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International Journal of Computer-Supported Collaborative Learning, Volume 18
Volume 18, Number 1, March 2023
- Alyssa Friend Wise, Carolyn P. Rosé
, Sanna Järvelä:
Editorial: Nine elements for robust collaborative learning analytics: A constructive collaborative critique. 1-9 - Mohammed Saqr
The temporal dynamics of online problem-based learning: Why and when sequence matters. 11-37 - Fan Ouyang
An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective. 39-66 - Leonardo Silva
Fostering regulatory processes using computational scaffolding. 67-100 - Lanqin Zheng, Miaolang Long, Jiayu Niu, Lu Zhong:
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL. 101-133 - Etan Cohen
Visions of the good in computer-supported collaborative learning: unpacking the ethical dimensions of design-based research. 135-143
Volume 18, Number 2, June 2023
- Jacob Fortman, Rebecca M. Quintana:
Fostering collaborative and embodied learning with extended reality: Special issue introduction. 145-152 - Victor R. Lee
Common "place" observations about embodiment and CSCL. 153-162 - Wen Huang, Candace A. Walkington
Coordinating modalities of mathematical collaboration in shared VR environments. 163-201 - Michelle Lui
Facilitated model-based reasoning in immersive virtual reality: Meaning-making and embodied interactions with dynamic processes. 203-230 - Xintian Tu
Understanding young children's science learning through embodied communication within an MR environment. 231-258 - James Planey
Gesture-mediated collaboration with augmented reality headsets in a problem-based astronomy task. 259-289 - Heather Toomey Zimmerman
Mobile augmented reality supporting families' immersive collaborative learning: Learning-on-the-move for place-based geoscience sense-making. 291-322
Volume 18, Number 3, September 2023
- Carolyn P. Rosé
Enhancing student learning and achievement through orchestration of group processes and group composition. 323-327 - Georgios Psathas
Exploring the impact of chat-based collaborative activities and SRL-focused interventions on students' self-regulation profiles, participation in collaborative activities, retention, and learning in MOOCs. 329-351 - Yuyao Tong
Promoting knowledge building through meta-discourse and epistemic discourse understanding. 353-391 - Jesmine S. H. Tan
The mechanism and effect of class-wide peer feedback on conceptual knowledge improvement: Does different feedback type matter? 393-424 - Zheng Zong
Does matching peers at finer-grained levels of prior performance enhance gains in task performance from peer review? 425-456
Volume 18, Number 4, December 2023
- Sanna Järvelä, Carolyn P. Rosé
Reflecting on what counts as collaboration: Reaching forward without losing what is behind. 457-464 - Yue Ma, Huilin Zhang, Li Ni, Da Zhou
Identifying collaborative problem-solver profiles based on collaborative processing time, actions and skills on a computer-based task. 465-488 - Jiun-Wei Guo, Hsiao-Ching She
Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS? 489-512 - Natalia Reich-Stiebert
The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL. 513-530 - Sadhana Puntambekar, Dana Gnesdilow
Understanding the effect of differences in prior knowledge on middle school students' collaborative interactions and learning. 531-573 - Reet Kasepalu
Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learning. 575-606 - Ulrike Cress
Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective. 607-614
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