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Articles of Volume 12, Issue 3, September 2017

[-]Divisive or facilitative: The two faces of technology in CSCL

Authors: Carolyn P. Rosé, Sten Ludvigsen, Nancy Law, Ulrike Cress, Gerry Stahl

Introduction: This edition of the CSCL journal includes four articles covering a diversity of methodologies and subject-matter domains. We may view technology used in the midst of collaboration as having two ...  [full article]

Citation: Rosé, C.P., Ludvigsen, S., Law, N. et al. (2017) Divisive or facilitative: The two faces of technology in CSCL. ijcscl 12 (3), pp. 215-220

DOI: 10.1007/s11412-017-9265-7

Preprint: Acrobat-PDF rose_ludvigsen_law_cress_stahl_12_3.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-017-9265-7] including a link to the official electronic version.

[-]Cracking her codes: understanding shared technology resources as positioning artifacts for power and status in CSCL environments

Authors: Amber Simpson, Nicole Bannister, Gretchen Matthews

Abstract: There is a positive relationship between student participation in computer-supported collaborative learning (CSCL) environments and improved complex problem-solving strategies, increased learning ...  [full abstract]

Keywords: Interaction analysis, Participation, Power, Status, Positioning theory, Technology

Citation: Simpson, A., Bannister, N. & Matthews, G (2017) Cracking her codes: understanding shared technology resources as positioning artifacts for power and status in CSCL environments. ijcscl 12 (3), pp. 221-249

DOI: 10.1007/s11412-017-9261-y

Preprint: Acrobat-PDF simpson_bannister_matthews_12_3.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-017-9261-y] including a link to the official electronic version.

[-]Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study

Authors: Piia Näykki, Jaana Isohätälä, Sanna Järvelä, Johanna Pöysä-Tarhonen, Päivi Häkkinen

Abstract: This study examines student teachers’ collaborative learning by focusing on socio-cognitive and socio-emotional monitoring processes during more and less active script discussions as well as the ...  [full abstract]

Keywords: Macro-script, Socio-cognitive monitoring, Socio-emotional monitoring, Regulation, Script appropriation, Video analysis

Citation: Näykki, P., Isohätälä, J., Järvelä, S. et al. (2017) Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study. ijcscl 12 (3), pp. 251-279

DOI: 10.1007/s11412-017-9259-5

Preprint: Acrobat-PDF naeykki_isohaetaelae_jaervelae_poeysae-tarhonen_haekkinen_12_3.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-017-9259-5] including a link to the official electronic version.

[-]How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters

Authors: Matthias Schwaighofer, Freydis Vogel, Ingo Kollar, Stefan Ufer, Anselm Strohmaier, Ilka Terwedow, Sarah Ottinger, Kristina Reiss, Frank Fischer

Abstract: Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of ...  [full abstract]

Keywords: Mathematical argumentation skills, Collaboration scripts, Heuristic worked examples, Working memory capacity

Citation: Schwaighofer, M., Vogel, F., Kollar, I. et al. (2017) How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters. ijcscl 12 (3), pp. 281-305

DOI: 10.1007/s11412-017-9260-z

Preprint: Acrobat-PDF schwaighofer_vogel_kollar_ufer_strohmaier_terwedov_ottinger_reiss_fischer_12_3.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-017-9260-z] including a link to the official electronic version.

[-]Investigating the effects of peer to peer prompts on collaborative argumentation, consensus and perceived efficacy in collaborative learning

Authors: Owen M. Harney, Michael J. Hogan, Sarah Quinn

Abstract: In a society which is calling for more productive modes of collaboration to address increasingly complex scientific and social issues, greater involvement of students in dialogue, and increased ...  [full abstract]

Keywords: Computer Supported Collaborative Learning, Prompting, Peer Learning, Facilitation, Consensus, Argumentation

Citation: Harney, O.M., Hogan, M.J. & Quinn, S. (2017) Investigating the effects of peer to peer prompts on collaborative argumentation, consensus and perceived efficacy in collaborative learning. ijcscl 12 (3), pp. 307-336

DOI: 10.1007/s11412-017-9263-9

Preprint: Acrobat-PDF harney_hogan_quinn_12_3.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-017-9263-9] including a link to the official electronic version.