Through close analyses of the interaction that takes place between students and facilitators, this study investigates the instructional use of video in post-simulation debriefings. The empirical material consists of recordings of 40 debriefings that took place after simulation-based training scenarios in health care education. During the…

Although several studies related to social-context awareness (SA) and knowledge-context awareness (KA) argued that each (SA or KA) can individually enhance peer interaction in an online learning community, other studies reached opposite conclusions. These conflicting findings likely stem from different experimental settings. Most importantly, few…

Only a few studies have dealt with the challenge of bridging the linguistic gap between the dialogic realm and the talk of disengaged students. Bridging this gap is particularly relevant to the CSCL community since one of its utmost aims is to promote the dialogic. This study aims to articulate how to harness the CSCL design and affordances to…

Conversational agents that draw on the framework of academically productive talk (APT) have been lately shown to be effective in helping learners sustain productive forms of peer dialogue in diverse learning settings. Yet, literature suggests that more research is required on how learners respond to and benefit from such flexible agents in order…

This paper aims to better understand the development of students' metacognitive learning processes when participating actively in a CSCL system called KnowCat. To this end, a longitudinal case study was designed, in which 18 university students took part in a 12-month (two semesters) learning project. The students followed an instructional…