By encouraging elementary students to work collaboratively, they can gain essential skills such as perspective taking, conflict negotiation, and asking for and receiving assistance. Epistemic Network Analysis (ENA) is an analytic technique that provides an alternative to more typical approaches to analyzing and synthesizing coded dialogue. This…

The present investigation aimed to analyze the collaborative making processes and ways of organizing collaboration processes of five student teams. As a part of regular school work, the seventh-grade students were engaged in the use of traditional and digital fabrication technologies for inventing, designing, and making artifacts. To analyze…

In today's digital society, computer-supported collaborative learning (CSCL) and collaborative problem solving (CPS) have received increasing attention. CPS studies have often emphasized outcomes such as skill levels of CPS, whereas the action transitions in the paths to solve the problems related to these outcomes have been scarcely studied. The…

Research on computer-supported collaborative learning faces the challenge of extending student collaboration to higher social levels and enabling cross-boundary interaction. This study investigated collaborative knowledge building among four Grade 5 classroom communities that studied human body systems with the support of Idea Thread Mapper (ITM).…

The research landscape displays increasing awareness of the important role of self-regulation and emotions in the process of acquiring Collaborative Problem-Solving skills (CPS), which are considered essential in almost all areas of life. However, there is still a dearth of research on developing CPS skills among elementary-school students. Our…

In this study, we aim to widen the understanding of how students' collaborative knowledge practices are mediated multimodally in a school's makerspace learning environment. Taking a sociocultural stance, we analyzed students' knowledge practices while carrying out STEAM learning challenges in small groups in the FUSE Studio, an elementary school's…

The individual problem-solving (IPS) and collaborative problem-solving (CPS) have received a lot of attention, yet little research has been conducted to investigate whether CPS and IPS are equally effective in improving students' understanding of physics concepts, problem-solving abilities, and minimizing achievement gaps. Therefore, the present…

Teachers play a major role during CSCL by monitoring and stimulating the types of interactions between students that are conducive to learning. Teacher dashboards are increasingly being developed to aid teachers in monitoring students' collaborative activities, thereby constituting a form of indirect support for CSCL in the classroom. However, the…

This paper proposes the Learning in Embodied Activity Framework (LEAF) which aims to synthesize across individual and sociocultural theories of learning to provide a more robust account of how the body plays a role in collaborative learning, particularly when students are learning about a collective phenomenon where coordination between and across…

Virtual manipulatives running on tablets have been demonstrated to improve students' conceptual understanding in previous studies. However, the differential effects on group interaction during face-to-face collaborative inquiry learning from the support of alternative technology affordances has received little attention. Technology affordances in…

This study explores boundary-crossing interaction between two grade 5/6 science classrooms that operated as knowledge building communities. The two classrooms studied human body systems with the support of the Knowledge Forum over a ten-week period. The knowledge building practice integrated student-driven inquiry and discourse within each…

Research on Computer-Supported Collaborative Learning (CSCL) has provided significant insights into why collaborative learning is effective and how we can effectively provide support for it. Building on this knowledge, we can investigate when collaboration is beneficial to support learning. Specifically, collaborative and individual learning are…

This paper presents two studies that examine emergent leadership in children's collaborative learning groups. Building on research that finds that leadership moves are distributed among group members during learning activities, we examined whether there were patterns in the distribution of moves, resulting in different types of emergent leaders in…

The goal of this study was to develop a classification for a range of discourse patterns that occur in text-based asynchronous discussion forums, and that can aid in the distinction of three modes of discourse: knowledge sharing, knowledge construction, and knowledge building. The dataset was taken from Knowledge Forum® databases in the Knowledge…

Teachers and students face many challenges in shifting from traditional classroom cultures to enacting the "Knowledge-Building Communities" model (KBC model) supported by the CSCL environment, "Knowledge Forum" (Bereiter, 2002; Bereiter & Scardamalia, 1993; Scardamalia, 2002; Scardamalia & Bereiter, 2006). Enacting the…