| 143 | -- | 147 | Sanna Järvelä, Carolyn Penstein Rosé. Advocating for group interaction in the age of COVID-19 |
| 149 | -- | 177 | Nadine Melzner, Martin Greisel, Markus Dresel, Ingo Kollar. Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use |
| 179 | -- | 192 | Deanna Kuhn, Noel Capon, Hueiyi Lai. Talking about group (but not individual) process aids group performance |
| 193 | -- | 226 | Lanqin Zheng, Panpan Cui, Xuan Zhang. Does collaborative learning design align with enactment? An innovative method of evaluating the alignment in the CSCL context |
| 227 | -- | 248 | Mohammed Saqr, Olga Viberg, Henriikka Vartiainen. Capturing the participation and social dimensions of computer-supported collaborative learning through social network analysis: which method and measures matter? |