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Kimmerle, Joachim; Moskaliuk, Johannes; Brendle, Dieter; Cress, Ulrike – International Journal of Computer-Supported Collaborative Learning, 2017
When learners collaborate with each other in order to elaborate on a particular subject, this collaboration may be influenced by the differing perspectives the learners have on the topic. There has been very little research to date on how differing perspectives have an impact in collaboration situations in which people are supposed to form a…
Descriptors: Collaborative Writing, Cooperation, Secondary School Students, Statistical Analysis
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Jeong, Heisawn; Cress, Ulrike; Moskaliuk, Johannes; Kimmerle, Joachim – International Journal of Computer-Supported Collaborative Learning, 2017
Social interaction is crucial for understanding individual and collective processes in knowledge communities. We describe how technology has changed the way people interact in large communities. Building on this description, we propose a framework that distinguishes four types of joint interactions in online knowledge communities: Attendance,…
Descriptors: Cooperation, Interpersonal Relationship, Interaction, Models
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Cen, Ling; Ruta, Dymitr; Powell, Leigh; Hirsch, Benjamin; Ng, Jason – International Journal of Computer-Supported Collaborative Learning, 2016
The benefits of collaborative learning, although widely reported, lack the quantitative rigor and detailed insight into the dynamics of interactions within the group, while individual contributions and their impacts on group members and their collaborative work remain hidden behind joint group assessment. To bridge this gap we intend to address…
Descriptors: Cooperative Learning, Statistical Analysis, Group Dynamics, Group Activities
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Yang, Yuqin; van Aalst, Jan; Chan, Carol K. K.; Tian, Wen – International Journal of Computer-Supported Collaborative Learning, 2016
This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an…
Descriptors: Low Achievement, Metacognition, Foreign Countries, Grade 11
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Halatchliyski, Iassen; Moskaliuk, Johannes; Kimmerle, Joachim; Cress, Ulrike – International Journal of Computer-Supported Collaborative Learning, 2014
This article discusses the relevance of large-scale mass collaboration for computer-supported collaborative learning (CSCL) research, adhering to a theoretical perspective that views collective knowledge both as substance and as participatory activity. In an empirical study using the German Wikipedia as a data source, we explored collective…
Descriptors: Computer Assisted Instruction, Cooperation, Cooperative Learning, Collaborative Writing
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Engelmann, Tanja; Kolodziej, Richard; Hesse, Friedrich W. – International Journal of Computer-Supported Collaborative Learning, 2014
Empirical studies have proven the effectiveness of the knowledge and information awareness approach of Engelmann and colleagues for improving collaboration and collaborative problem-solving performance of spatially distributed group members. This approach informs group members about both their collaborators' knowledge structures and their…
Descriptors: Problem Solving, Cooperation, Trust (Psychology), Group Dynamics
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Martinez-Maldonado, Roberto; Dimitriadis, Yannis; Martinez-Monés, Alejandra; Kay, Judy; Yacef, Kalina – International Journal of Computer-Supported Collaborative Learning, 2013
Interactive tabletops can be used to provide new ways to support face-to-face collaborative learning. A little explored and somewhat hidden potential of these devices is that they can be used to enhance teachers' awareness of students' progress by exploiting captured traces of interaction. These data can make key aspects of collaboration…
Descriptors: Cooperation, Cooperative Learning, Computer Assisted Instruction, Computers
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Bennerstedt, Ulrika; Ivarsson, Jonas; Linderoth, Jonas – International Journal of Computer-Supported Collaborative Learning, 2012
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 focuses on positive aspects. While the agendas differ, the basic arguments still depart from a shared logic: that engagement in game-related activities…
Descriptors: Cooperation, Logical Thinking, Aggression, Cognitive Processes
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Gelmini-Hornsby, Giulia; Ainsworth, Shaaron; O'Malley, Claire – International Journal of Computer-Supported Collaborative Learning, 2011
Developing shared understanding is essential to productive collaboration where a product is jointly constructed. This is especially true when the different collaborators' contributions need to build coherently on one another, as, for example, when making a story together. This study investigated whether encouraging children to engage in discussion…
Descriptors: Classroom Environment, Young Children, Story Telling, Questioning Techniques
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Lampe, Cliff; Wohn, Donghee Yvette; Vitak, Jessica; Ellison, Nicole B.; Wash, Rick – International Journal of Computer-Supported Collaborative Learning, 2011
Social network sites such as Facebook are often conceived of as purely social spaces; however, as these sites have evolved, so have the ways in which students are using them. In this study, we examine how undergraduate students use the social network site Facebook to engage in classroom-related collaborative activities (e.g., arranging study…
Descriptors: Undergraduate Students, Class Activities, Learning Activities, Self Efficacy
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Szewkis, Eyal; Nussbaum, Miguel; Rosen, Tal; Abalos, Jose; Denardin, Fernanda; Caballero, Daniela; Tagle, Arturo; Alcoholado, Cristian – International Journal of Computer-Supported Collaborative Learning, 2011
The purpose of this paper is to show how a large group of students can work collaboratively in a synchronous way within the classroom using the cheapest possible technological support. Making use of the features of Single Display Groupware and of Multiple Mice we propose a computer-supported collaborative learning approach for big groups within…
Descriptors: Computer Uses in Education, Cooperative Learning, Computer Mediated Communication, Spanish
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Engelmann, Tanja; Hesse, Friedrich W. – International Journal of Computer-Supported Collaborative Learning, 2010
For collaboration in learning situations, it is important to know what the collaborators know. However, developing such knowledge is difficult, especially for newly formed groups participating in a computer-supported collaboration. The solution for this problem described in this paper is to provide to group members access to the knowledge…
Descriptors: Concept Mapping, Cooperation, Problem Solving, Computer Oriented Programs
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Wecker, Christof; Stegmann, Karsten; Bernstein, Florian; Huber, Michael J.; Kalus, Georg; Kollar, Ingo; Rathmayer, Sabine; Fischer, Frank – International Journal of Computer-Supported Collaborative Learning, 2010
Collaboration scripts are usually implemented as parts of a particular collaborative-learning platform. Therefore, scripts of demonstrated effectiveness are hardly used with learning platforms at other sites, and replication studies are rare. The approach of a platform-independent description language for scripts that allows for easy…
Descriptors: Electronic Learning, Scripts, Online Courses, Cooperation
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Gerdes, Anne – International Journal of Computer-Supported Collaborative Learning, 2010
This paper analyses preconditions for trust in virtual learning environments. The concept of trust is discussed with reference to cases reporting trust in cyberspace and through a philosophical clarification holding that trust in the form of self-surrender is a common characteristic of all human co-existence. In virtual learning environments,…
Descriptors: Trust (Psychology), Learning Strategies, Teaching Methods, Cooperation
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Rummel, Nikol; Spada, Hans; Hauser, Sabine – International Journal of Computer-Supported Collaborative Learning, 2009
In an earlier study, we had tested if observing a collaboration model, or alternatively, following a collaboration script could improve students' subsequent collaboration in a computer-mediated setting and promote their knowledge of good collaboration. Both model and script showed positive effects. The current study was designed to further probe…
Descriptors: Scripts, Cooperation, Models, Evaluation Methods
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