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Articles of Volume 13, Issue 3, September 2018
Authors: Ulrike Cress, Gerry Stahl, Carolyn P. Rosé, Nancy Law, Sten Ludvigsen
Introduction: Since its inception, the main interest in CSCL has been in describing and supporting the fine-grained processes that make collaboration and joint actions happen. CSCL asks how digital tools can be ... [full article]
Citation: Cress, U., Stahl, G., Rose, C. et al. (2018) Forming social systems by coupling minds at different levels of cognition: Design, tools, and research methods. ijcscl 13 (3), pp. 235-240
DOI: 10.1007/s11412-018-9284-z
Preprint: cress_stahl_rose_law_ludvigsen_13_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-018-9284-z] including a link to the official electronic version.
Authors: Bertrand Schneider, Kshitij Sharma, Sebastien Cuendet, Guillaume Zufferey, Pierre Dillenbourg, Roy Pea
Abstract: This paper describes a promising methodology for studying co-located groups: mobile eye-trackers. We provide a comprehensive description of our data collection and analysis processes so that other ... [full abstract]
Keywords: Joint visual attention, Collaborative learning, Dual eye-tracking
Citation: Schneider, B., Sharma, K., Cuendet, S. et al. (2018) Leveraging mobile eye-trackers to capture joint visual attention in co-located collaborative learning groups. ijcscl 13 (3), pp. 241-261
DOI: 10.1007/s11412-018-9281-2
Preprint: schneider_sharma_cuendet_zufferey_dillenbourg_pea_13_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-018-9281-2] including a link to the official electronic version.
[-]Why and how do middle school students exchange ideas during science inquiry?
Authors: Camillia Matuk, Marcia C. Linn
Abstract: Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, ... [full abstract]
Keywords: Science inquiry, Middle school, Web-based curricula, Social technologies, Knowledge repositories, Student learning
Citation: Matuk, C., Linn, M.C. (2018) Why and how do middle school students exchange ideas during science inquiry?. ijcscl 13 (3), pp. 263-299
DOI: 10.1007/s11412-018-9282-1
Preprint: matuk_linn_13_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-018-9282-1] including a link to the official electronic version.
[-]Challenges in online collaboration: effects of scripting shared task perceptions
Authors: Allyson F. Hadwin, Aishah Bakhtiar, Mariel Miller
Abstract: Difficulties with planning, such as negotiating task understandings and goals, can have a profound effect on regulation and task performance when students work collaboratively (Miller and Hadwin, ... [full abstract]
Keywords: Computer-supported collaborative learning, Metacognition, Planning, Regulation, Collaborative learning, Scripting, Group awareness tools, Decision contingencies
Citation: Hadwin, A.F., Bakhtiar, A. & Miller, M. (2018) Challenges in online collaboration: effects of scripting shared task perceptions. ijcscl 13 (3), pp. 301-329
DOI: 10.1007/s11412-018-9279-9
Preprint: hadwin_bakhtiar_miller_13_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-018-9279-9] including a link to the official electronic version.
[-]Comparing effects of two collaboration scripts on learning activities for wiki-based environments
Authors: Sven Heimbuch, Lisa Ollesch, Daniel Bodemer
Abstract: Knowledge construction assignments with wikis can be found in various educational settings. However, wiki environments are not inevitably suited to help learning and thus more guidance could be ... [full abstract]
Keywords: Wiki, Collaboration scripts, Collaborative learning, Knowledge construction, Collaborative writing
Citation: Heimbuch, S., Ollesch, L. & Bodemer, D. (2018) Comparing effects of two collaboration scripts on learning activities for wiki-based environments. ijcscl 13 (3), pp. 331-357
DOI: 10.1007/s11412-018-9283-0
Preprint: heimbuch_ollesch_bodemer_13_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-018-9283-0] including a link to the official electronic version.