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Socio-Cognitive Openness in Online Knowledge Building Discourse: Does Openness Keep Conversations Going?
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van Heijst, Hennie; de Jong, Frank P. C. M.; Van Aalst, Jan; De Hoog, Natascha; Kirschner, Paul A. – International Journal of Computer-Supported Collaborative Learning, 2019
This study describes the socio-cognitive dynamics of collaborative online knowledge-building discourse among Dutch Master of Education students from the perspective of openness. A socio-cognitive openness framework consisting of four social and four cognitive components was used to analyze contributions to online collective knowledge building…
Descriptors: Foreign Countries, Cooperative Learning, Educational Technology, Technology Uses in Education
Enhancing Socially Shared Regulation in Collaborative Learning Groups: Designing for CSCL Regulation Tools
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Järvelä, Sanna; Kirschner, Paul A.; Panadero, Ernesto; Malmberg, Jonna; Phielix, Chris; Jaspers, Jos; Koivuniemi, Marika; Järvenoja, Hanna – Educational Technology Research and Development, 2015
For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin ("Educ Psychol" 48(1):25-39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual…
Descriptors: Cooperative Learning, Computer Uses in Education, Learning Processes, Instructional Design
A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness
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Chen, Juanjuan; Wang, Minhong; Kirschner, Paul A.; Tsai, Chin-Chung – Knowledge Management & E-Learning, 2019
The positive effects of computer-supported collaborative learning (CSCL) on students' learning outcomes and processes have been widely reported in individual empirical studies and meta-analyses. More specifically, in the meta-analysis by Chen, Wang, Kirschner, and Tsai (2018), the effects were found to be attributed to the three main elements of…
Descriptors: Computer Assisted Instruction, Cooperative Learning, Educational Technology, Program Effectiveness
Socially Shared Regulation of Learning in CSCL: Understanding and Prompting Individual- and Group-Level Shared Regulatory Activities
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Järvelä, Sanna; Kirschner, Paul A.; Hadwin, Allyson; Järvenoja, Hanna; Malmberg, Jonna; Miller, Mariel; Laru, Jari – International Journal of Computer-Supported Collaborative Learning, 2016
The field of computer supported collaborative learning (CSCL) is progressing instrumentally and theoretically. Nevertheless, few studies examine the effectiveness and efficiency of CSCL with respect to cognitive, motivational, emotional, and social issues, despite the fact that the role of regulatory processes is critical for the quality of…
Descriptors: Computer Assisted Instruction, Educational Technology, Prompting, Cooperative Learning
Connecting Agents and Artifacts in CSCL: Towards a Rationale of Mutual Shaping
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Overdijk, Maarten; van Diggelen, Wouter; Kirschner, Paul A.; Baker, Michael – International Journal of Computer-Supported Collaborative Learning, 2012
Studying how collaborative activity takes shape interactionally in the context of technological settings is one of the main challenges in the field of Computer-Supported Collaborative Learning (CSCL). It requires us, amongst other things, to look into the "black box" of how technical artifacts are brought into use, or rather, how they are attuned…
Descriptors: Educational Theories, Educational Research, Research Methodology, Cooperative Learning
The Effects of Inspecting and Constructing Part-Task-Specific Visualizations on Team and Individual Learning
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Slof, Bert; Erkens, Gijsbert; Kirschner, Paul A.; Helms-Lorenz, Michelle – Computers & Education, 2013
This study examined whether inspecting and constructing different part-task-specific visualizations differentially affects learning. To this end, a complex business-economics problem was structured into three phase-related part-tasks: (1) determining core concepts, (2) proposing multiple solutions, and (3) coming to a single solution. Each phase…
Descriptors: Group Activities, Cooperative Learning, Teamwork, Achievement Gains