ijCSCL Table of Contents
ijCSCL—a journal for research in CSCL
Gerry Stahl & Friedrich Hesse
The CSCL community in its first decade: Development, continuity, connectivity
Andrea Kienle & Martin Wessner (Germany)
A relational, indirect and meso level approach to design in CSCL in the next decade
Christopher Jones (UK), Lone Dirckinck-Holmfeld (Denmark), & Berner Lindström (Sweden)
Student assessment of collaborative inquiry in a CSCL environment
Eddy Y. C. Lee (China), Carol K.K. Chan (China), & Jan van Aalst (Canada)
Situating CoWeb: A scholarship of application
Jochen Rick & Mark Guzdial (US)
R-U-Typing-2-Me? Evolving a chat tool to increase understanding in learning activities
Hugo Fuks, Mariano Pimentel, & Carlos José Pereira de Lucena (Brazil)
A dialogical understanding of the relationship between CSCL and teaching thinking skills
Rupert Boudewijn Wegerif (UK)
Building knowledge in the classroom, building knowledge in the CSCL community
Gerry Stahl & Friedrich Hesse
Approaching institutional context: Systemic versus dialogic research in CSCL
Hans Christian Arnseth & Sten Ludvigsen (Norway)
Collaborative knowledge building using a design principles database
Yael Kali (Israel)
Co-reflection in online learning: Collaborative critical thinking as narrative
Joyce Yukawa (US)
Knowledge-building activity structures in Japanese elementary science pedagogy
Jun Oshima, Ritsuko Oshima, Isao Murayama, Shigenori Inagaki, Makrko Takenaka, Tomakazu Yamamoto, Etsuji Yamaguchi & Hayashi Nakayama (Japan)
Supporting synchronous collaborative learning: A generic multi-dimensional model
Jacques Lonchamp (France)
Errata
Student assessment of collaborative inquiry in a CSCL environment
Eddy Y. C. Lee (China), Carol K.K. Chan (China), & Jan van Aalst (Canada)
Focusing on participation in group meaning making
Gerry Stahl & Friedrich Hesse
Technology affordances for intersubjective meaning making: A research agenda for CSCL
Daniel D. Suthers (US)
The affordance of anchored discussion for the collaborative processing of academic texts
Jakko van der Pol (Netherlands)
Supporting collaborative groups with a classroom handheld network
Tobin Frye White (US)
Studying participation networks in collaboration using mixed methods
Alejandra Martínez, Jose Marcos, Yannis Dimitriadis, Eduardo Gomez, Bartolome Rubia & Ivan Jorrin (Spain)
Social practices of computer-supported collaborative learning
Gerry Stahl & Friedrich Hesse
Consistent practices in artifact-mediated collaboration
Nathan Dwyer & Daniel D. Suthers (US)
Electronic (re)constitution of groups: Group dynamics form face-to-face to an online setting
Lynn Clouder, Jayne Dalley, Julian Hargreaves, Sally Parkes, Julie Sellars & Jane Toms (UK)
Knowledge building in mathematics: Supporting collaborative learning in pattern problems
Joan Moss & Ruth Anne Beatty (US)
From dialogue to monologue and back: Middle spaces in computer-mediated learning
Noel Enyedy & Christopher M. Hoadley (US)
Welcome to the future: ijCSCL volume 2
Gerry Stahl & Friedrich Hesse
Community-based learning: The core competency of residential, research-based universities
Gerhard Fischer (US), Markus Rohde & Volker Wulf (Germany)
Patterns as a paradigm for theory in community-based learning
John M.Carroll & Umer Farooq (US)
A rating scheme for assessing the quality of computer-supported collaboration processes
Anne Meier, Hans Spada & Nikol Rummel (Germany)
Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for social network analysis
Maarten De Laat & Victor Lally (Netherlands)
Barriers to online critical discourse
Liam Rourke & Heather Kanuka (Singapore)
A double issue for CSCL 2007
Gerry Stahl, Daniel D. Suthers & Friedrich Hesse
Contextual perspective in comparing meaning negotiations of two small groups in web-based discussion
Maarit Arvaja (Finland)
Supporting collaborative learning and problem solving in a constraint-based CSCL environment for UML class diagrams
Nilufar Baghaei, Antonija Mitrovic & Warwick Irwin (New Zealand)
Dealing with multiple documents on the WWW: The role of meta-cognition in the formation of documents models
Marc Stadtler & Rainer Bromme(Germany)
Specifying computer-supported collaboration scripts
Lars Kobbe, Armin Weinberger, Pierre Dillenbourg, Andreas Harrer, Raija Hämäläinen, Päivi Häkkinen, & Frank Fischer (Germany, Switzerland, Finland)
Comparing knowledge construction in two cohorts of asynchronous discussion groups with and without scripting
Tammy Schellens, Hilde Van Keer, Bram De Wever & Martin Valcke (Belgium)
Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo
Nathalie Muller Mirza, Valérie Tartas, Anne-Nelly Perret-Clermont & Jean-François De Pietro (Switzerland, France)
How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate?
Kristine Lund, Gaëlle Molinari, Arnauld Séjourné & Michael Baker (France, Switzerland)
Argumentation in a changing world
Baruch B. Schwarz & Reuma De Groot (Israel)
Rainbow: A framework for analyzing computer-mediated pedagogical debates
Michael James Baker, Jerry Andriessen, Kristine Lund, Marije van Amelsvoort & Matthieu Quignard (France, Netherlands)
CSCL and its flash themes
Gerry Stahl
Using activity-oriented design methods to study collaborative knowledge building in e-learning courses within higher education
John B. Belbas & Christine M. Greenhow (US)
Future Technology Workshop: A method for the design of new technologies and activities
Giasemi Vavoula & Mike Sharples (UK)
Facilitating argumentative knowledge construction with computer-supported collaboration scripts
Karsten Stegmann, Armin Weinberger & Frank Fischer (Germany)
The role of floor control and of ontology in argumentative activities with discussion-based tools
Baruch Schwarz & Amnon Glassner (Israel)
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)
The many levels of CSCL
Gerry Stahl & Friedrich Hesse
The mechanics of CSCL macro scripts
Pierre Dillenbourg & Fabrice Hong (Switzerland)
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)
A community of practice among tutors enabling student participation in a seminar preparation
Bernhard Nett (Germany)
The need for considering multilevel analysis in CSCL research - An appeal for the use of more advanced statistical methods
Ulrike Cress (Germany)
Group awareness and self-presentation in the information-exchange dilemma
Joachim Kimmerle & Ulrike Cress (Germany)
The strength of the lone wolf
Gerry Stahl
A systemic and cognitive view on collaborative knowledge building with wikis
Ulrike Cress & Joachim Kimmerle (Germany)
Supporting controversial CSCL discussion with augmented group awareness tools
Jürgen Buder & Daniel Bodemer (Germany)
Annotations and the collaborative digital library: Effects of an aligned annotation interface on student argumentation and reading strategies
Joanna Wolfe (US)
Appropriation of a shared workspace: Organizing principles and their application
Maarten Overdijk & Wouter van Diggelen (Netherlands)
Operationalizing macro-scripts in CSCL technological settings
Pierre Tchounikine (France)
Explorations of participation in discourse
Gerry Stahl * Friedrich Hesse
Analyzing collaborative learning processes automatically: Exploiting the advances of computational linguistics in CSCL
Carolyn Rosé * Yi-Chia Wang * Yue Cui * Jaime Arguello * Karsten Segmann * Armin Weinberger * Frank Fischer (US, Germany)
The effect of a script and an interface in grounding discussions
Judith Schoonenboom (Netherlands)
Supporting students' participation in authentic proof activities in CSCL environments
Diler Oner (Turkey)
Inviting participation: Cultural practices in networked classroom learning environments
Nancy Ares (US)
Context-oriented communication and the design of computer-supported discursive learning
Andrea Kienle * Thomas Herrmann (Germany)
Book review: Exploring thinking as communicating in CSCL
Gerry Stahl (US)