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Articles of Volume 7, Issue 1, March 2012
[-]Ethnomethodologically informed
Gerry Stahl
The research field of CSCL is ethnomethodologically informed, or at least ethnomethodologically influenced. This has not always been the case, although there is a logic to this growing tendency. ... [full article]
Stahl, G. (2012) Ethnomethodologically informed. ijcscl 7 (1), pp. 1-10
link.springer.com [http://dx.doi.org/10.1007/s11412-012-9142-3] including a link to the official electronic version.
this article at[-]Making rounds: The routine work of the teacher during collaborative learning with computers
Christian Greiffenhagen
This paper provides a detailed analysis of the work of the teacher during collaborative-learning activities. Whilst the importance of the teacher for the success of collaborative learning has ... [full abstract]
Teacher interventions, Teacher's role, Classroom management, Scaffolding, Collaborative learning, Cooperative learning, Ethnomethodology
Greiffenhagen, C. (2012) Making rounds: The routine work of the teacher during collaborative learning with computers. ijcscl 7 (1), pp. 11-42
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9134-8] including a link to the official electronic version.
this article at[-]How gamers manage aggression: Situating skills in collaborative computer games
Ulrika Bennerstedt, Jonas Ivarsson, Jonas Linderoth
In the discussion on what players learn from digital games, there are two major camps in clear opposition to each other. As one side picks up on negative elements found in games the other side ... [full abstract]
Collaborative gaming, Coordinated action, Boss fights, Ethnomethodology, Skill, Transfer, Violence, Gaming literacy, MMOG
Bennerstedt, U., Ivarsson, J., & Linderoth, J. (2012) How gamers manage aggression: Situating skills in collaborative computer games. ijcscl 7 (1), pp. 43-61
bennerstedt_ivarsson_linderoth_7_1.pdf
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9136-6] including a link to the official electronic version.
this article atKenneth Silseth
The purpose of this article is to gain knowledge about how interactions in a gaming context become constituted as effective resources for a student’s learning trajectory. In addition, this detailed ... [full abstract]
Classroom interaction, Computer games, Dialogic, Game-based learning, Learning resources, Learning trajectory, Student-teacher interaction, Voice
Silseth, K. (2012) The multivoicedness of game play: Exploring the unfolding of a student’s learning trajectory in a gaming context at school. ijcscl 7 (1), pp. 63-84
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9132-x] including a link to the official electronic version.
this article at[-]Personal and shared experiences as resources for meaning making in a philosophy of science course
Maarit Arvaja
The aim of this case study was to explore health-education students’ personal and collaborative meaning making activities during an online science philosophy course in the higher-education context. ... [full abstract]
Collaborative learning, Contextual resources, Dialogicality, Intercontextuality, Intertextuality, Meaning making
Arvaja, M. (2012) Personal and shared experiences as resources for meaning making in a philosophy of science course. ijcscl 7 (1), pp. 85-108
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9137-5] including a link to the official electronic version.
this article atYifat Ben-David Kolikant, Sarah Pollack
We present an instructional model involving a computer-supported collaborative learning environment, in which students from two conflicting groups collaboratively investigate an event relevant to ... [full abstract]
Collaborative learning, Conflict, Intersubjectivity, Historical thinking, Polyphony, Wiki
Pollack, S. & Kolikant, Y. B.-D. (2012) Collaboration amidst disagreement and moral judgment: The dynamics of Jewish and Arab students’ collaborative inquiry of their joint past. ijcscl 7 (1), pp. 109-128
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9138-4] including a link to the official electronic version.
this article atChee-Kit Looi, Yangjie Song
The links uncovered by research connecting teacher beliefs to classroom practice and student inquiry-based learning are tenuous. This study aims at examining (a) how teacher beliefs influenced ... [full abstract]
Teacher beliefs, Teacher practices, Student learning, CSCL, Progressive inquiry learning, Inquiry principle-based practices
Song, Y. & Looi, C.-K. (2012) Linking teacher beliefs, practices and student inquiry-based learning in a CSCL environment: A tale of two teachers. ijcscl 7 (1), pp. 129-159
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9133-9] including a link to the official electronic version.
this article at[-]The role of teacher assistance on the effects of a macro-script in collaborative writing tasks
Javier Onrubia, Anna Engel
Some recent proposals on CSCL scripts have suggested that one key factor for their effectiveness is the ability of the teacher to adapt the scripts to the students and to the specific teaching and ... [full abstract]
CSCL scripts, Higher education, Patterns of group organisation, Phases of collaborative knowledge construction, Teacher assistance
Onrubia, J. & Engel, A. (2012) The role of teacher assistance on the effects of a macro-script in collaborative writing tasks. ijcscl 7 (1), pp. 161-186
link.springer.com [http://dx.doi.org/10.1007/s11412-011-9125-9] including a link to the official electronic version.
this article at