Online peer feedback has proven to be practically useful for instructors and to be useful for learning, especially for the feedback provider. Because students can vary widely in skill level, some research has explored matching reviewer and author by performance level. However, past research on the impacts of reviewer matching has found little…

Successful computer-supported collaborative learning (CSCL) relies on collaborative group engagement, a complex construct characterized by multifaceted, dynamic, socio-emotional, and socio-cognitive processes. This paper provides a detailed analysis of collaborative group engagement, with a particular focus on nonverbal behaviors as indicators of…

This study extends research on perspectival understanding (Greeno & van de Sande, 2007) by using Du Bois' (2007) discourse work on stancetaking to investigate how students expressed their perspectives on course content through a variety of stances/positions as they negotiated meaning in online discussions. Participants were students in a…

The acquisition of online interaction competencies is an important learning objective. The present study explored the relationships between the first-language heterogeneity of computer-supported collaborative learning (CSCL) groups and the development of students' online interaction self-efficacy via a pretest--posttest design in the context of a…

This study examines emotion regulation strategies in written digital discussions revolving around controversial issues. Twenty-five undergraduate students, placed in five study groups, took part in written digital discussions. Two groups were chosen to participate in the study. Participants were interviewed and were asked to read the transcript of…

Despite their potential to deliver a high-quality learning experience, massive open online courses (MOOCs) pose several issues, such as high dropout rates, difficulties in collaboration between students, low teaching involvement, and limited teacher-student interaction. Most of these issues can be attributed to the large number, diversity, and…

Under the notion of "CSCL scripts", different pedagogical models for structuring and supporting collaboration in the classroom have been proposed. We report on a practical experience with scripts based on the Pyramid collaborative learning flow pattern supported by a specific classroom tool and a teacher-facing dashboard that implements…

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…

Research on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have…

This paper presents a study of group cohesion as it arises in online small group different time and place collaboration. Cohesion is modeled in terms of the extent to which a group makes progress together through contentful and meaningful collaborative interactions. This paper makes the case that cohesion in a small group working collaboratively…

Social interaction is crucial for understanding individual and collective processes in knowledge communities. We describe how technology has changed the way people interact in large communities. Building on this description, we propose a framework that distinguishes four types of joint interactions in online knowledge communities: Attendance,…

Difficulties with planning, such as negotiating task understandings and goals, can have a profound effect on regulation and task performance when students work collaboratively (Miller and Hadwin, "Computers in Human Behaviour", 52, 573-588, 2015a). Despite planning being a common challenge, teams often fail to identify strategies for…

This paper explores the emergence of joint problem solving in online environments where the participants work together but at different times and from different places. Collaborations of this sort have been referred to as loosely coupled collaborations. The focus is on "venue" which is the virtual substitute for physical copresence under…

New societal demands call for schools to train students' collaboration skills. However, research thus far has focused mainly on promoting collaboration to facilitate knowledge acquisition and has rarely provided insight into how to train students' collaboration skills. This study demonstrates the positive effects on the quality of students'…

Complex adaptive systems theory served as a framework for this qualitative study exploring the process of how meaning emerges from the collective interactions of individuals in a synchronous online discussion through their shared words about a topic. In an effort to bridge levels of analysis from the individual to the small group to the community,…