ijCSCL—a journal for research in CSCL
Gerry Stahl & Friedrich Hesse
3-7
The CSCL community in its first decade: Development, continuity, connectivity
Andrea Kienle & Martin Wessner (Germany)
9-33
A relational, indirect and meso level approach to CSCL design in the next decade
Chris Jones (UK), Lone Dirckinck-Holmfeld (Denmark), & Berner Lindstršm (Sweden)
35-56
Student assessing their own collaborative knowledge building
Eddy Y. C. Lee (China), Carol K. K. Chan (China), & Jan van Aalst (Canada)
57-87
Situating CoWeb: A scholarship of application
Jochen Rick &
Mark Guzdial (US)
89-115
R-U-Typing-2-Me? Evolving a chat tool to increase understanding in learning activities
Hugo Fuks, Mariano Pimentel, & Carlos JosŽ Pereira de Lucena (Brazil)
117-142
A dialogical understanding of the relationship between CSCL and teaching thinking skills
Rupert Wegerif (UK)
143-157
Building knowledge in the classroom, building knowledge in the CSCL community
Gerry Stahl & Friedrich Hesse
163-165
Approaching institutional context: Systemic versus dialogic research in CSCL
Hans Christian Arnseth & Sten Ludvigsen (Norway)
167-185
Collaborative knowledge building using the Design Principles Database
Yael Kali (Israel)
187-201
Co-reflection in online learning: Collaborative critical thinking as narrative
Joyce Yukawa (US)
203-228
Knowledge-building activity structures in Japanese elementary science pedagogy
Jun Oshima, Ritsuko Oshima, Isao Murayama, Shigenori Inagaki, Makiko Takenaka, Tomakazu Yamamoto, Etsuji Yamaguchi & Hayashi Nakayama (Japan)
229-246
Supporting synchronous collaborative learning: A generic multi-dimensional model
Jacques Lonchamp (France)
247-276
Errata
Students assessing their own collaborative knowledge building
Eddy Y. C. Lee (China), Carol K. K. Chan (China), & Jan van Aalst (Canada)
227-307
Focusing on participation in group meaning making
Gerry Stahl & Friedrich Hesse
311-313
Technology affordances for intersubjective meaning making: A research agenda for CSCL
Daniel D. Suthers (US)
315-337
The affordance of anchored discussion for the collaborative processing of academic texts
Jakko van der Pol, W. Admiraal & P. R. J. Simons (Netherlands)
339-357
Code talk: Student discourse and participation with networked handhelds
Tobin White (US)
359-382
Studying participation networks in collaboration using mixed methods
Alejandra Mart’nez, Jose Marcos, Yannis Dimitriadis, Eduardo Gomez-Sanchez, Bartolome Rubia-Avi, Ivan Jorrin-Abellan & Jose A. Marcos (Spain)
383-408
Social practices of computer-supported collaborative learning
Gerry Stahl & Friedrich Hesse
409-412
From dialogue to monologue and back: Middle spaces in computer-mediated learning
Noel Enyedy & Christopher M. Hoadley (US)
413-439
Knowledge building in mathematics: Supporting collaborative learning in pattern problems
Joan Moss & Ruth
Anne Beatty (US)
441-465
Electronic (re)constitution of groups: Group dynamics from face-to-face to an online setting
Lynn Clouder, Jayne Dalley, Julian Hargreaves,
Sally Parkes, Julie Sellars
& Jane Toms (UK)
467-480
Consistent practices in artifact-mediated collaboration
Nathan Dwyer & Daniel D. Suthers (US)
481-511
Welcome to the future: ijCSCL volume 2
Gerry Stahl & Friedrich Hesse
1-8
Community-based learning: The core competency of residential, research-based universities
Gerhard Fischer (US), Markus Rohde & Volker Wulf (Germany)
9-40
Patterns as a paradigm for theory in community-based learning
John M.Carroll & Umer Farooq (US)
41-62
A rating scheme for assessing the quality of computer-supported collaboration processes
Anne Meier, Hans Spada & Nikol Rummel (Germany)
63-86
Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for social network analysis
Maarten De Laat & Victor Lally, Lasse Lipponen & Robert-Jan Simons (Netherlands & Finland)
87-103
Barriers to online critical discourse
Liam Rourke & Heather Kanuka (Singapore)
105-126
A double issue for CSCL 2007
Gerry Stahl, Daniel D. Suthers & Friedrich Hesse
127-131
Contextual perspective in analyzing collaborative knowledge construction of two small groups in web-based discussion
Maarit Arvaja (Finland)
133-158
Supporting collaborative learning and problem solving in a constraint-based CSCL environment for UML class diagrams
Nilufar Baghaei, Antonija Mitrovic & Warwick Irwin (New Zealand)
159-190
Dealing with multiple documents on the WWW: The role of meta-cognition in the formation of documents models
Marc Stadtler & Rainer Bromme (Germany)
191-210
Specifying computer-supported collaboration scripts
Lars Kobbe, Armin Weinberger, Pierre Dillenbourg, Andreas Harrer, Raija HŠmŠlŠinen, PŠivi HŠkkinen, & Frank Fischer (Germany, Switzerland, Finland)
211-224
Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?
Tammy Schellens, Hilde Van Keer, Bram De Wever & Martin Valcke (Belgium)
225-246
Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo
Nathalie Muller Mirza, ValŽrie
Tartas, Anne-Nelly Perret-Clermont &
Jean-FranŤois De Pietro (Switzerland, France)
247-272
How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?
Kristine Lund, Ga‘lle
Molinari, Arnauld SŽjournŽ
& Michael Baker (France, Switzerland)
273-295
Argumentation in a changing world
Baruch B. Schwarz & Reuma De Groot (Israel)
297-313
Rainbow: A framework for analyzing computer-mediated pedagogical debates
Michael Baker,
Jerry Andriessen, Kristine Lund, Marie van Amelsvoort
& Matthieu Quignard
(France, Netherlands)
315-357
CSCL and its flash themes
Gerry Stahl
359-362
Using activity-oriented design methods to study collaborative knowledge building in e-learning courses within higher education
Christine Greenhow & Brad Belbas (US)
363-391
Future Technology Workshop: A collaborative method for the design of new learning technologies and activities
Giasemi N. Vavoula & Mike Sharples (UK)
393-419
Facilitating argumentative knowledge construction with computer-supported collaboration scripts
Karsten Stegmann, Armin Weinberger & Frank Fischer (Germany)
421-447
The role of floor control and of ontology in argumentative activities with discussion-based tools
Baruch B. Schwarz & Amnon Glassner (Israel)
449-478
Putting the pieces together: Online Argumentation Vee Diagrams enhance thinking during discussion
E. Michael Nussbaum, Denise L. Winsor, Yvette M. Aqui & Anne M. Poliquin (US)
479-500
The many
levels of CSCL
Gerry Stahl & Friedrich Hesse
1-4
The
mechanics of CSCL macro scripts
Pierre Dillenbourg & Fabrice Hong (Switzerland)
5-23
What does
it mean? Students' procedural and conceptual problem solving in a CSCL
environment designed within the field of science education
Ingeborg Krange & Sten Ludvigsen (Norway)
25-51
A community
of practice among tutors enabling student participation in a seminar
preparation
Bernhard Nett (Germany)
53-67
The need
for considering multilevel analysis in CSCL research—An appeal for the
use of more advanced statistical methods
Ulrike Cress (Germany)
69-84
Group
awareness and self-presentation in computer-supported information exchange
Joachim Kimmerle & Ulrike Cress (Germany)
85-97
The
strength of the lone wolf
Gerry Stahl
99-103
A systemic and cognitive
view on collaborative knowledge building with wikis
Ulrike Cress & Joachim Kimmerle (Germany)
105-122
Supporting controversial
CSCL discussion with augmented group awareness tools
Jźrgen Buder & Daniel Bodemer (Germany)
123-139
Annotations and the
collaborative digital library: Effects of an aligned annotation interface on
student argumentation and reading strategies
Joanna Wolfe (US)
141-164
Appropriation of a shared workspace: Organizing principles and their application
Maarten Overdijk & Wouter van Diggelen (Netherlands)
165-192
Operationalizing macro-scripts in CSCL technological settings
Pierre Tchounikine (France)
193-233
Explorations of participation in discourse
Gerry Stahl * Friedrich Hesse
235-236
Analyzing collaborative learning processes automatically:
Exploiting the advances of computational linguistics in CSCL
Carolyn RosŽ * Yi-Chia Wang * Yue Cui * Jaime Arguello * Karsten Stegmann * Armin Weinberger * Frank Fischer (US, Germany)
237-271
Context-oriented communication and the design of computer-supported discursive learning
Thomas Herrmann * Andrea Kienle (Germany)
273-299
Cultural practices in networked classroom learning environments
Nancy Ares (US)
301-326
The effect of a script and a structured interface in grounding
discussions
Judith Schoonenboom (Netherlands)
327-341
Supporting
students' participation in authentic proof activities in CSCL
environments
Diler Oner (Turkey)
343-359
Book review: Exploring thinking as communicating in CSCL
Gerry Stahl (US)
361-368
CSCL practices
Gerry Stahl * Friedrich Hesse
369-372
Leveraging online communities in fostering adaptive schools
David Hung * Kenneth Y. T. Lim * Der-Thanq Victor Chen * Thiam Seng Koh (Singapore)
373-386
The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation
Andreas Lund * Ingvill Rasmussen (Norway)
387-412
Exploring embedded guidance and self-efficacy in educational multi-user virtual environments
Brian C. Nelson * Diane Jass Ketelhut (US)
413-427
Alternative goal structures for computer game-based learning
Fengfeng Ke (US)
429-445
Automatic coding of dialog acts in collaboration protocols
Gijsbert Erkens * Jeroen Janssen (Netherlands)
447-470
Yes we can!
Gerry Stahl
The pedagogical challenges to collaborative technologies
Diana Laurillard (UK)
Productive failure in CSCL groups
Manu Kapur (Singapore) * Charles Kinzer (US)
A connective ethnography of peer knowledge sharing and diffusion in a tween virtual world
Deborah Fields * Yasmin Kafai (US)
Learning to collaborate while being scripted or by observing a model
Nikol Rummel * Hans Spada * Sabine Hauser (Germany)
The power of natural frameworks: Technology and the question of agency in CSCL settings
Annika Lantz-Andersson (Sweden)
Practice perspectives in CSCL
Gerry Stahl * Friedrich Hesse
The joint organization of interaction within a multimodal CSCL medium
Murat Cakir * Alan Zemel * Gerry Stahl (US)
Affordances revisited: Articulating a Merleau-Pontian view
Nina Bonderup Dohn (Denmark)
Genre and CSCL: The form and rhetoric of the online posting
Norm Friesen (US)
Exploring metaskills of knowledge-creating inquiry in higher education
Hanni Muukkonen * Minna Lakkala (Finland)
Knowledge-practice perspective on technology-mediated learning
Kai Hakkarainen (Finland)
Classical dialogs in CSCL
Gerry Stahl * Friedrich Hesse
Time is precious: Variable- and event-centred approaches to process analysis in CSCL research
Peter Reimann (Australia)
Distinguishing knowledge sharing, knowledge construction, and knowledge creation discourses
Jan van Aalst (China)
A three-level analysis of collaborative learning in dual interaction spaces
Jacques Lonchamp (France)
Collaborative corrections with spelling control: Digital resources and peer assistance
Asta Cekaite (Sweden)
Web 2.0: Inherent tensions and evident challenges for education
Nina Bonderup Dohn (Denmark)