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Articles of Volume 13, Issue 3, September 2018

[-]Forming social systems by coupling minds at different levels of cognition: Design, tools, and research methods

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

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-018-9284-z] including a link to the official electronic version.

[-]Leveraging mobile eye-trackers to capture joint visual attention in co-located collaborative learning groups

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

About this article at springerlink.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

About this article at springerlink.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

About this article at springerlink.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

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-018-9283-0] including a link to the official electronic version.