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Articles of Volume 4, Issue 3, September 2009
Authors: Gerry Stahl, Friedrich Hesse
Introduction: Upon the shore of the Aegean Sea, amidst the splendor of ancient Rhodes, the CSCL community convened in June to mix futuristic stabs at truth with classic vistas of natural beauty. Preceded by the ... [full article]
Citation: Stahl, G. & Hesse, F. (2009) Classical dialogs in CSCL. ijcscl 4 (3), pp. 233-237
DOI: 10.1007/s11412-009-9071-y
Preprint: 
stahl_hesse_4_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-009-9071-y] including a link to the official electronic version.
[-]Time is precious: Variable- and event-centred approaches to process analysis in CSCL research
Author: Peter Reimann
Abstract: Although temporality is a key characteristic of the core concepts of CSCL—interaction, communication, learning, knowledge building, technology use—and although CSCL researchers have privileged ... [full abstract]
Keywords: Process analysis, Qualitative methods, Quantitative methods, Research methods
Citation: Reimann, P. (2009) Time is precious: Variable- and event-centred approaches to process analysis in CSCL research. ijcscl 4 (3), pp. 239-257
DOI: 10.1007/s11412-009-9070-z
Preprint: reimann_4_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-009-9070-z] including a link to the official electronic version.
[-]Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
Author: Jan van Aalst
Abstract: The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia’s knowledge-creation model. Distinctions ... [full abstract]
Keywords: Knowledge sharing, Constructivism, Knowledge building, Knowledge creation, Argumentation
Citation: van Aalst, J. (2009) Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses. ijcscl 4 (3), pp. 259-287
DOI: 10.1007/s11412-009-9069-5
Preprint: vanaalst_4_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-009-9069-5] including a link to the official electronic version.
[-]A three-level analysis of collaborative learning in dual-interaction spaces
Author: Jacques Lonchamp
Abstract: CSCL systems which follow the dual-interaction spaces paradigm support the synchronous construction and discussion of shared artifacts by distributed or colocated small groups of learners. The most ... [full abstract]
Keywords: Dual-interaction spaces, Interaction analysis, Generic environment, Generic analysis approach
Citation: Lonchamp, J. (2009) A three-level analysis of collaborative learning in dual-interaction spaces. ijcscl 4 (3), pp. 289-317
DOI: 10.1007/s11412-009-9068-6
Preprint: lonchamp_4_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-009-9068-6] including a link to the official electronic version.
[-]Collaborative corrections with spelling control: Digital resources and peer assistance
Author: Asta Cekaite
Abstract: The present study has explored how pairs of students deployed digital tools (spelling software) as resources in spontaneously occurring corrections of spelling errors. Drawing on the sociocultural ... [full abstract]
Keywords: CSCL, Sociocultural theory, Interaction analysis, Error corrections, Spellchecker technological tools
Citation: Cekaite, A. (2009) Collaborative corrections with spelling control: Digital resources and peer assistance. ijcscl 4 (3), pp. 319-341
DOI: 10.1007/s11412-009-9067-7
Preprint: cekaite_4_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-009-9067-7] including a link to the official electronic version.
[-]Web 2.0: Inherent tensions and evident challenges for education
Author: Nina Bonderup Dohn
Abstract: In upper tertiary educational programmes around the world, the new Web-mediated communication practices termed Web 2.0 are introduced as learning activities with the goal of facilitating learning ... [full abstract]
Keywords: Web 2.0 in education, Concepts of knowledge, Concepts of learning, Practice logic, Body schema, Evaluation
Citation: Bonderup Dohn, N. (2009) Web 2.0: Inherent tensions and evident challenges for education. ijcscl 4 (3), pp. 343-363
DOI: 10.1007/s11412-009-9066-8
Preprint: bonderupdohn_4_3.pdf
About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-009-9066-8] including a link to the official electronic version.