7. CSCL 2007:
Rutgers University,
New Brunswick,
NJ,
USA
Clark A. Chinn, Gijsbert Erkens, Sadhana Puntambekar (Eds.):
Proceedings of the 7th Iternational Conference on Computer Supported Collaborative Learning, CSCL'07, New Brunswick, NJ, USA, July 16-21, 2007.
International Society of the Learning Sciences / ACM DL 2007, ISBN 978-0-6151-5436-7
- Cindy E. Hmelo-Silver, Angela M. O'Donnell:
Preface.
- Gerhard Fischer:
Designing socio-technical environments in support of meta-design and social creativity.
2-11
- Douglas Clark, Victor Sampson, Armin Weinberger, Gijsbert Erkens:
Evaluating the quality of dialogical argumentation in CSCL: moving beyond an analysis of formal structure.
13-22
- Janice Gobert, James D. Slotta, Jody Clarke, Chris Dede, Hannie Gijlers, Nadira Saab, Wouter R. van Joolingen, Ton de Jong, Ken Koedinger:
Fostering peer collaboration with technology.
23-27
- Naomi Miyake, Roy D. Pea, Brigid Barron, Daniel L. Schwartz, Lee Martin, Rogers Hall, Ken Wright, Karen Wieckert:
Redefining learning goals of very long-term learning across many different fields of activity.
28-37
- Armin Weinberger, Douglas Clark, Pierre Dillenbourg, Dejana Diziol, Victor Sampson, Karsten Stegmann, Nikol Rummel, Fabrice Hong, Hans Spada, Bruce M. McLaren, Taiga Brahm, Frank Fischer:
Orchestrating learning activities on the social and the cognitive level to foster CSCL.
38-47
- Dor Abrahamson, Paulo Blikstein, Uri Wilensky:
Classroom model, model classroom: computer-supported methodology for investigating collaborative-learning pedagogy.
49-58
- Anindito Aditomo, Peter Reimann:
Learning from virtual interaction: a review of research on online synchronous groups.
59-68
- Heidrun Allert, Christoph Richter:
Drawing on practices for modeling socio-technical systems.
69-71
- Richard Alterman, Johann Ari Larusson:
Technology in a context: enabling students to collaboratively participate at the interface of computation and social science.
72-74
- Christopher Amelung, James M. Laffey, Paul Turner:
Supporting collaborative learning in online higher education through activity awareness.
75-77
- Marina Umaschi Bers, Clement Chau, Keiko Satoh, Laura Beals:
Virtual communities of care: online peer networks with post-organ transplant youth.
78-80
- Alan Bitterman, Natalie Hatrak, Cindy E. Hmelo-Silver:
Learning about transfer in an online problem-based course.
81-83
- Paulo Blikstein, William Rand, Uri Wilensky:
Just a cog in the machine: participatory robotics as a tool for understanding collaborative learning and decision-making.
84-86
- Erica C. Boling:
Why technology isn't making a difference: coming to terms with ubiquitous learning in high school classrooms.
87-89
- Tharrenos Bratitsis, Angelique Dimitracopoulou:
Interaction analysis in asynchronous discussions: lessons learned on the learners' perspective, using the DIAS system.
90-92
- Jürgen Buder, Daniel Bodemer:
Supporting controversial CSCL discussions with augmented group awareness tools.
93-101
- Leah Buechley, Mike Eisenberg:
Boda blocks: a collaborative tool for exploring tangible three-dimensional cellular automata.
102-104
- Murat Perit Çakir, Alan Zemel, Gerry Stahl:
The organization of collaborative math problem solving activities across dual interaction spaces.
105-107
- Carol K. K. Chan, Eddy Y. C. Lee:
Fostering knowledge building using concurrent, embedded and transformative assessment for high-and low-achieving students.
108-117
- Elizabeth S. Charles, Wesley Shumar:
Creativity, collaboration and competence: agency in online synchronous chat environment.
118-126
- Der-Thanq Victor Chen, David Wei Loong Hung:
Towards a community incubator: the ICAP design framework for social constructivist educational designers.
127-130
- Fei Ching Chen, Ho-Ming Jiang:
Using social network analysis to explore the dynamics of telementor' meta-support in practice.
131-134
- Gaowei Chen, Ming Ming Chiu:
Effects of previous messages' evaluations, knowledge content, social cues and personal information on the current message during online discussion.
135-137
- Weiqin Chen, Marius Nordbø:
Understanding pair-programming from a socio-cultural perspective.
138-140
- Kwangsu Cho, Christian D. Schunn, Kyungbin Kwon:
Learning writing by reviewing in science.
141-143
- Jody Clarke, Chris Dede:
MUVEs as a powerful means to study situated learning.
144-147
- Anthony Cocciolo, Hui Soo Chae, Gary Natriello:
Using social network analysis to highlight an emerging online community of practice.
148-152
- Stephanie B. Corliss, Michele W. Spitulnik, Tara E. Higgins, Doug Kirkpatrick:
Mentored professional development to support successful integration of technology-enhanced science curriculum.
153-155
- Ulrike Cress, Joachim Kimmerle:
A theoretical framework of collaborative knowledge building with wikis: a systemic and cognitive perspective.
156-164
- Sarah M. Davis:
Impact of anonymity of input in next-generation classroom networks.
165-167
- Reuma De Groot, Raul Drachman, Rakheli Hever, Baruch B. Schwarz, Ulrich Hoppe, Andreas Harrer, Maarten De Laat, Rupert Wegerif, Bruce M. McLaren, Benoit Baurens:
Computer supported moderation of e-discussions: the ARGUNAUT approach.
168-170
- Jessica Dehler, Daniel Bodemer, Jürgen Buder:
Fostering audience design of computer-mediated knowledge communication by knowledge mirroring.
171-173
- Sharon J. Derry, Matt DelMarcelle:
A reflective analysis of facilitation in an online problem-based learning activity.
174-183
- Yannis A. Dimitriadis, Juan I. Asensio-Pérez, Davinia Hernández Leo, Jeremy Roschelle, John Brecht, Deborah G. Tatar, S. Raj Chaudhury, Chris DiGiano, Charles Patton:
From socially-mediated to technology-mediated coordination: a study of design tensions using group scribbles.
184-186
- Ning Ding:
Physhint: a qualitative study of student's knowledge elaboration in CSCL.
187-189
- Tanja Engelmann, Sigmar-Olaf Tergan:
An innovative approach for fostering computer-supported collaboration.
190-192
- Christine Ferraris, Christian Martel, Laurence Vignollet:
Helping teachers in designing CSCL scenarios: a methodology based on the LDL language.
193-195
- Deborah A. Fields, Yasmin B. Kafai:
Illegitimate practices as legitimate participation: game cheat sites in a teen virtual world.
196-198
- Deborah A. Fields, Yasmin B. Kafai:
Tracing insider knowledge across time and spaces: a connective ethnography in a teen online game world.
199-208
- Yongcheng Gan, Marlene Scardamalia, Huang-Yao Hong, Jianwei Zhang:
Making thinking visible: growth in graphical literacy, grades 3 to 4.
209-211
- Christina M. Gardner, Janet L. Kolodner:
Turning on minds with computers in the kitchen: supporting group reflection in the midst of engaging in hands-on activities.
212-221
- Julia Gil, Baruch B. Schwarz, Christa S. C. Asterhan:
Intuitive moderation styles and beliefs of teachers in CSCL-based argumentation.
222-231
- Christine Greenhow, Kimberly Schultz:
Using online social networks to support underrepresented students' engagement in postsecondary education.
232-233
- Gahgene Gweon, Carolyn Penstein Rosé, Emil Albright, Yue Cui:
Evaluating the effect of feedback from a CSCL problem solving environment on learning, interaction, and perceived interdependence.
234-243
- Erica Halverson:
Reality television, fan behavior, and online communities of practice.
244-246
- Eric R. Hamilton:
Principles and grand challenges for the future: a prospectus for the computer-supported collaborative learning (CSCL) community.
247-256
- Miriam Hansen, Hans Spada:
Instructional support for individual and collaborative demands in two net-based communication settings.
257-266
- Sneha Veeragoudar Harrell, Dor Abrahamson:
Computational literacy and mathematics learning in a virtual world: identity, embodiment, and empowered media engagement.
267-269
- Andreas Harrer, Nils Malzahn, Sam Zeini, Heinz Ulrich Hoppe:
Combining social network analysis with semantic relations to support the evolution of a scientific community.
270-279
- Andreas Harrer, Lars Kobbe, Nils Malzahn:
Conceptual and computational issues in the formalization of collaboration scripts.
280-282
- Andreas Harrer, Sam Zeini, Georgios Kahrimanis, Nikolaos M. Avouris, José Antonio Marcos, Alejandra Martínez-Monés, Anne Meier, Nikol Rummel, Hans Spada:
Towards a flexible model for computer-based analysis and visualization of collaborative learning activities.
283-285
- Jan Henning, Ute Massler, Rolf Ploetzner, Peter Huppertz:
Collaborative lesson analysis in virtual groups: the impact of video on student teachers analysis and reflection processes.
286-288
- Rakheli Hever, Reuma De Groot, Maarten De Laat, Andreas Harrer, Ulrich Hoppe, Bruce M. McLaren, Oliver Scheuer:
Combining structural, process-oriented and textual elements to generate awareness indicators for graphical e-discussions.
289-291
- Jim Hewitt, Vanessa L. Peters:
The relationship between student interaction and message readability in asynchronous online discussions.
292-294
- Tamar Inbal-Shamir, Yael Kali:
The relation between schoolteachers' perceptions about collaborative learning and their employment of online instruction.
295-303
- Jeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar:
Influence of group member familiarity on online collaborative learning.
304-313
- Jeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar:
Online visualization of agreement and discussion during computer-supported collaborative learning.
314-316
- Aditya Johri:
The socio-technical process of newcomer participation: lessons from a field study.
317-319
- Sam Joseph, Viil Lid, Dan Suthers:
Transcendent communities.
320-322
- Yael Kali, Tamar Ronen-Fuhrmann:
How can the design of educational technologies affect graduate students' epistemologies about learning?
323-325
- Manu Kapur, David Hung, Michael J. Jacobson, John Voiklis, Charles K. Kinzer, Der-Thanq Victor Chen:
Emergence of learning in computer-supported, large-scale collective dynamics: a research agenda.
326-335
- Manu Kapur, John Voiklis, Charles K. Kinzer:
Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL) groups.
336-346
- Göran Karlsson, Jonas Ivarsson:
Animated science education: possible pitfalls of computer supported collaborative learning.
347-350
- Elvira K. Katic:
From the individual to the group: tracing preservice teachers' conceptions of transformational technologies.
351-353
- Judy Kay, Kalina Yacef, Peter Reimann:
Visualisations for team learning: small teams working on long-term projects.
354-356
- Fengfeng Ke:
Using computer-based math games as an anchor for cooperative learning.
357-359
- Toni M. Kempler, Lisa Linnenbrink-Garcia:
Exploring self-regulation in group contexts.
360-363
- Robert Kildare, R. N. Williams, Jacky Hartnett, Peter Reimann:
Interaction rules: their place in collaboration software.
364-366
- Kibum Kim, Deborah G. Tatar, Steve Harrison:
Sharing visual context to facilitate late overhearer's understanding of the handheld-based learning activity.
367-369
- Joachim Kimmerle, Ulrike Cress:
Group awareness and self-presentation in the information-exchange dilemma: an interactional approach.
370-378
- Kristin Knipfer, Carmen Zahn, Friedrich W. Hesse:
Demonstration of a discussion terminal for knowledge acquisition and opinion formation in science museums.
379-381
- Ingo Kollar, Christof Wecker, Frank Fischer, Carmen Kohnle, James D. Slotta:
Are core objectives of web-based collaborative inquiry learning already core learning prerequisites?: the case of argumentation competences and computer literacy.
382-384
- Birgitta Kopp, Heinz Mandl:
Fostering argumentation with script and content scheme in videoconferencing.
385-394
- Barbara G. Ladewski, Annemarie S. Palincsar, Joseph Krajcik:
From theory of mind to a theory of distributed shared sense-making.
395-397
- Ming Lai:
The role of problematizing moves in online knowledge building activities.
398-407
- Yu-Ju Lan, Yao-Ting Sung, Kuo-En Chang:
Let's read together: an evaluation of a computer assisted reciprocal early english reading system.
408-410
- Nancy Law, Johnny Yuen, Ronghuai Huang, Yanyan Li, Nicol Pan:
A learnable content & participation analysis toolkit for assessing CSCL learning outcomes and processes.
411-420
- Rachel Levin-Peled, Yael Kali, Yehudit Judy Dori:
Promoting collaborative learning in higher education: design principles for hybrid courses.
421-430
- Yanyan Li, Jian Liao, Jing Wang, Ronghuai Huang:
CSCL interaction analysis for assessing knowledge building outcomes: method and tool.
431-440
- Chiu-Pin Lin, Shelley Shwu-Ching Young, Hui-Chun Hung, Yi-Chen Lin:
Implementation of the scrabble game on the mobile devices to increase english vocabulary acquisition.
441-443
- Guan-Yu Lin, James M. Laffey, Kristin A. Buss:
Studying the effects of scripts and technology on cooperative learning.
444-446
- Robb Lindgren, Roy Pea, Sarah Lewis, Joe Rosen:
Learning from digital video: an exploration of how interactions affect outcomes.
447-449
- Andreas Lingnau, Peter Zentel, Ulrike Cress:
Fostering collaborative problem solving for pupils with cognitive disabilities.
450-452
- Lei Liu, Cindy E. Hmelo-Silver:
Computer-supported collaborative learning and conceptual change.
454-463
- Pei-Ju Liu, James M. Laffey, Karen R. Cox:
Enabling organizational learning through event reporting: a case study in a health care context.
464-466
- Jacques Lonchamp:
About the complexity of CSCL systems.
467-469
- Kristine Lund, Céline Rossetti, Stéphanie Metz:
Do internal factors of cooperation influence computer-mediated distance activity?
470-479
- Gustav Lymer, Johan Lundin, Barry Brown, Mattias Rost, Lars Erik Holmquist:
Web based platforms in co-located practice: the use of a wiki as support for learning and instruction.
480-489
- Heidy Maldonado, Brian Lee, Scott R. Klemmer, Roy D. Pea:
Patterns of collaboration in design courses: team dynamics affect technology appropriation, artifact creation, and course performance.
490-499
- Lee Martin, Daniel L. Schwartz:
Catalysts to creating representational tools and the benefits for learning.
500-502
- Yevgeniy Eugene Medynskiy, Amy Bruckman:
The effects of conversations with regulars and administrators on the participation of new users in a virtual learning community.
503-505
- Yongwu Miao, Rob Koper:
An efficient and flexible technical approach to develop and deliver online peer assessment.
506-515
- Toshio Mochizuki, Hiroshi Kato, Kazaru Yaegashi, Toshihisa Nishimori, Yusuke Nagamori, Shinobu Fujita:
ProBoPortable: does the cellular phone software promote emergent division of labor in project-based learning?
516-518
- Gaëlle Molinari, Patrick Jermann, Pierre Dillenbourg:
Source memorization in chat interactions.
519-521
- Martin Mühlpfordt, Gerry Stahl:
The integration of synchronous communication across dual interaction spaces.
522-531
- Lisette Munneke, Jerry Andriessen, Paul A. Kirschner, Gellof Kanselaar:
Effects of synchronous and asynchronous CMC on interactive argumentation.
532-541
- Tom Murray:
Toward collaborative technologies supporting cognitive skills for mutual regard.
542-544
- Hanni Muukkonen, Kai Hakkarainen, Kari Kosonen, Satu Jalonen, Annamari Heikkilä, Kirsti Lonka, Katariina Salmela-Aro, Juha Linnanen, Kari Salo:
Process-and context-sensitive research on academic knowledge practices: developing CASS-tools and methods.
545-547
- Brian C. Nelson, Diane Jass Ketelhut:
Exploring embedded guidance and self-efficacy in educational multiuser virtual environments.
548-550
- Nils Malzahn, Andreas Harrer, Sam Zeini:
The fourth man: supporting self-organizing group formation in learning communities.
551-554
- E. Michael Nussbaum, Denise L. Winsor, Yvette M. Aqui, Anne M. Poliquin:
Argumentation Vee diagrams (AVDs) enrich online discussions.
555-557
- Angela M. O'Donnell, Nicole Di Donato:
A tale of two formats.
558-560
- Nicholas Omale, Wei-Chen Hung, Lara Luetkehans, Jessamine Cooke-Plagwitz:
The impact of 3-D based group interactions in an on-line problem-based learning environment.
561-563
- Diler Öner:
Examining the dual function of computational technology on the conception of mathematical proof.
564-566
- Jun Oshima, Ritsuko Oshima:
Complex network theory approach to the assessment on collective knowledge advancement through scientific discourse in CSCL.
567-569
- Maarten Overdijk, Wouter van Diggelen:
Appropriation of a graphical shared workspace: the learner-tool connection.
570-572
- Sharon L. Oviatt, Alexander M. Arthur, Yaro Brock, Julia Cohen:
Expressive pen-based interfaces for math education.
573-582
- John Ow, Katerine Bielaczyc:
Epistemological perturbations: using material artifacts to cultivate a knowledge building culture in classrooms.
583-585
- Trena M. Paulus:
Online but off-topic: establishing common ground in small learning groups.
586-589
- Kylie A. Peppler, Yasmin B. Kafai:
Collaboration, computation, and creativity: media arts practices in urban youth culture.
590-592
- Vanessa L. Peters, Jim Hewitt:
Student competition in computer-mediated conferencing courses.
593-595
- Ingvill Rasmussen, Andreas Lund, Ole Smørdal:
Wiki design for teacher interventions in collaborative production.
596-598
- Lillian S. Ray, K. Ann Renninger:
Scaffolding preservice teachers online: the roles of interest and mathematical beliefs.
599-601
- Peter Reimann:
Time is precious: why process analysis is essential for CSCL (and can also help to bridge between experimental and descriptive methods).
602-611
- Eric Rosenbaum, Eric Klopfer, Britton Boughner, Louisa Rosenheck:
Engaging students in science controversy through an augmented reality role-playing game.
612-614
- Nikol Rummel, Sabine Hauser, Hans Spada:
How does net-based interdisciplinary collaboration change with growing domain expertise?
615-624
- Mirweis Sangin, Nicolas Nova, Gaëlle Molinari, Pierre Dillenbourg:
Partner modeling is mutual.
625-632
- Tom Satwicz, Reed Stevens:
Tools of play: coordinating games, characters, and actions while learning to play video games.
633-642
- Amit Saxena, Reed Stevens:
Video traces: creating common space between university and public schools for preparing new teachers.
643-645
- Hyo-Jeong So:
Improving young learners' scientific understanding in CSCL environments.
646-648
- Hans Spada, Anne Meier:
Constructing new knowledge in collaboration: instructional support for improving information pooling and processing in groups.
649-651
- Gerry Stahl:
Meaning making in CSCL: conditions and preconditions for cognitive processes by groups.
652-661
- Karsten Stegmann, Christof Wecker, Armin Weinberger, Frank Fischer:
Collaborative argumentation and cognitive processing: an empirical study in a computer-supported collaborative learning environment.
662-671
- Daniel J. Steinbock, Roy Pea, Byron Reeves:
Wearable tag clouds: visualizations to facilitate new collaborations.
672-674
- Constance Steinkuehler:
Massively multiplayer online games & education: an outline of research.
675-685
- Agni Stylianou-Georgiou, Elena C. Papanastasiou, Sadhana Puntambekar:
Analyzing collaborative processes and learning from hypertext through hierarchical linear modeling.
686-694
- Daniel D. Suthers, Nathan Dwyer, Richard Medina, Ravi K. Vatrapu:
A framework for eclectic analysis of collaborative interaction.
695-704
- Daniel D. Suthers, Ravi K. Vatrapu, Richard Medina, Samuel R. H. Joseph, Nathan Dwyer:
Conceptual representations enhance knowledge construction in asynchronous collaboration.
705-714
- Daniel D. Suthers, Richard Medina, Ravi K. Vatrapu, Nathan Dwyer:
Information sharing is incongruous with collaborative convergence: the case for interaction.
715-717
- Stephanie D. Teasley, Steven Lonn:
Using learning management systems to support students' collaborative learning in higher education.
718-720
- Chris Teplovs, Zoe Donoahue, Marlene Scardamalia, Donald Philip:
Tools for concurrent, embedded, and transformative assessment of knowledge building processes and progress.
721-723
- Marije van Amelsvoort, Seger Breugelmans:
Boundary conditions for applying argumentative diagrams.
724-726
- Wouter van Diggelen, Maarten Overdijk:
Small-group face-to-face discussions in the classroom: a new direction of CSCL research.
727-736
- Hilde van Keer, Tammy Schellens, Bram de Wever, Martin Valcke:
The use of "knowledge types" as scripting tool to enhance critical thinking in online discussions.
737-740
- Swaroop Vattam, Christopher W. Kramer, Hyungsin Kim, Janet L. Kolodner:
Effects of technology-based support for explanation construction on learners' discourse during design-based learning in science.
741-750
- Erin Walker, Nikol Rummel, Bruce M. McLaren, Kenneth R. Koedinger:
The student becomes the master: integrating peer tutoring with cognitive tutoring.
751-753
- Hao-Chuan Wang, Carolyn Penstein Rosé, Yue Cui, Chun-Yen Chang, Chun-Chieh Huang, Tsai-Yen Li:
Thinking hard together: the long and short of collaborative idea generation in scientific inquiry.
754-763
- Christof Wecker, Frank Fischer:
Fading scripts in computer-supported collaborative learning: the role of distributed monitoring.
764-772
- Miriam Weinel, Peter Reimann:
Coordination dynamics in CSCL based chat logs.
773-775
- Martin Wessner, Andrea Kienle:
Interdisciplinarity in the CSCL community: an empirical study.
776-784
- Tobin White, Kevin Lai, Garrett Kenehan:
Designing collaborative mathematics activities for classroom device networks.
785-787
- Greg Wientjes, Jawed Karim:
Online video repository and supportive community for beginning teachers.
788-790
- Ken Wright:
Professional visions in the liminal worlds of graphs.
791-794
- Etsuji Yamaguchi, Shigenori Inagaki, Masanori Sugimoto, Fusako Kusunoki, Akiko Deguchi, Yuichiro Takeuchi, Takao Seki, Sanae Tachibana, Tomokazu Yamamoto:
Fostering students' participation in face-to-face interactions and deepening their understanding by integrating personal and shared spaces.
795-797
- Sarita Yardi, Dan Perkel:
Understanding classroom culture through a theory of dialogism: what happens when cheating and collaboration collide?
798-807
- Susan A. Yoon:
Exploring the potential of a handheld participatory simulation and social network application for revealing decision-making processes for information seeking amongst middle school students.
808-810
- Alan Zemel, Wes Shumar, Murat Perit Çakir:
The disembodied act: copresence and indexical symmetry in computer-mediated communication.
811-813
- Nan Zhou, Alan Zemel, Gerry Stahl:
Information as a social achievement: collaborative information behavior in CSCL.
814-816
- Turadg Aleahmad, James D. Slotta, Wouter R. van Joolingen:
New authoring frameworks for integrating collaborative learning technologies.
818-819
- Jerry Andriessen, Baruch Schwarz:
The third metaphor of learning.
820-821
- Yiannis Dimitriadis, Symeon Retalis, Chris DiGiano:
The use of CSCL design patterns as a vehicle for effective & efficient learning designs: linking patterns to authentic educational case studies.
822-823
- Christopher Jones:
Networked learning and CSCL.
824-825
- Andreas Lund, Palmyre Pierroux, Ingvill Rasmussen, Ole Smørdal, Eli Blevis:
Wiki research: knowledge advancement and design.
826
- Naomi Miyake:
Introduction to computer supported collaborative learning.
827
- Roy Pea, Shelley V. Goldman, Robb Lindgren, Joe Rosen:
An interactive session using a tool to support distributed conversations around digital video.
828-829
- Gerry Stahl:
Chat analysis in virtual math teams.
830
- Karsten Stegmann, Ingo Kollar, Jan Zottmann, Hannie Gijlers, Ton de Jong, Pierre Dillenbourg, James D. Slotta, Frank Fischer:
Towards the convergence of CSCL and inquiry learning: scripting collaborative inquiry learning.
831-832
- Armin Weinberger, Miky Ronen, Pierre Tchounikine, Andreas Harrer, Pierre Dillenbourg, Jörg M. Haake, Yael Kali, Frank Fischer, Dan Kohen-Vacs:
Languages and platforms for CSCL scripts.
833-834
- Eric Baumer:
Computational metaphor extraction to encourage critical reflection and support epistemological pluralism.
836-838
- Murat Perit Çakir:
How online small groups create and use mathematical objects to do collaborative problem solving.
839-841
- Jessica Dehler:
Knowledge mirroring: fostering computer-mediated collaboration and learning.
842-844
- Dejana Diziol:
The impact of collaboration on procedural and conceptual knowledge acquisition in algebra learning.
845-847
- Kristin Knipfer:
Knowledge acquisition and opinion formation at science museums: the potential of a discussion terminal for collaborative elaboration on controversial issues.
848-850
- Sukjin Kwon:
The effects of knowledge awareness on peer interaction and shared mental model in CSCL.
851-855
- Lei Liu:
Trajectories of collaborative scientific conceptual change: a classroom study in a CSCL environment.
856-858
- Eva Mayr:
Goal-awareness and goal-adaptive information presentation to support collaborative learning in informal settings.
859-861
- Rebecca L. Payne:
Mapping the edublogosphere: implications for literacy and teacher professional development.
862-864
- Johann W. Sarmiento:
Bridging: sustaining online, collaborative knowledge building over time and across collectivities.
865-867
- Elisabeth Sylvan:
Network models of online communities of creators.
868-870
- Lori M. Takeuchi:
Toward authentic scientific practice: comparing the use of GIS in the classroom and laboratory.
871-873
- Lu Xiao:
The effects of awareness of group members' rationale on collaborative learning activities.
874-876
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