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Articles of Volume 12, Issue 3, September 2017
[-]Divisive or facilitative: The two faces of technology in CSCL
Carolyn P. Rosé, Sten Ludvigsen, Nancy Law, Ulrike Cress, Gerry Stahl
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]
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
rose_ludvigsen_law_cress_stahl_12_3.pdf
link.springer.com [http://dx.doi.org/10.1007/s11412-017-9265-7] including a link to the official electronic version.
this article atAmber Simpson, Nicole Bannister, Gretchen Matthews
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]
Interaction analysis, Participation, Power, Status, Positioning theory, Technology
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
simpson_bannister_matthews_12_3.pdf
link.springer.com [http://dx.doi.org/10.1007/s11412-017-9261-y] including a link to the official electronic version.
this article atPiia Näykki, Jaana Isohätälä, Sanna Järvelä, Johanna Pöysä-Tarhonen, Päivi Häkkinen
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]
Macro-script, Socio-cognitive monitoring, Socio-emotional monitoring, Regulation, Script appropriation, Video analysis
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
naeykki_isohaetaelae_jaervelae_poeysae-tarhonen_haekkinen_12_3.pdf
link.springer.com [http://dx.doi.org/10.1007/s11412-017-9259-5] including a link to the official electronic version.
this article atMatthias Schwaighofer, Freydis Vogel, Ingo Kollar, Stefan Ufer, Anselm Strohmaier, Ilka Terwedow, Sarah Ottinger, Kristina Reiss, Frank Fischer
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]
Mathematical argumentation skills, Collaboration scripts, Heuristic worked examples, Working memory capacity
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
schwaighofer_vogel_kollar_ufer_strohmaier_terwedov_ottinger_reiss_fischer_12_3.pdf
link.springer.com [http://dx.doi.org/10.1007/s11412-017-9260-z] including a link to the official electronic version.
this article atOwen M. Harney, Michael J. Hogan, Sarah Quinn
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]
Computer Supported Collaborative Learning, Prompting, Peer Learning, Facilitation, Consensus, Argumentation
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
link.springer.com [http://dx.doi.org/10.1007/s11412-017-9263-9] including a link to the official electronic version.
this article at