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ORCIDInternational Journal of Computer-Supported Collaborative Learning, Volume 13
Volume 13, Number 1, March 2018
- Sten R. Ludvigsen, Ulrike Cress, Nancy Law, Gerry Stahl, Carolyn P. Rosé
:
Multiple forms of regulation and coordination across levels in educational settings. 1-6 - Inga M. Bause, Irina R. Brich, Ann-Katrin Wesslein, Friedrich W. Hesse:
Using technological functions on a multi-touch table and their affordances to counteract biases and foster collaborative problem solving. 7-33 - You Su, Yanyan Li, Hening Hu, Carolyn P. Rosé:
Exploring college English language learners' self and social regulation of learning during wiki-supported collaborative reading activities. 35-60 - Marcela Borge, Yann Shiou Ong, Carolyn Penstein Rosé:
Learning to monitor and regulate collective thinking processes. 61-92 - Tobin White:
Connecting levels of activity with classroom network technology. 93-122 - Nikol Rummel:
One framework to rule them all? Carrying forward the conversation started by Wise and Schwarz. 123-129
Volume 13, Number 2, June 2018
- Nancy Law, Carolyn P. Rosé, Ulrike Cress, Sten R. Ludvigsen:
Different technologies, methodologies and epistemologies - is CSCL a community or communities? 131-136 - Deborah Silvis, Katie Headrick Taylor, Reed Stevens:
Community technology mapping: inscribing places when "everything is on the move". 137-166 - Jo Dugstad Wake, Frode Guribye, Barbara Wasson:
Learning through collaborative design of location-based games. 167-187 - Baruch B. Schwarz, Naomi Prusak, Osama Swidan, Adva Livny, Kobi Gal, Avi Segal:
Orchestrating the emergence of conceptual learning: a case study in a geometry class. 189-211 - Paul A. Kirschner, John Sweller, Femke C. Kirschner, Jimmy Zambrano R.:
From Cognitive Load Theory to Collaborative Cognitive Load Theory. 213-233
Volume 13, Number 3, September 2018
- Ulrike Cress, Gerry Stahl, Carolyn P. Rosé, Nancy Law, Sten R. Ludvigsen:
Forming social systems by coupling minds at different levels of cognition: Design, tools, and research methods. 235-240 - Bertrand Schneider, Kshitij Sharma, Sébastien Cuendet, Guillaume Zufferey, Pierre Dillenbourg, Roy Pea:
Leveraging mobile eye-trackers to capture joint visual attention in co-located collaborative learning groups. 241-261 - Camillia Matuk, Marcia C. Linn:
Why and how do middle school students exchange ideas during science inquiry? 263-299 - Allyson F. Hadwin, Aishah Bakhtiar, Mariel Miller:
Challenges in online collaboration: effects of scripting shared task perceptions. 301-329 - Sven Heimbuch, Lisa Ollesch, Daniel Bodemer:
Comparing effects of two collaboration scripts on learning activities for wiki-based environments. 331-357
Volume 13, Number 4, December 2018
- Sten R. Ludvigsen, Ulrike Cress, Carolyn P. Rosé, Nancy Law, Gerry Stahl:
Developing understanding beyond the given knowledge and new methodologies for analyses in CSCL. 359-364 - Line Ingulfsen, Anniken Furberg, Torunn Aanesland Strømme:
Students' engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support. 365-390 - Anne Solli, Åsa Mäkitalo, Thomas Hillman:
Rendering controversial socioscientific issues legible through digital mapping tools. 391-418 - Andras Csanadi, Brendan R. Eagan, Ingo Kollar, David Williamson Shaffer, Frank Fischer:
When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research. 419-438 - Peter Holtz, Joachim Kimmerle, Ulrike Cress:
Using big data techniques for measuring productive friction in mass collaboration online environments. 439-456 - Yotam Hod, Ornit Sagy, Yael Kali:
The opportunities of networks of research-practice partnerships and why CSCL should not give up on large-scale educational change. 457-466
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