International Journal of Computer-Supported Collaborative Learning

Authors: Gerry Stahl, Friedrich Hesse

Introduction: Pierre Dillenbourg and Fabrice Hong bring our flash theme of scripting to a conclusion with a pedagogical design model for scripting classroom activities. Their theoretical framework for ...  [full article]

Citation: Stahl, G. & Hesse, F. (2008) The many levels of CSCL. ijcscl 3 (1)

DOI: 10.1007/s11412-007-9036-y

Preprint: stahl_hesse_3_1.pdf

About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-007-9036-y] including a link to the official electronic version.

Authors: Pierre Dillenbourg, Fabrice Hong

Abstract: Macro scripts structure collaborative learning and foster the emergence of knowledge-productive interactions such as argumentation, explanations and mutual regulation. We propose a pedagogical model ...  [full abstract]

Keywords: Scripts, Pedagogical design model

Citation: Dillenbourg, P. & Hong, F. (2008) The mechanics of CSCL macro scripts. ijcscl 3 (1)

DOI: 10.1007/s11412-007-9033-1

Preprint: dillenbourg_hong_3_1.pdf

About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-007-9033-1] including a link to the official electronic version.

Authors: Ingeborg Krange, Sten Ludvigsen

Abstract: This article discusses the relationship between procedural and conceptual problem solving in a computer-supported collaborative learning (CSCL) environment designed within the field of science ...  [full abstract]

Keywords: Learning, Scientific concepts, Teacher intervention, Dialogical approach, Design experiment, Interaction analysis, Networked 3D learning environment, Computer-based 3D models, Website

Citation: Krange, I. & Ludvigsen, S. (2008) What does it mean? Students’ procedural and conceptual problem solving in a CSCL environment designed within the field of science education. ijcscl 3 (1)

DOI: 10.1007/s11412-007-9030-4

Preprint: krange_ludvigsen_3_1.pdf

About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-007-9030-4] including a link to the official electronic version.

Author: Bernhard Nett

Abstract: Educators who are prepared to make use of CSCL can find themselves restricted in their space for maneuvering regarding educational innovation. As a supportive context can be very important for them, ...  [full abstract]

Keywords: Learning, Collaboration, Computer support, Communities of Practice, MOOs, Seminar Organization, Educational Innovation

Citation: Nett, B. (2008) A Community of Practice among tutors enabling student participation in a seminar preparation. ijcscl 3 (1)

DOI: 10.1007/s11412-007-9031-3

Preprint: nett_3_1.pdf

About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-007-9031-3] including a link to the official electronic version.

Author: Ulrike Cress

Abstract: Per definition, CSCL research deals with the data of individuals nested in groups, and the influence of a specific learning setting on the collaborative process of learning. Most well-established ...  [full abstract]

Keywords: Multilevel models, Hierarchical linear models, Quantitative analysis for CSCL

Citation: Cress, U. (2008) The need for considering multilevel analysis in CSCL research — An appeal for the use of more advanced statistical methods. ijcscl 3 (1)

DOI: 10.1007/s11412-007-9032-2

Preprint: cress_3_1.pdf

About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-007-9032-2] including a link to the official electronic version.

Authors: Joachim Kimmerle, Ulrike Cress

Abstract: A common challenge in many situations of computer-supported collaborative learning is increasing the willingness of those involved to share their knowledge with other group members. As a prototypical ...  [full abstract]

Keywords: Group awareness, Self-presentation, Information-exchange dilemma

Citation: Kimmerle, J. & Cress, U. (2008) Group awareness and self-presentation in computer-supported information exchange. ijcscl 3 (1)

DOI: 10.1007/s11412-007-9027-z

Preprint: kimmerle_cress_3_1.pdf

About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-007-9027-z] including a link to the official electronic version.