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Articles of Volume 9, Issue 2, June 2014

[-]Dialogic foundations of CSCL

Authors: Gerry Stahl, Ulrike Cress, Sten Ludvigsen, Nancy Law

Introduction: The dialogical perspective provides an important theoretical framework for CSCL. The strain of this approach most influential in CSCL arose in the throes of the Russian revolution. In the social and ...  [full article]

Citation: Stahl, G., Cress, U., Law, N., & Ludvigsen, S. (2014) Dialogic foundations of CSCL. ijcscl 9 (2)

DOI: 10.1007/s11412-014-9194-7

Preprint: Acrobat-PDF stahl_cress_ludvigsen_law_9_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-014-9194-7] including a link to the official electronic version.

[-]PolyCAFe: Automatic support for the polyphonic analysis of CSCL chats

Authors: Stefan Trausan-Matu, Mihai Dascalu, Traian Rebedea

Abstract: Chat conversations and other types of online communication environments are widely used within CSCL educational scenarios. However, there is a lack of theoretical and methodological background for ...  [full abstract]

Keywords: Chat conversations, Dialogism, Polyphony, Inter-animation, Learning analytics, Natural Language Processing, Automatic feedback, Collaboration assessment

Citation: Trausan-Matu, S., Dascalu, M., & Rebedea, T. (2014) PolyCAFe: Automatic support for the polyphonic analysis of CSCL chats. ijcscl 9 (2)

DOI: 10.1007/s11412-014-9190-y

Preprint: Acrobat-PDF trausan-matu_dascalu_rebedea_9_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-014-9190-y] including a link to the official electronic version.

[-]Disengaged students and dialogic learning: The role of CSCL affordances

Authors: Benzi Slakmon, Baruch B. Schwarz

Abstract: Only a few studies have dealt with the challenge of bridging the linguistic gap between the dialogic realm and the talk of disengaged students. Bridging this gap is particularly relevant to the CSCL ...  [full abstract]

Keywords: Disengaged students, Dialogic pedagogy, Technology affordances, Discursive norms, Philosophy for children, Voice

Citation: Slakmon, B. & Schwarz, B. B. (2014) Disengaged students and dialogic learning: The role of CSCL affordances. ijcscl 9 (2)

DOI: 10.1007/s11412-014-9191-x

Preprint: Acrobat-PDF slakmon_schwarz_9_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-014-9191-x] including a link to the official electronic version.

[-]Attending to others' posts in asynchronous discussions: Learners' online "listening" and its relationship to speaking

Authors: Alyssa Friend Wise, Simone Nicole Hausknecht, Yuting Zhao

Abstract: Theoretical models of collaborative learning through online discussions presuppose that students generally attend to others’ posts. However, a succession of studies over the last decade has shown ...  [full abstract]

Keywords: Asynchronous discussion groups, Online learning, Student participation, Computer mediated communication

Citation: Wise, A. F., Hausknecht, S., N., & Zhao, Y. (2014) Attending to others' posts in asynchronous discussions: Learners' online "listening" and its relationship to speaking. ijcscl 9 (2)

DOI: 10.1007/s11412-014-9192-9

Preprint: Acrobat-PDF wise_hausknecht_zhao_9_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-014-9192-9] including a link to the official electronic version.

[-]Preventing undesirable effects of mutual trust and the development of skepticism in virtual groups by applying the knowledge and information awareness approach

Authors: Tanja Engelmann, Richard Kolodziej, Friedrich W. Hesse

Abstract: Empirical studies have proven the effectiveness of the knowledge and information awareness approach of Engelmann and colleagues for improving collaboration and collaborative problem-solving ...  [full abstract]

Keywords: Computer-supported collaborative problem solving, Group awareness, Knowledge and information awareness, Mutual skepticism, Mutual trust

Citation: Engelmann, T., Kolodziej, R., & Hesse, F. W. (2014) Preventing undesirable effects of mutual trust and the development of skepticism in virtual groups by applying the knowledge and information awareness approach. ijcscl 9 (2)

DOI: 10.1007/s11412-013-9187-y

Preprint: Acrobat-PDF engelmann_kolodziej_hesse_9_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-013-9187-y] including a link to the official electronic version.