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Articles of Volume 13, Issue 1, March 2018
[-]Multiple forms of regulation and coordination across levels in educational settings
Sten Ludvigsen, Ulrike Cress, Nancy Law, Gerry Stahl, Carolyn P. Rosé
All four papers in this issue of ijCSCL problematize collaborative processes, as they play out differently depending on contextual factors. This problematization is related to three areas: 1) ... [full article]
Ludvigsen, S., Cress, U., Law, N. et al. (2018) Multiple forms of regulation and coordination across levels in educational settings. ijcscl 13 (1), pp. 1-6
ludvigsen_cress_law_stahl_rose_13_1.pdf
link.springer.com [http://dx.doi.org/10.1007/s11412-018-9274-1] including a link to the official electronic version.
this article atInga M. Bause, Irina R. Brich, Ann-Katrin Wesslein, Friedrich W. Hesse
Touch technologies have become ubiquitous, motivating researchers to explore their potential - especially in collaborative scenarios. Studies on collaboration using joint visual spaces like ... [full abstract]
Collaboration, Collaborative problem solving, Computer support, Intuitive use, Prior preferences, Biases
Bause, I.M., Brich, I.R., Wesslein, A-K. et al. (2018) Using technological functions on a multi-touch table and their affordances to counteract biases and foster collaborative problem solving. ijcscl 13 (1), pp. 7-33
bause_brich_wesslein_hesse_13_1.pdf
link.springer.com [http://dx.doi.org/10.1007/s11412-018-9271-4] including a link to the official electronic version.
this article atYou Su, Yanyan Li, Hening Hu, Carolyn P. Rosé
Students’ regulation has been conceptualized as an important impetus for effective and efficient collaborative learning. However, little empirical evidence has been reported about language ... [full abstract]
Self-regulated learning, Social regulation of learning, Process mining, English as a foreign language
Su, Y., Li, Y., Hu, H. et al. (2018) Exploring college English language learners’ self and social regulation of learning during wiki-supported collaborative reading activities. ijcscl 13 (1), pp. 35-60
link.springer.com [http://dx.doi.org/10.1007/s11412-018-9269-y] including a link to the official electronic version.
this article at[-]Learning to monitor and regulate collective thinking processes
Marcela Borge, Yann Shiou Ong, Carolyn P. Rosé
In this paper, we propose a conceptual framework to guide the design of a computer-supported collaborative learning intervention to help students learn how to improve collaborative knowledge building ... [full abstract]
Assessment, Collective regulation, Discussion quality, Online collaboration, Online learning, Socio-metacognition, System design
Borge, M., Ong, Y.S. & Rosé, C.P. (2018) Learning to monitor and regulate collective thinking processes. ijcscl 13 (1), pp. 61-92
link.springer.com [http://dx.doi.org/10.1007/s11412-018-9270-5] including a link to the official electronic version.
this article at[-]Connecting levels of activity with classroom network technology
Tobin White
Classroom activity traditionally takes one of three forms, variously oriented toward the levels of individual students, small groups, or the whole class. CSCL systems, however, may enable novel ways ... [full abstract]
Mathematics, Classroom networks, Sociocultural theory, Classroom orchestration
White, T. (2018) Connecting levels of activity with classroom network technology. ijcscl 13 (1), pp. 93-122
link.springer.com [http://dx.doi.org/10.1007/s11412-018-9272-3] including a link to the official electronic version.
this article at[-]One framework to rule them all? Carrying forward the conversation started by Wise and Schwarz
Nikol Rummel
In this brief squib, I take up the first of the provocations put forward by Wise and Schwarz in their recent article and make an attempt to spark further discussion. Specifically, I argue that ... [full abstract]
Computer-supported collaborative learning, Taxonomy of support dimensions, CSCL support framework
Rummel, N. (2018) One framework to rule them all? Carrying forward the conversation started by Wise and Schwarz. ijcscl 13 (1), pp. 123-129
link.springer.com [http://dx.doi.org/10.1007/s11412-018-9273-2] including a link to the official electronic version.
this article at