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Malmberg, Jonna; Haataja, Eetu; Seppänen, Tapio; Järvelä, Sanna – International Journal of Computer-Supported Collaborative Learning, 2019
The coordination of cognitive and non-cognitive interactive processes contributes to successful collaboration in groups, but it is hard to evidence in computer-supported collaborative learning (CSCL). Monitoring is a metacognitive process that can be an indicator of a student's ability to recognize success or failure in collaboration. This study…
Descriptors: Computer Assisted Instruction, Cooperative Learning, Science Tests, Group Testing
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Arnseth, Hans Christian; Krange, Ingeborg – International Journal of Computer-Supported Collaborative Learning, 2016
In this article we analyze how the joint cognitive system of teacher and student actions mediated by cultural tools develops sense making of science concepts, and the use of concepts as tools for explaining phenomena and processes related to energy and energy transformation. We take a sociocultural approach to the analysis of how material and…
Descriptors: Concept Formation, Computer Assisted Instruction, Science Instruction, Inquiry
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Perez-Sanagustin, Mar; Santos, Patricia; Hernandez-Leo, Davinia; Blat, Josep – International Journal of Computer-Supported Collaborative Learning, 2012
Computer-Supported Collaborative Blended Learning (CSCBL) scripts are complex learning situations in which formal and informal activities conducted at different spatial locations are coordinated and integrated into one unique learning setting through the use of technology. We define a conceptual model identifying four factors to be considered when…
Descriptors: Blended Learning, Learning Activities, Computer Assisted Instruction, Technology Integration
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Rummel, Nikol; Mullins, Dejana; Spada, Hans – International Journal of Computer-Supported Collaborative Learning, 2012
With the aim to promote students' mathematics learning, we extended the Cognitive Tutor Algebra (CTA), a computer-based tutoring system for high school mathematics, to a collaborative setting. Furthermore we developed a collaboration script to support students' interactions. In an experimental classroom study, we compared three conditions:…
Descriptors: Mathematics Education, Prior Learning, Interaction, Algebra
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Lund, Andreas; Rasmussen, Ingvill – International Journal of Computer-Supported Collaborative Learning, 2008
Using Vygotsky's notion of double stimulation as an analytical tool, we discuss the complex relationship between tasks, tools, and agency in CSCL environments. Empirically we examine how learners in a Norwegian senior high school class learning English as a foreign language approach and respond to an open-ended and collectively oriented task using…
Descriptors: High Schools, Stimulation, English (Second Language), Second Language Learning