| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Advancing understanding using Nonaka’s model of knowledge creation and problem-based learning
|
Tee, Meng Yew
|
|
2013
|
|
3 |
p. 313-331
|
artikel
|
| 2 |
Agency to transform: how did a grade 5 community co-configure dynamic knowledge building practices in a yearlong science inquiry?
|
Tao, Dan
|
|
|
|
3 |
p. 403-434
|
artikel
|
| 3 |
Agent-based dynamic support for learning from collaborative brainstorming in scientific inquiry
|
Wang, Hao-Chuan
|
|
2011
|
|
3 |
p. 371-395
|
artikel
|
| 4 |
A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?
|
Hammond, Michael
|
|
2015
|
|
3 |
p. 223-237
|
artikel
|
| 5 |
A handheld classroom dashboard: Teachers’ perspectives on the use of real-time collaborative learning analytics
|
Martinez-Maldonado, Roberto
|
|
|
|
3 |
p. 383-411
|
artikel
|
| 6 |
Analyzing collaborative learning processes automatically: Exploiting the advances of computational linguistics in computer-supported collaborative learning
|
Rosé, Carolyn
|
|
2008
|
|
3 |
p. 237-271
|
artikel
|
| 7 |
Analyzing temporal patterns of knowledge construction in a role-based online discussion
|
Wise, Alyssa Friend
|
|
2011
|
|
3 |
p. 445-470
|
artikel
|
| 8 |
An examination of CSCL methodological practices and the influence of theoretical frameworks 2005–2009
|
Jeong, Heisawn
|
|
2014
|
|
3 |
p. 305-334
|
artikel
|
| 9 |
An international research community
|
Stahl, Gerry
|
|
2012
|
|
3 |
p. 341-345
|
artikel
|
| 10 |
Appropriation from a script theory of guidance perspective: a response to Pierre Tchounikine
|
Stegmann, Karsten
|
|
2016
|
|
3 |
p. 371-379
|
artikel
|
| 11 |
Are two heads always better than one? Differential effects of collaboration on students’ computer-supported learning in mathematics
|
Mullins, Dejana
|
|
2011
|
|
3 |
p. 421-443
|
artikel
|
| 12 |
A three-level analysis of collaborative learning in dual-interaction spaces
|
Lonchamp, Jacques
|
|
2009
|
|
3 |
p. 289-317
|
artikel
|
| 13 |
Book review: Exploring thinking as communicating in CSCL
|
Stahl, Gerry
|
|
2008
|
|
3 |
p. 361-368
|
artikel
|
| 14 |
Bringing maker practices to school: tracing discursive and materially mediated aspects of student teams’ collaborative making processes
|
Riikonen, Sini
|
|
|
|
3 |
p. 319-349
|
artikel
|
| 15 |
Building community together: towards equitable CSCL practices and processes
|
Rosé, Carolyn P.
|
|
|
|
3 |
p. 249-255
|
artikel
|
| 16 |
Challenges in online collaboration: effects of scripting shared task perceptions
|
Hadwin, Allyson F.
|
|
2018
|
|
3 |
p. 301-329
|
artikel
|
| 17 |
Classical dialogs in CSCL
|
Stahl, Gerry
|
|
2009
|
|
3 |
p. 233-237
|
artikel
|
| 18 |
Code talk: Student discourse and participation with networked handhelds
|
White, Tobin
|
|
2006
|
|
3 |
p. 359-382
|
artikel
|
| 19 |
Collaborative corrections with spelling control: Digital resources and peer assistance
|
Cekaite, Asta
|
|
2009
|
|
3 |
p. 319-341
|
artikel
|
| 20 |
Collaborative group engagement in a computer-supported inquiry learning environment
|
Sinha, Suparna
|
|
2015
|
|
3 |
p. 273-307
|
artikel
|
| 21 |
Collaborative Learning at CSCL 2013
|
Stahl, Gerry
|
|
2013
|
|
3 |
p. 267-269
|
artikel
|
| 22 |
Comparing effects of two collaboration scripts on learning activities for wiki-based environments
|
Heimbuch, Sven
|
|
2018
|
|
3 |
p. 331-357
|
artikel
|
| 23 |
Conceptualizing the intersubjective group
|
Stahl, Gerry
|
|
2015
|
|
3 |
p. 209-217
|
artikel
|
| 24 |
Contemporary intellectual structure of CSCL research (2006–2013): a co-citation network analysis with an education focus
|
Tang, Kai-Yu
|
|
2014
|
|
3 |
p. 335-363
|
artikel
|
| 25 |
Context matters: The value of analyzing human factors within educational contexts as a way of informing technology-related decisions within design research
|
MacKinnon, Kim
|
|
2012
|
|
3 |
p. 379-397
|
artikel
|
| 26 |
Context-oriented communication and the design of computer-supported discursive learning
|
Herrmann, Thomas
|
|
2008
|
|
3 |
p. 273-299
|
artikel
|
| 27 |
Contribution to a theory of CSCL scripts: taking into account the appropriation of scripts by learners
|
Tchounikine, Pierre
|
|
2016
|
|
3 |
p. 349-369
|
artikel
|
| 28 |
Correction to: A handheld classroom dashboard: teachers’ perspectives on the use of real-time collaborative learning analytics
|
Martinez-Maldonado, Roberto
|
|
|
|
3 |
p. 413-414
|
artikel
|
| 29 |
Cracking her codes: understanding shared technology resources as positioning artifacts for power and status in CSCL environments
|
Simpson, Amber
|
|
2017
|
|
3 |
p. 221-249
|
artikel
|
| 30 |
Crossing boundaries in Facebook: Students’ framing of language learning activities as extended spaces
|
Lantz-Andersson, Annika
|
|
2013
|
|
3 |
p. 293-312
|
artikel
|
| 31 |
CSCL artifacts
|
Stahl, G.
|
|
2014
|
|
3 |
p. 237-245
|
artikel
|
| 32 |
Cultural practices in networked classroom learning environments
|
Ares, Nancy
|
|
2008
|
|
3 |
p. 301-326
|
artikel
|
| 33 |
Data wrangling practices and collaborative interactions with aggregated data
|
Jiang, Shiyan
|
|
|
|
3 |
p. 257-281
|
artikel
|
| 34 |
Deconstructing orchestration load: comparing teacher support through mirroring and guiding
|
Amarasinghe, Ishari
|
|
|
|
3 |
p. 307-338
|
artikel
|
| 35 |
Dialogical positions as a method of understanding identity trajectories in a collaborative blended university course
|
Ligorio, M. Beatrice
|
|
2013
|
|
3 |
p. 351-367
|
artikel
|
| 36 |
Dialogic intervisualizing in multimodal inquiry
|
Bridges, Susan M.
|
|
|
|
3 |
p. 283-318
|
artikel
|
| 37 |
Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
|
Aalst, Jan van
|
|
2009
|
|
3 |
p. 259-287
|
artikel
|
| 38 |
Divisive or facilitative: The two faces of technology in CSCL
|
Rosé, Carolyn P.
|
|
2017
|
|
3 |
p. 215-220
|
artikel
|
| 39 |
Does matching peers at finer-grained levels of prior performance enhance gains in task performance from peer review?
|
Zong, Zheng
|
|
|
|
3 |
p. 425-456
|
artikel
|
| 40 |
Encouraging collaboration and building Community in Online Asynchronous Professional Development: designing for social capital
|
Yoon, Susan A.
|
|
|
|
3 |
p. 351-371
|
artikel
|
| 41 |
Enhancing student learning and achievement through orchestration of group processes and group composition
|
Rosé, Carolyn P.
|
|
|
|
3 |
p. 323-327
|
artikel
|
| 42 |
Explorations of participation in discourse
|
Stahl, Gerry
|
|
2008
|
|
3 |
p. 235-236
|
artikel
|
| 43 |
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
|
Psathas, Georgios
|
|
|
|
3 |
p. 329-351
|
artikel
|
| 44 |
Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study
|
Näykki, Piia
|
|
2017
|
|
3 |
p. 251-279
|
artikel
|
| 45 |
Finding a place for equity in CSCL: ambitious learning practices as a lever for sustained educational change
|
Uttamchandani, Suraj
|
|
|
|
3 |
p. 373-382
|
artikel
|
| 46 |
Focusing on participation in group meaning making
|
|
|
2006
|
|
3 |
p. 311-313
|
artikel
|
| 47 |
Forming social systems by coupling minds at different levels of cognition: Design, tools, and research methods
|
Cress, U.
|
|
2018
|
|
3 |
p. 235-240
|
artikel
|
| 48 |
Fostering growth orientations in students’ identities as knowledge builders
|
Kashi, Shiri
|
|
|
|
3 |
p. 333-360
|
artikel
|
| 49 |
Future-looking conversations in CSCL
|
Ludvigsen, Sten
|
|
2016
|
|
3 |
p. 255-262
|
artikel
|
| 50 |
Group-level formative feedback and metadiscourse
|
Resendes, Monica
|
|
2015
|
|
3 |
p. 309-336
|
artikel
|
| 51 |
Guiding collaborative revision of science explanations
|
Gerard, Libby
|
|
|
|
3 |
p. 291-324
|
artikel
|
| 52 |
Guiding group cognition in CSCL
|
Stahl, Gerry
|
|
2010
|
|
3 |
p. 255-258
|
artikel
|
| 53 |
How digital concept maps about the collaborators’ knowledge and information influence computer-supported collaborative problem solving
|
Engelmann, Tanja
|
|
2010
|
|
3 |
p. 299-319
|
artikel
|
| 54 |
How to bring a technical artifact into use: A micro-developmental perspective
|
Overdijk, Maarten
|
|
2014
|
|
3 |
p. 283-303
|
artikel
|
| 55 |
How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters
|
Schwaighofer, Matthias
|
|
2017
|
|
3 |
p. 281-305
|
artikel
|
| 56 |
Identity presence and knowledge building: Joint emergence in online learning environments?
|
Ke, Fengfeng
|
|
2011
|
|
3 |
p. 349-370
|
artikel
|
| 57 |
Implementing learning analytics in wiki-supported collaborative learning in secondary education: A framework-motivated empirical study
|
Hu, Xiao
|
|
|
|
3 |
p. 427-455
|
artikel
|
| 58 |
Inducing socio-cognitive conflict in Finnish and German groups of online learners by CSCL script
|
Weinberger, Armin
|
|
2013
|
|
3 |
p. 333-349
|
artikel
|
| 59 |
Investigating the effects of peer to peer prompts on collaborative argumentation, consensus and perceived efficacy in collaborative learning
|
Harney, Owen M.
|
|
2017
|
|
3 |
p. 307-336
|
artikel
|
| 60 |
iTalk–iSee: A participatory visual learning analytical tool for productive peer talk
|
Hu, Liru
|
|
|
|
3 |
p. 397-425
|
artikel
|
| 61 |
It is not either or: An initial investigation into combining collaborative and individual learning using an ITS
|
Olsen, Jennifer K.
|
|
|
|
3 |
p. 353-381
|
artikel
|
| 62 |
Learning physics through play in an augmented reality environment
|
Enyedy, Noel
|
|
2012
|
|
3 |
p. 347-378
|
artikel
|
| 63 |
Learning to learn together with CSCL tools
|
Schwarz, Baruch B.
|
|
2015
|
|
3 |
p. 239-271
|
artikel
|
| 64 |
Leveraging mobile eye-trackers to capture joint visual attention in co-located collaborative learning groups
|
Schneider, Bertrand
|
|
2018
|
|
3 |
p. 241-261
|
artikel
|
| 65 |
Naomi Miyake: 1949–2015
|
|
|
2015
|
|
3 |
p. 219-222
|
artikel
|
| 66 |
Online class size, note reading, note writing and collaborative discourse
|
Qiu, Mingzhu
|
|
2012
|
|
3 |
p. 423-442
|
artikel
|
| 67 |
Online moderation of synchronous e-argumentation
|
Asterhan, Christa S. C.
|
|
2010
|
|
3 |
p. 259-282
|
artikel
|
| 68 |
Patterns of kindergarten children’s social interaction with peers in the computer area
|
Lim, Eun Mee
|
|
2012
|
|
3 |
p. 399-421
|
artikel
|
| 69 |
Promoting knowledge building through meta-discourse and epistemic discourse understanding
|
Tong, Yuyao
|
|
|
|
3 |
p. 353-391
|
artikel
|
| 70 |
Prompting collaborative and exploratory discourse: An epistemic network analysis study
|
Vandenberg, Jessica
|
|
|
|
3 |
p. 339-366
|
artikel
|
| 71 |
Real-time orchestrational technologies in computer-supported collaborative learning: an introduction to the special issue
|
Matuk, Camillia
|
|
|
|
3 |
p. 251-260
|
artikel
|
| 72 |
Reflective assessment in knowledge building by students with low academic achievement
|
Yang, Yuqin
|
|
2016
|
|
3 |
p. 281-311
|
artikel
|
| 73 |
Revealing preconditions for trustful collaboration in CSCL
|
Gerdes, Anne
|
|
2010
|
|
3 |
p. 345-353
|
artikel
|
| 74 |
Scaffolding collaborative technical writing with procedural facilitation and synchronous discussion
|
Yeh, Shiou-Wen
|
|
2011
|
|
3 |
p. 397-419
|
artikel
|
| 75 |
Scaffolding problem-based learning with CSCL tools
|
Lu, Jingyan
|
|
2010
|
|
3 |
p. 283-298
|
artikel
|
| 76 |
S-COL: A Copernican turn for the development of flexibly reusable collaboration scripts
|
Wecker, Christof
|
|
2010
|
|
3 |
p. 321-343
|
artikel
|
| 77 |
Shared meaning-making in online intergroup discussions around sensitive topics
|
Aldemir, Tugce
|
|
|
|
3 |
p. 361-396
|
artikel
|
| 78 |
Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities
|
Järvelä, Sanna
|
|
2016
|
|
3 |
p. 263-280
|
artikel
|
| 79 |
Socio-technical configurations for productive talk
|
Reimann, Peter
|
|
|
|
3 |
p. 301-306
|
artikel
|
| 80 |
4SPPIces: A case study of factors in a scripted collaborative-learning blended course across spatial locations
|
Pérez-Sanagustín, Mar
|
|
2012
|
|
3 |
p. 443-465
|
artikel
|
| 81 |
Student use of Facebook for organizing collaborative classroom activities
|
Lampe, Cliff
|
|
2011
|
|
3 |
p. 329-347
|
artikel
|
| 82 |
Studying participation networks in collaboration using mixed methods
|
Martínez, Alejandra
|
|
2006
|
|
3 |
p. 383-408
|
artikel
|
| 83 |
Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents
|
Tissenbaum, Mike
|
|
|
|
3 |
p. 325-351
|
artikel
|
| 84 |
Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?
|
Rosé, Carolyn
|
|
|
|
3 |
p. 327-331
|
artikel
|
| 85 |
Supporting students’ participation in authentic proof activities in computer supported collaborative learning (CSCL) environments
|
Öner, Diler
|
|
2008
|
|
3 |
p. 343-359
|
artikel
|
| 86 |
Technology affordances for intersubjective meaning making: A research agenda for CSCL
|
Suthers, Daniel D.
|
|
2006
|
|
3 |
p. 315-337
|
artikel
|
| 87 |
The affordance of anchored discussion for the collaborative processing of academic texts
|
Pol, J. van der
|
|
2006
|
|
3 |
p. 339-357
|
artikel
|
| 88 |
The effect of a script and a structured interface in grounding discussions
|
Schoonenboom, Judith
|
|
2008
|
|
3 |
p. 327-341
|
artikel
|
| 89 |
The impact of a gamified mobile question-asking app on museum visitor group interactions: an ICAP framing
|
Ha, Jesse
|
|
|
|
3 |
p. 367-401
|
artikel
|
| 90 |
The impact of scripted roles on online collaborative learning processes
|
Pozzi, Francesca
|
|
2011
|
|
3 |
p. 471-484
|
artikel
|
| 91 |
The mechanism and effect of class-wide peer feedback on conceptual knowledge improvement: Does different feedback type matter?
|
Tan, Jesmine S. H.
|
|
|
|
3 |
p. 393-424
|
artikel
|
| 92 |
The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration
|
Damşa, Crina I.
|
|
2014
|
|
3 |
p. 247-281
|
artikel
|
| 93 |
Time is precious: Variable- and event-centred approaches to process analysis in CSCL research
|
Reimann, Peter
|
|
2009
|
|
3 |
p. 239-257
|
artikel
|
| 94 |
Tweets from #cscl2011
|
Stahl, Gerry
|
|
2011
|
|
3 |
p. 323-327
|
artikel
|
| 95 |
Vocational education approach: New TEL settings—new prospects for teachers’ instructional activities?
|
Hämäläinen, Raija
|
|
2013
|
|
3 |
p. 271-291
|
artikel
|
| 96 |
Web 2.0: Inherent tensions and evident challenges for education
|
Dohn, Nina Bonderup
|
|
2009
|
|
3 |
p. 343-363
|
artikel
|
| 97 |
What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations?
|
van Leeuwen, Anouschka
|
|
|
|
3 |
p. 261-289
|
artikel
|
| 98 |
Why and how do middle school students exchange ideas during science inquiry?
|
Matuk, Camillia
|
|
2018
|
|
3 |
p. 263-299
|
artikel
|
| 99 |
You like it, you learn it: affectivity and learning in competitive social role play gaming
|
Brom, Cyril
|
|
2016
|
|
3 |
p. 313-348
|
artikel
|
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