| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A decade of CSCL
|
Stahl, Gerry
|
|
2015
|
|
4 |
p. 337-344
|
artikel
|
| 2 |
Advancing knowledge‐building discourse through judgments of promising ideas
|
Chen, Bodong
|
|
2015
|
|
4 |
p. 345-366
|
artikel
|
| 3 |
Alternative goal structures for computer game-based learning
|
Ke, Fengfeng
|
|
2008
|
|
4 |
p. 429-445
|
artikel
|
| 4 |
A model for flexibly editing CSCL scripts
|
Sobreira, Péricles
|
|
2012
|
|
4 |
p. 567-592
|
artikel
|
| 5 |
AMOEBA: Designing for collaboration in computer science classrooms through live learning analytics
|
Berland, Matthew
|
|
2015
|
|
4 |
p. 425-447
|
artikel
|
| 6 |
Analyzing roles of individuals in small-group collaboration processes
|
Stahl, Gerry
|
|
2014
|
|
4 |
p. 365-370
|
artikel
|
| 7 |
An ontology engineering approach to the realization of theory-driven group formation
|
Isotani, Seiji
|
|
2009
|
|
4 |
p. 445-478
|
artikel
|
| 8 |
A review of the International Handbook of Computer-Supported Collaborative Learning 2021
|
Roschelle, Jeremy
|
|
|
|
4 |
p. 499-505
|
artikel
|
| 9 |
Are we together or not? The temporal interplay of monitoring, physiological arousal and physiological synchrony during a collaborative exam
|
Malmberg, Jonna
|
|
|
|
4 |
p. 467-490
|
artikel
|
| 10 |
A theory-driven reflection on context-aware support for collaborative discussions in light of analytics, affordances, and platforms
|
Rosé, Carolyn
|
|
|
|
4 |
p. 435-440
|
artikel
|
| 11 |
Automatic coding of dialogue acts in collaboration protocols
|
Erkens, Gijsbert
|
|
2008
|
|
4 |
p. 447-470
|
artikel
|
| 12 |
Beyond folk theories of CSCL
|
Stahl, Gerry
|
|
2010
|
|
4 |
p. 355-358
|
artikel
|
| 13 |
Building a community among teachers, researchers and university students. A blended approach to training
|
Cesareni, Donatella
|
|
2011
|
|
4 |
p. 625-646
|
artikel
|
| 14 |
Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS?
|
Guo, Jiun-Wei
|
|
|
|
4 |
p. 489-512
|
artikel
|
| 15 |
Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities?
|
Kershner, Ruth
|
|
2010
|
|
4 |
p. 359-383
|
artikel
|
| 16 |
Capturing and analyzing verbal and physical collaborative learning interactions at an enriched interactive tabletop
|
Martinez-Maldonado, Roberto
|
|
2013
|
|
4 |
p. 455-485
|
artikel
|
| 17 |
Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning
|
Järvelä, Sanna
|
|
|
|
4 |
p. 425-441
|
artikel
|
| 18 |
Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective
|
Cress, Ulrike
|
|
|
|
4 |
p. 607-614
|
artikel
|
| 19 |
Cohesion in online environments
|
Altebarmakian, Maria
|
|
|
|
4 |
p. 443-465
|
artikel
|
| 20 |
Collaborating around the tabletop
|
Stahl, Gerry
|
|
2011
|
|
4 |
p. 485-490
|
artikel
|
| 21 |
Collaboration scripts and scaffolding
|
Ludvigsen, Sten
|
|
2016
|
|
4 |
p. 381-385
|
artikel
|
| 22 |
Collaboration within large groups in the classroom
|
Szewkis, Eyal
|
|
2011
|
|
4 |
p. 561-575
|
artikel
|
| 23 |
Collaborative drawing on a shared digital canvas in elementary science education: The effects of script and task awareness support
|
Gijlers, Hannie
|
|
2013
|
|
4 |
p. 427-453
|
artikel
|
| 24 |
Computational analysis and mapping of ijCSCL content
|
Lonchamp, Jacques
|
|
2012
|
|
4 |
p. 475-497
|
artikel
|
| 25 |
Consistent practices in artifact-mediated collaboration
|
Dwyer, Nathan
|
|
2006
|
|
4 |
p. 481-511
|
artikel
|
| 26 |
Contrasting the use of tools for presentation and critique: Some cases from architectural education
|
Lymer, Gustav
|
|
2009
|
|
4 |
p. 423-444
|
artikel
|
| 27 |
Conversational agents for academically productive talk: a comparison of directed and undirected agent interventions
|
Tegos, Stergios
|
|
2016
|
|
4 |
p. 417-440
|
artikel
|
| 28 |
CSCL and its flash themes
|
Stahl, Gerry
|
|
2007
|
|
4 |
p. 359-362
|
artikel
|
| 29 |
CSCL practices
|
Stahl, Gerry
|
|
2008
|
|
4 |
p. 369-372
|
artikel
|
| 30 |
Developing understanding beyond the given knowledge and new methodologies for analyses in CSCL
|
Ludvigsen, Sten
|
|
2018
|
|
4 |
p. 359-364
|
artikel
|
| 31 |
Developing & using interaction geography in a museum
|
Shapiro, Ben Rydal
|
|
2017
|
|
4 |
p. 377-399
|
artikel
|
| 32 |
Different leaders: Emergent organizational and intellectual leadership in children’s collaborative learning groups
|
Mercier, Emma M.
|
|
2014
|
|
4 |
p. 397-432
|
artikel
|
| 33 |
Earth science learning in SMALLab: A design experiment for mixed reality
|
Birchfield, David
|
|
2009
|
|
4 |
p. 403-421
|
artikel
|
| 34 |
Educational dialogues and computer supported collaborative learning: critical analysis and research perspectives
|
Baker, Michael J.
|
|
|
|
4 |
p. 583-604
|
artikel
|
| 35 |
Electronic [re]constitution of groups: Group dynamics from face-to-face to an online setting
|
Clouder, Lynn
|
|
2006
|
|
4 |
p. 467-480
|
artikel
|
| 36 |
Emotion expression and recognition in written digital discussions on Civic Issues
|
Slakmon, Benzi
|
|
|
|
4 |
p. 519-537
|
artikel
|
| 37 |
Evolution of the academic emotions of academically low-achieving students in knowledge building
|
Yang, Yuqin
|
|
|
|
4 |
p. 539-571
|
artikel
|
| 38 |
Exploring embedded guidance and self-efficacy in educational multi-user virtual environments
|
Nelson, Brian C.
|
|
2008
|
|
4 |
p. 413-427
|
artikel
|
| 39 |
Facilitating argumentative knowledge construction with computer-supported collaboration scripts
|
Stegmann, Karsten
|
|
2007
|
|
4 |
p. 421-447
|
artikel
|
| 40 |
From dialogue to monologue and back: Middle spaces in computer-mediated learning
|
Enyedy, Noel
|
|
2006
|
|
4 |
p. 413-439
|
artikel
|
| 41 |
Future direction for the CSCL field: Methodologies and eight controversies
|
Ludvigsen, Sten
|
|
2017
|
|
4 |
p. 337-341
|
artikel
|
| 42 |
Future technology workshop: A collaborative method for the design of new learning technologies and activities
|
Vavoula, Giasemi N.
|
|
2007
|
|
4 |
p. 393-419
|
artikel
|
| 43 |
Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance
|
Hayashi, Yugo
|
|
|
|
4 |
p. 469-498
|
artikel
|
| 44 |
Give student ideas a larger stage: support cross-community interaction for knowledge building
|
Zhang, Jianwei
|
|
|
|
4 |
p. 389-410
|
artikel
|
| 45 |
Guided reciprocal questioning to support children’s collaborative storytelling
|
Gelmini-Hornsby, Giulia
|
|
2011
|
|
4 |
p. 577-600
|
artikel
|
| 46 |
Identifying collaborative problem-solver profiles based on collaborative processing time, actions and skills on a computer-based task
|
Ma, Yue
|
|
|
|
4 |
p. 465-488
|
artikel
|
| 47 |
“I guess my question is”: What is the co-occurrence of uncertainty and learning in computer-mediated discourse?
|
Jordan, Michelle E.
|
|
2014
|
|
4 |
p. 451-475
|
artikel
|
| 48 |
Improving collaborative learning in the classroom: Text mining based grouping and representing
|
Erkens, Melanie
|
|
2016
|
|
4 |
p. 387-415
|
artikel
|
| 49 |
Interactive tabletops in education
|
Dillenbourg, Pierre
|
|
2011
|
|
4 |
p. 491-514
|
artikel
|
| 50 |
Interactive visual tools as triggers of collaborative reasoning in entry-level pathology
|
Nivala, Markus
|
|
2012
|
|
4 |
p. 499-518
|
artikel
|
| 51 |
Interfering and resolving: How tabletop interaction facilitates co-construction of argumentative knowledge
|
Pontual Falcão, Taciana
|
|
2010
|
|
4 |
p. 539-559
|
artikel
|
| 52 |
Investigating the effects of prompts on argumentation style, consensus and perceived efficacy in collaborative learning
|
Harney, Owen M.
|
|
2015
|
|
4 |
p. 367-394
|
artikel
|
| 53 |
“I think you just got mixed up”: confident peer tutors hedge to support partners’ face needs
|
Madaio, Michael
|
|
2017
|
|
4 |
p. 401-421
|
artikel
|
| 54 |
Knowledge building in mathematics: Supporting collaborative learning in pattern problems
|
Moss, Joan
|
|
2006
|
|
4 |
p. 441-465
|
artikel
|
| 55 |
Leveraging online communities in fostering adaptive schools
|
Hung, David
|
|
2008
|
|
4 |
p. 373-386
|
artikel
|
| 56 |
Many are the ways to learn identifying multi-modal behavioral profiles of collaborative learning in constructivist activities
|
Nasir, Jauwairia
|
|
|
|
4 |
p. 485-523
|
artikel
|
| 57 |
Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching
|
Mochizuki, Toshio
|
|
|
|
4 |
p. 489-518
|
artikel
|
| 58 |
Modelling diffusion in computer-supported collaborative learning: a large scale learning analytics study
|
Saqr, Mohammed
|
|
|
|
4 |
p. 441-483
|
artikel
|
| 59 |
Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review
|
Higgins, Steven E.
|
|
2011
|
|
4 |
p. 515-538
|
artikel
|
| 60 |
“Newbies” and “Celebrities”: Detecting social roles in an online network of teachers via participation patterns
|
Smith Risser, H.
|
|
2014
|
|
4 |
p. 433-450
|
artikel
|
| 61 |
Novel CSCL design processes prompted by exploration of role-playing and emotions
|
Järvelä, Sanna
|
|
|
|
4 |
p. 457-461
|
artikel
|
| 62 |
Paradigms of shared knowledge
|
Stahl, Gerry
|
|
2009
|
|
4 |
p. 365-369
|
artikel
|
| 63 |
Participatory learning through behavioral and cognitive engagements in an online collective information searching activity
|
Lin, Chia-Ching
|
|
2012
|
|
4 |
p. 543-566
|
artikel
|
| 64 |
Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions
|
Nussbaum, E. Michael
|
|
2007
|
|
4 |
p. 479-500
|
artikel
|
| 65 |
ReaderBench: Automated evaluation of collaboration based on cohesion and dialogism
|
Dascalu, Mihai
|
|
2015
|
|
4 |
p. 395-423
|
artikel
|
| 66 |
Real-time mutual gaze perception enhances collaborative learning and collaboration quality
|
Schneider, Bertrand
|
|
2013
|
|
4 |
p. 375-397
|
artikel
|
| 67 |
Reflecting on what counts as collaboration: Reaching forward without losing what is behind
|
Järvelä, Sanna
|
|
|
|
4 |
p. 457-464
|
artikel
|
| 68 |
Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning
|
Ludvigsen, Sten
|
|
|
|
4 |
p. 415-423
|
artikel
|
| 69 |
Reigniting CSCL flash themes
|
Stahl, Gerry
|
|
2013
|
|
4 |
p. 369-374
|
artikel
|
| 70 |
Rendering controversial socioscientific issues legible through digital mapping tools
|
Solli, Anne
|
|
2018
|
|
4 |
p. 391-418
|
artikel
|
| 71 |
Scaffolding of small groups’ metacognitive activities with an avatar
|
Molenaar, Inge
|
|
2011
|
|
4 |
p. 601-624
|
artikel
|
| 72 |
Self-efficacy and behavior patterns of learners using a real-time collaboration system developed for group programming
|
Hsu, Ting-Chia
|
|
|
|
4 |
p. 559-582
|
artikel
|
| 73 |
Sharing and cultivating tacit knowledge in an online learning environment
|
Tee, Meng Yew
|
|
2010
|
|
4 |
p. 385-413
|
artikel
|
| 74 |
Social argumentation in online synchronous communication
|
Alagoz, Esra
|
|
2013
|
|
4 |
p. 399-426
|
artikel
|
| 75 |
Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning
|
Rodríguez-Triana, María Jesús
|
|
|
|
4 |
p. 445-467
|
artikel
|
| 76 |
Social practices of computer-supported collaborative learning
|
Stahl, Gerry
|
|
2006
|
|
4 |
p. 409-412
|
artikel
|
| 77 |
Students’ engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support
|
Ingulfsen, Line
|
|
2018
|
|
4 |
p. 365-390
|
artikel
|
| 78 |
Students’ multimodal knowledge practices in a makerspace learning environment
|
Kajamaa, Anu
|
|
|
|
4 |
p. 411-444
|
artikel
|
| 79 |
Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learning
|
Kasepalu, Reet
|
|
|
|
4 |
p. 575-606
|
artikel
|
| 80 |
The collaborative construction of chronotopes during computer-supported collaborative professional tasks
|
Ligorio, Maria Beatrice
|
|
2010
|
|
4 |
p. 433-452
|
artikel
|
| 81 |
The impact of scripts on blended and online socially shared regulation of learning: A role-playing game theory perspective
|
Warden, Clyde A.
|
|
|
|
4 |
p. 463-487
|
artikel
|
| 82 |
The opportunities of networks of research-practice partnerships and why CSCL should not give up on large-scale educational change
|
Hod, Yotam
|
|
2018
|
|
4 |
p. 457-466
|
artikel
|
| 83 |
The richness of CSCL environments
|
Cress, Ulrike
|
|
|
|
4 |
p. 383-388
|
artikel
|
| 84 |
The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation
|
Lund, Andreas
|
|
2008
|
|
4 |
p. 387-412
|
artikel
|
| 85 |
The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL
|
Reich-Stiebert, Natalia
|
|
|
|
4 |
p. 513-530
|
artikel
|
| 86 |
The role of floor control and of ontology in argumentative activities with discussion-based tools
|
Schwarz, Baruch B.
|
|
2007
|
|
4 |
p. 449-478
|
artikel
|
| 87 |
The trade-off between individuals and groups: role interactions under different technology affordance conditions
|
Wang, Cixiao
|
|
|
|
4 |
p. 525-557
|
artikel
|
| 88 |
The value of learning talk: applying a novel dialogue scoring method to inform interaction design in an open-ended, embodied museum exhibit
|
Roberts, Jessica
|
|
2017
|
|
4 |
p. 343-376
|
artikel
|
| 89 |
Toward a classification of discourse patterns in asynchronous online discussions
|
Fu, Ella L. F.
|
|
2016
|
|
4 |
p. 441-478
|
artikel
|
| 90 |
Toward collaboration sensing
|
Schneider, Bertrand
|
|
2014
|
|
4 |
p. 371-395
|
artikel
|
| 91 |
Traversing planes of learning
|
Stahl, Gerry
|
|
2012
|
|
4 |
p. 467-473
|
artikel
|
| 92 |
Understanding the effect of differences in prior knowledge on middle school students’ collaborative interactions and learning
|
Puntambekar, Sadhana
|
|
|
|
4 |
p. 531-573
|
artikel
|
| 93 |
Using activity-oriented design methods to study collaborative knowledge-building in e-learning courses within higher education
|
Greenhow, Christine
|
|
2007
|
|
4 |
p. 363-391
|
artikel
|
| 94 |
Using activity theory to understand intergenerational play: The case of Family Quest
|
Siyahhan, Sinem
|
|
2010
|
|
4 |
p. 415-432
|
artikel
|
| 95 |
Using augmented reality and knowledge-building scaffolds to improve learning in a science museum
|
Yoon, Susan A.
|
|
2012
|
|
4 |
p. 519-541
|
artikel
|
| 96 |
Using big data techniques for measuring productive friction in mass collaboration online environments
|
Holtz, Peter
|
|
2018
|
|
4 |
p. 439-456
|
artikel
|
| 97 |
Visions of CSCL: eight provocations for the future of the field
|
Wise, Alyssa Friend
|
|
2017
|
|
4 |
p. 423-467
|
artikel
|
| 98 |
What happens when you push the button? Analyzing the functional dynamics of concept development in computer supported science inquiry
|
Arnseth, Hans Christian
|
|
2016
|
|
4 |
p. 479-502
|
artikel
|
| 99 |
When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research
|
Csanadi, Andras
|
|
2018
|
|
4 |
p. 419-438
|
artikel
|
| 100 |
Wikis to support the “collaborative” part of collaborative learning
|
Larusson, Johann Ari
|
|
2009
|
|
4 |
p. 371-402
|
artikel
|
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