Most distributed and virtual online environments for and pedagogies of computer-supported collaborative learning (CSCL) neglect the social and social-emotional aspects underlying the group dynamics of learning and working in a CSCL group. These group dynamics often determine whether the group will develop into a well-performing team and whether a…

Despite the widespread assumption that students require scaffolding support for self-regulated learning (SRL) processes in computer-based learning environments (CBLEs), there is little clarity as to which types of scaffolds are most effective. This study offers a literature review covering the various scaffolds that support SRL processes in the…

Describes the difference between mediation and "mediatisation." Suggests the need for a paradigm shift away from the computational model of knowledge as pure information processing and task-centered problem solving to a more contextualist, sociointeractional, constructivist, user-centered model of cognition. (Author/AEF)

Examines the issue of help devices for students in hypermedia environments according to the learning context and cognitive processes involved. Describes three main types of learning situations--learning-by-doing, learning-by-instruction, learning-by-exploring--and explores the main cognitive processes involved in them. Discusses specific types of…

Three aspects of JITOL (Just in Time Open Learning) are differentiated according to the importance of the social exchanges, the role of the tutor, and the vision of the knowledge building process. The support of professional learning needs research that analyzes needs and problems, informs regulation and decision making, and highlights the…