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Articles of Volume 10, Issue 3, September 2015
[-]Conceptualizing the intersubjective group
Author: Gerry Stahl
Introduction: Intersubjectivity may be considered the defining characteristic of CSCL. Intersubjectivity is a concept that indicates shared understanding among people. This “sharing” is not a matter of ... [full article]
Citation: Stahl, G. (2015) Conceptualizing the intersubjective group. ijcscl 10 (3), pp. 209-217
DOI: 10.1007/s11412-015-9220-4
Preprint: stahl_10_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-015-9220-4] including a link to the official electronic version.
Authors: Marcia C. Linn, Hajime Shirouzu, Masaki Miyake
Abstract: We pay tribute to Naomi Miyake who was a founding member of the International Society of the Learning Sciences (ISLS) and played a leading role in the development of the field of learning sciences. ... [full abstract]
Citation: [ijCSCL] (2015) Naomi Miyake: 1949–2015. ijcscl 10 (3), pp. 219-222
DOI: 10.1007/s11412-015-9221-3
Preprint: linn_shirouzu_miyake_10_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-015-9221-3] including a link to the official electronic version.
Author: Michael Hammond
Abstract: This paper is an exploration of the relevance of Habermas’s social theory for understanding meaning making in the context of shared online interaction. It describes some of the key ideas within ... [full abstract]
Keywords: Intersubjectivity, Habermas, Critical theory, CSCL
Citation: Hammond, M. (2015) A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?. ijcscl 10 (3), pp. 223-237
DOI: 10.1007/s11412-015-9215-1
Preprint: hammond_10_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-015-9215-1] including a link to the official electronic version.
[-]Learning to learn together with CSCL tools
Authors: Baruch B. Schwarz, Reuma de Groot, Manolis Mavrikis, Toby Dragon
Abstract: In this paper, we identify Learning to Learn Together (L2L2) as a new and important educational goal. Our view of L2L2 is a substantial extension of Learning to Learn (L2L): L2L2 consists of learning ... [full abstract]
Keywords: Learning to learn, Collaborative learning, Inquiry learning, Mathematical problem solving, Peer assessment
Citation: Schwarz, B.B., de Groot, R., Mavrikis, M., & Dragon, T. (2015) Learning to learn together with CSCL tools. ijcscl 10 (3), pp. 239-271
DOI: 10.1007/s11412-015-9216-0
Preprint: schwarz_groot_mavrikis_dragon_10_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-015-9216-0] including a link to the official electronic version.
[-]Collaborative group engagement in a computer-supported inquiry learning environment
Authors: Suparna Sinha, Toni Kempler Rogat, Karlyn R. Adams-Wiggins, Cindy E. Hmelo-Silver
Abstract: Computer-supported collaborative learning environments provide opportunities for students to collaborate in inquiry-based practices to solve authentic problems, using technological tools as a ... [full abstract]
Keywords: Engagement, Computer-supported collaborative learning, Social interactions, Technological affordances
Citation: Sinha, S., Rogat, T. K., Adams-Wiggins, K. R., & Hmelo-Silver, C. E. (2015) Collaborative group engagement in a computer-supported inquiry learning environment. ijcscl 10 (3), pp. 273-307
DOI: 10.1007/s11412-015-9218-y
Preprint: sinha_rogat_adams-wiggins_hmelo-silver_10_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-015-9218-y] including a link to the official electronic version.
[-]Group-level formative feedback and metadiscourse
Authors: Monica Resendes, Marlene Scardamalia, Carl Bereiter, Bodong Chen, Cindy Halewood
Abstract: This research explores the ability of grade 2 students to engage in productive discussion about the state of their knowledge building using group-level feedback tools to support their metadiscourse. ... [full abstract]
Keywords: Formative feedback, Knowledge building, Metadiscourse, Collaborative discourse, Vocabulary
Citation: Resendes, M., Scardamalia, M., Bereiter, C., Chen, B., & Halewood, C. (2015) Group-level formative feedback and metadiscourse. ijcscl 10 (3), pp. 309-336
DOI: 10.1007/s11412-015-9219-x
Preprint: resendes_scardamalia_bereiter_chen_halewood_10_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-015-9219-x] including a link to the official electronic version.