


Volume 3, Number 4, December 2008

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


Volume 4, Number 1, March 2009

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


Volume 4, Number 2, June 2009

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


Volume 4, Number 3, September 2009

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


Volume 4, Number 4, December 2009

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


Volume 5, Number 1, March 2010

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


Volume 5, Number 2, June 2010

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


Volume 5, Number 3, September 2010

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


 Volume 5, Number 4, December 2010

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


 Volume 6, Number 1, March 2011

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


Volume 6, Number 2, June 2011

 

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


Volume 6, Number 3, September 2011

 

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


Volume 6, Number 4, December 2011

 

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


Volume 7, Number 1, March 2012

 

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 students 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


Volume 7, Number 2, June 2012

 

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


Volume 7, Number 3, September 2012

 

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 childrens 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


Volume 7, Number 4, December 2012

 

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