1. CSCL 1995: Bloomington, IN, USA

• Terence Ahern:
  The effect of window state on user behavior in an on-line computer mediated conference. 1-7
  
• Marion A. Barfurth:
  Understanding the collaborative learning process in a technology rich environment: the case of children's disagreements. 8-13
  
• Philip Bell, Elizabeth A. Davis, Marcia C. Linn:
  The knowledge integration environment: theory and design. 14-21
  
• Curtis J. Bonk, Kira S. King:
  Computer conferencing and collaborative writing tools: starting a dialogue about student dialogue. 22-26
  
• Janet Bowers:
  An alternative perspective for developing a mathematical microworld. 27-31
  
• Lauren J. Bricker, Steven L. Tanimoto, Alex I. Rothenberg, Danny C. Hutama, Tina H. Wong:
  Multiplayer activities that develop mathematical coordination. 32-39
  
• Sean P. Brophy:
  Computer partner in the classroom: fostering small group problem solving. 40-44
  
• Teresa Cerratto, Claire Belisle:
  Reframing learning in CSCL environments. 45-48
  
• Tak-Wai Chan, Chih-Yueh Chou:
  Simulating a learning companion in reciprocal tutoring systems. 49-56
  
• Ellen Christiansen, Lone Dirckinck-Holmfeld:
  Making distance learning collaborative. 57-61
  
• Andy Cockburn, Saul Greenberg:
  TurboTurtle: a collaborative microworld for exploring Newtonian physics. 62-66
  
• Karen A. Cole:
  Equity issues in computer-based collaboration: looking beyond surface indicators. 67-74
  
• Penny Collings, David Walker:
  Applications to support student group work. 75-79
  
• Seung-Youn Chyung, Judi Repman, William Lan:
  Academic risk-taking and CSCL. 80-83
  
• James R. Davis, Daniel P. Huttenlocher:
  Shared annotation for cooperative learning. 84-88
  
• Frank P. C. M. de Jong, Jos G. B. Mensink:
  Training cops' decisions in deadly force through reflection by use of a powerful learning environment. 89-93
  
• George Duckett, William Painter Jr., Marty Gay, Dan Gerson, Terry Lee Moore, Katherine B. Wallet:
  Athena Univ. - VOU and GENII. 94-98
  
• R. T. Jim Eales, Jim Welsh:
  Design for collaborative learnability. 99-106
  
• Daniel C. Edelson, D. Kevin O'Neill, Louis M. Gomez, Laura D'Amico:
  A design for effective support of inquiry and collaboration. 107-111
  
• Eva Ekeblad, Berner Lindström:
  Collaboration as pedagogy, collaboration as window. 112-115
  
• Marjo Favorin:
  Towards computer support for collaborative learning at work. 116-119
  
• Anne Ferraro, Edwin H. Rogers, Cheryl Geisler:
  Team learning through computer supported collaborative design. 120-124
  
• Gerhard Fischer:
  Distributed cognition, learning webs, and domain-oriented design environments. 125-129
  
• Annita Fjuk:
  Towards and analytical framework for CSCdistanceL. 130-134
  
• Brian R. Gaines, Mildred L. G. Shaw:
  Collaboration through concept maps. 135-138
  
• Phillip J. Glenn, Timothy Kochmann, Melinda Conlee:
  Theory sequences in a problem-based learning group: a case study. 139-142
  
• Shelley Goldman, Judit Moschkovich:
  Environments for collaborating mathematically: the middle-school mathematics through applications project. 143-146
  
• Carl Gutwin, Gwen Stark, Saul Greenberg:
  Support for workspace awareness in educational groupware. 147-156
  
• Mark Guzdial, Jennifer Turns, Noel Rappin, David Carlson:
  Collaborative support for learning in complex domains. 157-160
  
• Elske Heeren:
  Technology selection for small-group collaborative distance learning. 161-164
  
• Françoise Herrmann:
  Listserver communication: the discourse of community-building. 165-168
  
• Cindy E. Hmelo, Jorge A. Vanegas, Matthew Realff, Bret Bras, Jim Mulholland, Terry Shikano, Mark Guzdial:
  Technology support for collaborative learning in a problem-based curriculum for sustainable technology. 169-172
  
• David J. S. Ibsen:
  Collaborative information networks. 173-176
  
• Kori Inkpen, Kellogg S. Booth, Maria M. Klawe, Rena Upitis:
  Playing together beats playing apart, especially for girls. 177-181
  
• David H. Jonassen:
  Operationalizing mental models: strategies for assessing mental models to support meaningful learning and design-supportive learning environments. 182-186
  
• Ana Cristina L. A. Jurema, Maria Edite Costa Lima, Mary C. Dalmau, Merval Jurema Filho:
  Towards a pedagogy of informatics. 187-190
  
• Gellof Kanselaar, Gijsbert Erkens:
  A cooperative system for collaborative problem solving. 191-194
  
• Hiroshi Kato, Akiko Ide:
  Using a game for social setting in a learning environment: AlgoArena - a tool for learning software design. 195-199
  
• Sandra Katz:
  Identifying the support needed in computer-supported collaborative learning systems. 200-203
  
• Gregory J. Kelly, Teresa Crawford:
  Computer representations in students' conversations: analysis of discourse in small laboratory groups. 204-208
  
• Maria Klawe, Eileen Phillips:
  A classroom study: electronic games engage children as researchers. 209-213
  
• Bruce Lindeman, Todd Kent, Mable Kinzie, Valerie Larsen, Lara Ashmore, Frank Becker:
  Exploring cases on-line with virtual environments. 214-217
  
• Dirk E. Mahling, Bryan B. Sorrows, Ingjerd Skogseid:
  A collaborative environment for semi-structured medical problem based learning. 218-225
  
• Joan Mazur, Traci Bliss:
  CASENET: creating conditions for conversation and community for teachers in the midst of reform. 226-233
  
• David McConnell:
  A methodology for designing post graduate professional development distant learning CSCL programmes. 234-237
  
• R. R. McCown, Marcy P. Driscoll:
  Using collaborative writing and problem-based learning in the college classroom. 238-241
  
• James M. Monaghan, John Clement:
  Use of collaborative computer simulation activities to facilitate relative motion learning. 242-246
  
• N. Hari Narayanan, Cindy E. Hmelo, Valery A. Petrushin, Wendy Newstetter, Mark Guzdial, Janet L. Kolodner:
  Computational support for collaborative learning through generative problem solving. 247-254
  
• D. Kevin O'Neill, Daniel C. Edelson, Louis M. Gomez, Laura D'Amico:
  Learning to weave collaborative hypermedia into classroom practice. 255-258
  
• Jun Oshima, Carl Bereiter, Marlene Scardamalia:
  Information-access characteristics for high conceptual progress in a computer-networked learning environment. 259-267
  
• Susan M. Powers:
  A qualitative examination of an interactive computer program on multiculturalism. 268-272
  
• Gail L. Rein:
  Teaching IS design and development in a group learning setting. 273-279
  
• Paul E. Resta:
  Project CIRCLE: student mentors as a strategy for training and supporting teachers in the use of computer-based tools for collaborative learning. 280-282
  
• Ron S. Saito, Gail A. Rathbun, David A. Goodrum:
  Creating the enriched case: using aesthetics as an alternative approach to designing a multimedia case. 283-286
  
• Bertha Salinas, Jorge Márquez, Rigoberto León:
  Analysis of interactions based on computer use from cognitive and cultural perspectives: an exploratory study in Mexico. 287-290
  
• Kurt Schneider, Kumiyo Nakakoji:
  Collaborative learning as interplay between simulation model builder and player. 291-295
  
• Helen J. Schwartz, Jeffrey X. Watt:
  Collaborative writing software for problem solving in math. 296-299
  
• Mildred L. G. Shaw, Brian R. Gaines:
  Comparing constructions through the Web. 300-307
  
• Lawrence W. Sherman:
  A postmodern, constructivist and cooperative pedagogy for teaching educational psychology, assisted by computer mediated communications. 308-311
  
• Paul G. Shotsberger, Karan B. Smith, Christopher G. Spell:
  Collaborative distance education on the World Wide Web: what would that look like? 312-316
  
• Jeff Spitulnik, Scott Studer, Elizabeth Finkel, Edwin Gustafson, Jason Laczko, Elliot Soloway:
  Toward supporting learners participating in scientifically-informed community discourse. 317-320
  
• Gerry Stahl, Tamara Sumner, Alexander Repenning:
  Internet repositories for collaborative learning: supporting both students and teachers. 321-328
  
• Liz C. Stephens:
  LEAP: a constructivist laserdisc program for English/language arts teacher education. 329-332
  
• John E. Stinson, Richard G. Milter:
  The enabling impact of information technology: the case of the Ohio University MBA. 333-336
  
• Taku Sugimoto:
  A framework of hypertextual vocabulary support for collaborative learning. 337-340
  
• Daniel D. Suthers, Arlene Weiner:
  Groupware for developing critical discussion skills. 341-348
  
• Hideyuki Suzuki, Hiroshi Kato:
  Interaction-level support for collaborative learning: AlgoBlock - an open programming language. 349-355
  
• Kathleen M. Swigger, Robert P. Brazile, Dongil Shin:
  Teaching computer science students how to work together. 356-361
  
• Iris Tabak, William A. Sandoval, Brian K. Smith, Aggelici Agganis, Eric Baumgartner, Brian J. Reiser:
  Supporting collaborative guided inquiry in a learning environment for biology. 362-366
  
• Michael B. Twidale, David M. Nichols, Gareth Smith, Jonathan Trevor:
  Supporting collaborative learning during information searching. 367-370
  
• James Walch:
  Cyber Bosnia: computer-mediated communications in a war zone. 375-379
  
• Denise Whitelock, Eileen Scanlon, Josie Taylor, Tim O'Shea:
  Computer support for pupils collaborating: a case study on collisions. 380-384
  
• Karin M. Wiburg:
  An historical perspective on instructional design: is it time to exchange Skinner's teaching machine for Dewey's toolbox. 385-391
  
• Donald J. Winiecki, Terence Ahern:
  Designing for learnability (DesiL): an engine for informing the design of easy-to-learn microcomputer interfaces. 392-396
  
• Nicola Yelland:
  Collaboration and learning with Logo: does gender make a difference? 397-401
  
• Yong Zhao, Keith Campbell:
  Refining knowledge in a virtual community: a case-based collaborative project for preservice teachers. 402-405
  

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