This study examined how to improve students' regulation of task-oriented reading (TOR). TOR encompasses reading and information processing needed to perform a specific task. Previous studies suggest students can benefit from a collaboration script to enhance socially shared regulation of TOR. The collaboration script elicits discussions about task…

We investigated how the level of variance in students' prior knowledge may have influenced their collaborative interactions and science learning in small groups. We examined learning outcomes from 102 groups from seven science teachers' classes and discourse from two contrasting groups: Homogeneous versus heterogeneous. We examined individual and…

This study analyzed collaborative invention projects by teams of lower-secondary (13-14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams' knowledge creation processes…

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…

This study examined students' understanding of, and reflective inquiry into discourse, specifically their epistemic discourse understanding and meta-discourse, and investigated their roles and relationships in fostering productive inquiry in knowledge building. The participants comprised two classes of ninth grade visual arts students inquiring…

Understanding how individuals collaborate with others is a complex undertaking, because collaborative problem-solving (CPS) is an interactive and dynamic process. We attempt to identify distinct collaborative problem-solver profiles of Chinese 15-year-old students on a computer-based CPS task using process data from the 2015 Program for…

Learning analytics (LA) and group awareness tools are regarded as top priorities for research in the field of computer-supported collaborative learning. As such, this study investigated whether LA-enabled group awareness information facilitates wiki-supported collaborative learning in secondary education. We proposed an analytic framework of…

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…

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…

Giving students opportunities to work collaboratively with complex online information is important for the development of democratic citizenship, but providing and structuring these opportunities poses pedagogical challenges. In this study, we investigate how digital mapping tools developed within Science and Technology Studies (STS) are used by…

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…

Orchestrating collaborative learning in the classroom involves tasks such as forming learning groups with heterogeneous knowledge and making learners aware of the knowledge differences. However, gathering information on which the formation of appropriate groups and the creation of graphical knowledge representations can be based is very effortful…

This case study investigated the development of group cognition by tracing the change in mathematical discourse of a team of three middle-school students as they worked on a construction problem within a virtual collaborative dynamic geometry environment. Sfard's commognitive framework was employed to examine how the student team's word choice,…

AMOEBA is a unique tool to support teachers' orchestration of collaboration among novice programmers in a non-traditional programming environment. The AMOEBA tool was designed and utilized to facilitate collaboration in a classroom setting in real time among novice middle school and high school programmers utilizing the IPRO programming…

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…