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Borge, Marcela; Ong, Yann Shiou; Rosé, Carolyn Penstein – International Journal of Computer-Supported Collaborative Learning, 2018
In this paper, we propose a conceptual framework to guide the design of a computer-supported collaborative learning intervention to help students learn how to improve collaborative knowledge building discourse at the level of the small group. The framework focuses on scripting individual and collective regulatory processes following collaboration.…
Descriptors: Cooperative Learning, Computer Assisted Instruction, Intervention, Discussion
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Rummel, Nikol – International Journal of Computer-Supported Collaborative Learning, 2018
In this brief squib, I take up the first of the provocations put forward by Wise and Schwarz in their recent article and make an attempt to spark further discussion. Specifically, I argue that instead of attempting to agree on an overarching, unified conceptual framework for CSCL from the top down, and rather than synthesizing findings from CSCL…
Descriptors: Models, Computer Assisted Instruction, Cooperative Learning, Taxonomy
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Tissenbaum, Mike; Berland, Matthew; Lyons, Leilah – International Journal of Computer-Supported Collaborative Learning, 2017
There is a growing understanding of the unique ways that tabletops support effective collaboration; however, this research mostly focuses on environments in which learners work towards a single shared goal. Underpinning this perspective, either implicitly or explicitly, is the theory that collaborative learning is a process of attaining convergent…
Descriptors: Cooperative Learning, Computer Interfaces, Models, Informal Education
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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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Dillenbourg, Pierre; Lemaignan, Séverin; Sangin, Mirweis; Nova, Nicolas; Molinari, Gaëlle – International Journal of Computer-Supported Collaborative Learning, 2016
Collaborative learning has often been associated with the construction of a shared understanding of the situation at hand. The psycholinguistics mechanisms at work while establishing common grounds are the object of scientific controversy. We postulate that collaborative tasks require some level of mutual modelling, i.e. that each partner needs…
Descriptors: Cooperative Learning, Modeling (Psychology), Interaction, Teamwork
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Dascalu, Mihai; Trausan-Matu, Stefan; McNamara, Danielle S.; Dessus, Philippe – International Journal of Computer-Supported Collaborative Learning, 2015
As Computer-Supported Collaborative Learning (CSCL) gains a broader usage, the need for automated tools capable of supporting tutors in the time-consuming process of analyzing conversations becomes more pressing. Moreover, collaboration, which presumes the intertwining of ideas or points of view among participants, is a central element of dialogue…
Descriptors: Cooperative Learning, Electronic Learning, Computer Mediated Communication, Computer Uses in Education
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Tee, Meng Yew; Lee, Shuh Shing – International Journal of Computer-Supported Collaborative Learning, 2013
Nonaka's model of knowledge creation can provide guidance for designing learning environments and activities. However, Bereiter is critical of the model because it does not address whether understanding is deepened in the process of socialization, externalization, combination and internalization. To address this issue of understanding, this…
Descriptors: Problem Based Learning, Learning, Models, Courses
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Sobreira, Pericles; Tchounikine, Pierre – International Journal of Computer-Supported Collaborative Learning, 2012
This article presents a model whose primary concern and design rationale is to offer users (teachers) with basic ICT skills an intuitive, easy, and flexible way of editing scripts. The proposal is based on relating an end-user representation as a table and a machine model as a tree. The table-tree model introduces structural expressiveness and…
Descriptors: Information Technology, Programming, Computer Interfaces, Computer Software
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Pollack, Sarah; Kolikant, Yifat Ben-David – International Journal of Computer-Supported Collaborative Learning, 2012
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 their past using historical texts. We traced one enactment of the model by a group comprised of two Israeli Jewish and two Israeli Arab students. Our…
Descriptors: Foreign Countries, Computer Mediated Communication, Discussion, Web 2.0 Technologies
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Jorczak, Robert L. – International Journal of Computer-Supported Collaborative Learning, 2011
This paper presents a model of collaborative learning that takes an information processing perspective of learning by social interaction. The collaborative information processing model provides a theoretical basis for understanding learning principles associated with social interaction and explains why peer-to-peer discussion is potentially more…
Descriptors: Interaction, Cooperative Learning, Peer Relationship, Teacher Student Relationship
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van Aalst, Jan – International Journal of Computer-Supported Collaborative Learning, 2009
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 were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous…
Descriptors: Computer Mediated Communication, Secondary School Students, Discourse Analysis, Models
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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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Cress, Ulrike – International Journal of Computer-Supported Collaborative Learning, 2008
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 statistical methods are not able to analyze such nested data adequately. This article describes the problems which arise when standard methods are…
Descriptors: Predictor Variables, Statistical Analysis, Research Needs, Educational Research
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Tchounikine, Pierre – International Journal of Computer-Supported Collaborative Learning, 2008
This paper presents a conceptual analysis of the technological dimensions related to the operationalization of CSCL macro-scripts. CSCL scripts are activity models that aim at enhancing the probability that knowledge generative interactions such as conflict resolution, explanation or mutual regulation occur during the collaboration process. We…
Descriptors: Cooperation, Models, Educational Technology, Computer Uses in Education
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